EoYA Prep Task 3 - Producing Non-Literary Text

Useful website for conventions

DIARY ENTRY

1. Write in the first person. Use personal pronouns like I, me, my, we, us and our. The entry should
be revealing your most personal thoughts, feelings and raw emotions.

2. Your entry should contain relevant details about the topic given

3. A diary entry must include a day, date and year in concordance with the play.

4. Your entry should begin with ‘Dear Diary,’

5. Sign off the diary with your name

6. Use emotive language. Explain your emotions by giving examples. Diaries are emotional writing
pieces that should progress between different emotions.

7. Your opinion needs to come out strongly. Diaries are very biased pieces of writing.

8. Use the tenses judiciously. Past tense to convey events/feelings that have happened in the
past, present tense to convey events/emotions happening in the present and the course of
action you would take in the future.

9. Avoid writing the diary in chronological order. E.g. I got up in the morning, then I took a shower
etc. Start with the most important event: the TRIGGER (why you feel the immense need to share
your deepest thoughts).

10. Diary entries are written after the incident, so it should have a reflective tone. You are thinking
back about the event that triggered your emotional response and use the entry to process your
thoughts and feelings.

11. The entry finishes on a note about the course of action the character will take in the future.

12. Register: In a diary entry, the person adopts a conversational tone. However, you are assessed
on Criteria C&D, which means that you should use rich and creative forms of expression (figures
of speech, imagery…) Do not use slang or emojis.

13. Your voice should be evident. A strong style of writing.

14. Use transition sentences, phrases and words for a logical and smooth flow of ideas. They should
not be too formal.

15. Use appropriate punctuation marks and capitalisation of letters. Your syntax and grammar
should be correct.

16. Your diary should be divided into paragraphs: one paragraph = one main idea + one main
emotion.

Format of a Diary Entry

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Friday, 22nd March 2024 → notice the capitalisation conventions

9:30 pm

Dear Diary,
Para 1

Para 2

Para 3
…

Best,/ Love,/ Good night,/ Yours,

Your name
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LETTER

Adapted from this article. Compiled by Ms Gaya.

Formal Letter
Formal letters are official letters written to editors, school/college principals, resume cover letters, to
government officials, business letters, college application letters. They are formal in nature. Nothing in
such letters should be of a personal nature. A formal letter follows a set pattern. In a formal letter the
format of the letter is important, keep to the point, and maintain the formal tone. The use of colloquial
words, abbreviations, and slang language should be avoided.

Format:
● Sender’s address: The address and contact details of the sender are written here. Include an
email and phone number, if required or if mentioned in the question.

● Date: The date is written below the sender’s address after leaving one space or line.

● Receiver’s address: The address of the recipient of the mail (the officer/principal / Editor) is
written here.

● The subject of the letter: The main purpose of the Letterforms the subject. It must be written in
one line. It must convey the matter for which the letter is written.

● Salutation (Dear Mr/Mrs/Ms… / Respected Sir/Madam,/ To whom it may concern,)

● Body: The matter of the letter is written here. It is divided into 3 paragraphs as follows:

○ Paragraph 1: Introduce yourself and the purpose of writing the letter in brief.

○ Paragraph 2: Give detail of the matter.

○ Paragraph 3: Conclude by mentioning what you expect. (For example, a solution to your
problem, to highlight an issue in the newspaper, etc).

● Complimentary closing (Sincerely, Yours truly, Cordially, Respectfully, Thank you for your
consideration…)

● Sender’s name, signature, and designation (if any)

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Informal Letter:
An informal letter is a friendly letter written to friends or relatives. It has an informal tone, and is more
conversational in nature. This type of letter can be used for reasons like conveying messages, news,
giving advice, congratulating the recipient, requesting information, asking questions, etc. Unlike formal
letters, an informal letter doesn’t have a rigid structure or format. Colloquial words, abbreviations, and
slang language can be used, keeping in mind that you don’t want it to appear as though you can’t write
accurately.

The format:
● Address: The address of the sender is followed by that of the receiver.

● The date is written below the address after leaving one line.

● Salutation/Greeting (Dear / Hi / Hello)

● Body: The matter of the letter is written here. It is divided into paragraphs. It will maintain a
clear sense of address to a specific person. Establish a personal relationship with the reader
through writing. Be entertaining and express emotions. Relate anecdotes arousing interest

● Sender’s name and signature

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SPEECH

Adapted from this article.

Structure
● Introduction
○ Hook your audience with a strong opening (a thought-provoking question, a surprising
statistic, a compelling story, or powerful quote…)
○ Establish the purpose of your speech: Introduce your stance
○ Relate to the audience
● Body paragraphs
○ Each paragraph should focus on a single main point that supports your overall message
○ Each argument is emphasised through rhetorical devices
○ Appeals to ethos (anecdotes or personal examples), pathos (storytelling, humour,
imagery, figurative language) and logos (facts and figures)
● Conclusion
○ Call to action: challenge your audience to think, feel, or do something specific
○ Conclude the message and thank the audience.
○ You can revisit your opening and create an echo at the end (if applicable)

Linguistic elements
● Maintain a formal register
● Use figurative language (simile, metaphor, personification, imagery)
● Subtly play with repetition (anaphora, epiphora)
● Parallel structures and tricolon help create a lasting impression
● Use the second person pronoun to directly address the audience

Useful Transition Phrases (adapted from this)

Introduce the What if I told you…? Have you ever wondered...? Did you know that...? A staggering
topic 90% of people.. Let me tell you about a time… I'm here to share with you… The
reason I'm here today is… You might be surprised to learn… Imagine if… Think about
a time when… Get ready to be surprised…

Consequence Therefore, As a result, Consequently, Hence, For this reason

Example For example, To illustrate this point, In fact,

Shifting Direction In light of this, More importantly, Having established this, With that in mind, Taking a
step back, What you might not know is,

Contrast However, On the other hand, Conversely, (and) yet, but, However, (and) still,
Interestingly enough,
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Emphasis You see, Truth is, Above all, Especially, Particularly, More importantly, Crucially, This
is especially significant because

Generalising For the most part, Generally, Generally speaking, Ordinarily, Usually

Restatement In essence, In other words, namely, that is, that is to say, To put it differently

Closing The bottom line is, To leave you with this thought, Remember, Let me leave you with
this,
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PODCAST EPISODE SCRIPT

Structure
● Title of the episode
● Hook: an interesting quote from the episode itself, a staggering statistic/fact, a compelling
question, a funny anecdote…
● Intro:
○ Consider playing background music or a jingle
○ Introduce the title and purpose of the podcast. This section will be the same in each
episode.
E.g.: "Hello and welcome to [radio show title], the show that [insert concept of show or
tagline]. I'm your host, [host name].
○ Introduce the topic for this particular episode.
E.g.: “In today's episode,...” “In this episode, we'll be exploring…”
○ Introduce your guest (if applicable)
E.g.: "Our guest today is [name]. They/He/She are/is a [insert role, title, experience]

● Main content:
○ Deep dive into the topic with definition(s), explanations, facts, statistics
○ Provide examples or anecdotes to illustrate your points
○ Interview the guest: pose 2-3 open-ended thought-provoking questions
○ Provide a guest segment where they discuss their insights
○ Present different viewpoints and encourage critical thinking
○ You can debate the issue or play devil’s advocate
○ aAke sure the transitions from one topic to the next are smooth and ideas build off each
other

● Outro:
○ reiterate the key takeaways
○ give a teaser for your next episode,
○ play a closing jingle
○ share resources to help listeners
○ Call to action (follow on social media, like the episode…)

Helpful sentence starters

To kick things off... Let's break down the key aspects of [topic]
Did you know that...? One important thing to consider is...
Let's talk about... Let's delve deeper into...
Imagine this... Following up on what you said...
An important question to consider is…
Let's jump right in…
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PSA

Length:
● Short and Sweet: PSAs are typically very brief. This is to grab attention quickly and deliver the
message effectively. Start with a auvio-visually engaging hook.

Target Audience:
● Clearly Defined: The message and tone of the PSA should be tailored to a specific audience.
Consider age, interests, and potential concerns.

Emotional Impact:
● Evoking Feelings: PSAs often use emotional appeals to connect with viewers and encourage
action. This can be achieved through humour, fear, inspiration, or empathy through stylistic
devices.

Clear Message:
● Simple and Direct: The PSA should have a clear and concise message that viewers can easily
understand and remember.

Call to Action:
● Motivating Viewers: The PSA should encourage viewers to take action, whether it's visiting a
website, donating to a cause, or changing their behaviour. This is often presented as a clear and
actionable statement.

Production Techniques:
● Visually Engaging: PSAs often use powerful visuals, music, and storytelling techniques to grab
attention and hold viewer interest.
● High Production Value is not essential: While some PSAs have high production value,
effectiveness can be achieved with simpler techniques as well.

Informative vs. Persuasive:

● Balance of Information and Emotion: PSAs can be informative, providing facts and statistics
about an issue. However, they often use persuasive techniques to encourage viewers to care
about the issue and take action.

Credibility and Trust:

● Reliable Source: Viewers should feel confident that the PSA comes from a trustworthy source.
Government agencies, non-profit organisations, and established charities often produce PSAs.

Memorable Elements:
EoYA Prep Task 3 - Producing Non-Literary Text

● Sticking in the Mind: An effective PSA will leave a lasting impression on viewers, encouraging
them to remember the message and take action. Use persuasive techniques and stylistic
devices.
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Screenplay

How to format a screenplay

EoYA Prep Task 3 - Producing Non-Literary Text

https://www.studiobinder.com/blog/how-to-write-a-screenplay/
EoYA Prep Task 3 - Producing Non-Literary Text

Dialogue in a Narration

Example of a dialogue: “What Are You, Anyway?” by Lawrence Hill

Masterclass How to format a dialogue
Synonyms for “said”

The purpose of dialogue is to reveal the characters’ personalities and drive the plot forward.
Format
● Quotation Marks: Enclose each character's speech within quotation marks (" ").
● New Paragraph for each speaker: When a new character speaks, start a new paragraph with
their dialogue indented.
● Dialogue Tags (Optional): These short phrases (e.g., he said, she whispered) follow dialogue to
indicate the speaker and their tone. Use them sparingly for clarity. Sometimes they are needed,
other times the narration should be brought forward with actions instead. Be very careful of the
punctuation.

Punctuation:
1. Comma after Dialogue:
● When a dialogue tag follows the actual spoken words, use a comma to separate them.
○ Example:
"That was delicious," Sarah whispered.

2. Comma and Closing Quotation Mark:

● If the dialogue tag interrupts the spoken words (often for emphasis or additional action), use a
comma and the closing quotation mark before the tag. Then, open a new quotation mark after
the tag to resume the dialogue.
○ Example:
"Hold on a minute," she said, "I almost forgot something."

3. Period or Exclamation/Question Mark:

● The punctuation at the end of the sentence depends on the type of sentence the dialogue is
part of.
○ If the dialogue is a statement, use a period after the closing quotation mark, even if the
dialogue tag is a question or exclamation.
Example:
"Are you sure?" he asked.
○ If the entire sentence, including the dialogue, is a question or exclamation, place the
question mark or exclamation point outside the closing quotation mark.
Example:
What did you say?
"Get out!" she screamed.
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4. Dialogue Tag Capitalization:

● Dialogue tags are typically lowercase unless they begin with a proper noun (name) or the
pronoun "I."
Example:
"Can we go now?" she asked.
○ "Of course," I replied.

Tips:
● Natural Language: realistic conversations. People don't always speak in complete, grammatically
perfect sentences. Some sentences are unfinished (if something happens or someone
interrupts)
● Show, Don't Tell: Use dialogue to reveal character traits and emotions instead of directly stating
them. Imagery + figures of speech in the narration are important.
● Subtext: Dialogue should carry hidden meaning beyond the literal words. Consider body
language and context.
● Variety: Use different sentence structures and lengths to avoid monotony. That’s the worst.
● Action Lines: Intersperse dialogue with short descriptions of actions and expressions to help the
reader visualise the scene (imagery).
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Criterion B: Organising
Level Level Descriptor

0 The student does not reach a standard described by any of the descriptors below.

1-2 The student:

i. makes minimal use of organizational structures though these may not always serve the context
and intention

ii. organizes opinions and ideas with a minimal degree of coherence and logic

3-4 The student:

i. makes adequate use of organizational structures that serve the context and intention

ii. organizes opinions and ideas with some degree of coherence and logic

5-6 The student:

i. makes competent use of organizational structures that serve the context and intention

ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other

7-8 The student:

i. makes sophisticated use of organizational structures that serve the context and intention
effectively

ii. effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas
building on each other in a sophisticated way
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Criterion C: Producing Text

Level Level Descriptor

0 The student does not reach a standard described by any of the descriptors below.

1-2 The student:

i. produces texts that demonstrate limited personal engagement with the creative process; demonstrates a
limited degree of insight, imagination and sensitivity and minimal exploration of, and critical reflection on,
new perspectives and ideas

ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited
awareness of impact on an audience

iii. selects few relevant details and examples to develop ideas.

3-4 The student:

i. produces texts that demonstrate adequate personal engagement with the creative process; demonstrates
some insight, imagination and sensitivity and some exploration of, and critical reflection on, new
perspectives and ideas

ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate
awareness of impact on an audience

iii. selects some relevant details and examples to develop ideas.

5-6 The student:

i. produces texts that demonstrate considerable personal engagement with the creative process;
demonstrates considerable insight, imagination and sensitivity and substantial exploration of, and critical
reflection on, new perspectives and ideas

ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good
awareness of impact on an audience

iii. selects sufficient relevant details and examples to develop ideas.

7-8 The student:

i. produces texts that demonstrate a high degree of personal engagement with the creative process;
demonstrates a high degree of insight, imagination and sensitivity and perceptive exploration of, and critical
reflection on, new perspectives and ideas

ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating good
awareness of impact on an audience

iii. selects extensive relevant details and examples to develop ideas with precision.
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Criterion D: Using Language

Level Level Descriptor

0 The student does not reach a standard described by any of the descriptors below.

1-2 The student:

i. uses a limited range of appropriate vocabulary and forms of expression

ii. writes and speaks in an inappropriate register and style that do not serve the context and intention

iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication

iv. spells/writes with limited accuracy; errors often hinder communication

3-4 The student:

i. uses an adequate range of appropriate vocabulary, sentence structures and forms of expression

ii. sometimes writes and speaks in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder
communication

iv. spells/writes with some degree of accuracy; errors sometimes hinder communication

5-6 The student:

i. uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently

ii. writes and speaks competently in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder
effective communication

iv. spells/writes with a considerable degree of accuracy; errors do not hinder effective communication

7-8 The student:

i. effectively uses a range of appropriate vocabulary, sentence structures and forms of expression

ii. writes and speaks in a consistently appropriate register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and
communication is effective

iv. spells/writes with a high degree of accuracy; errors are minor and communication is effective.