This document provides information about formal writing. It defines formal writing and lists some common types, including letters, essays, newspaper articles, and reports. The purpose of formal writing is to express an opinion or inform others. Key rules of formal writing are identified, such as avoiding slang, using correct spelling and punctuation, and writing in third person. The document also contrasts formal and informal language and provides examples of rewriting informal language formally. Various persuasive writing techniques are discussed, including rhetorical questions, examples, and listing.

1. Formal Writing
Year 9
By
Christine
Wells
Adapted by
Gill Taylor

2. What is Formal Writing?
• Formal writing can be:
• A letter to the editor
• A formal essay
• A newspaper article
• A film or book review
• A report

3. The purpose…
• The purpose of formal writing is to express an
opinion on an issue or to inform. It also lets
other people know what you are thinking and
can stimulate debate.

4. The rules!
• No slang or colloquial expressions
• No contractions e.g it’s should be it is
• Spelling must be perfect
• Use correct punctuation
• Write in the 3rd person e.g. he, she, they
• Don’t overuse the 1st person e.g I think…
• Numbers ten and under should be written in
full.

5. Features of Formal writing
• Formal writing is written using formal language
– as if you were speaking to the Queen, not your
mates!

6. Task A - do in class.
Rewrite the following paragraph, replacing the informal
language with formal language.
I decided to research ‘boy racers’ in auckland. my
friends are boy and girl racers although they don’t like to be
labled in that category. i’m interested to no some different
views on this subject which seems to have alot of attention.
it was alot different in year’s gone by. car are alot more
powerful than they were 20 years ago.

7. Task A - Answers
I decided to research ‘boy racers’ in
Auckland. My friends are boy and girl racers,
although they do not like to be labelled in that
category. I am interested to know some different
views on this subject, which seems to have a lot of
attention. It was very different in years gone by.
Cars are more powerful than they were 20 years
ago.

8. Year 9: ISRAEL
• Imperative - an order which helps the reader understand
the importance of what you are saying.
• Statistics - numbers taken from research that give weight
and help support your point.
• Rhetorical question - a question that does not require an
answer but just some thought.
• Anecdotes - stories or a personal experience that
illustrates the point you are making.
• Examples - quotes or the description of an event which
supports what you are writing about.
• Listing - a list of numbers or items.

9. Task B
1. Grab a magazine and find an example of each of the following:
•Imperative - an order which helps the reader understand the
importance of what you are saying.
•Statistics - numbers taken from research that give weight and help
support your point.
•Rhetorical question - a question that does not require an answer but
just some thought.
•Anecdotes - stories or a personal experience that illustrates the point
you are making.
•Examples - quotes or the description of an event which supports what
you are writing about.
•Listing - a list of numbers or items.
2. Cut each one out, glue it into your book and label it clearly.

10. For smaller boats, the decision of one outboard versus two usually reflects each owner's specific requirements.
ADDING UP
In general terms, the more engines you have, the more expensive and complex the installation becomes.
Twin engines usually means two sets of gauges.
That said, twin rigs, the most common multiple engine installation in New Zealand, aren't particularly complicated to fit and don't usually need
expensive specialised control systems, since most outboard manufacturers offer standard twin-engine controls.
However, control systems have become more sophisticated, with single trim buttons to operate the trim on both engines, fuel gauges that measure
combined fuel consumption for both engines, interlinked engine computers and in some cases the ability to steer the engines independently of one
another at manoeuvring speed. Consequently, rigging twin engines is reasonably technical and requires specialist knowledge. It also takes longer.
Ongoing service costs for twin engines are higher than for a single, since there are two engines to maintain and more technology to go wrong, so the
boatie needs to balance the benefits of twin engines against the extra cost. Usually though, it's not necessarily twice as expensive to service two
engines as it is to service one, since with twins you are likely dealing with eight cylinders and their valve trains as opposed to six cylinders and a
valve train on a single installation. Smaller engines also require less oil, so on balance servicing twin outboards costs only about 50% more than
servicing a single outboard. Servicing aside, the purchase price difference between a single engine and twin engines of equivalent horsepower is
relatively slight. If you add an auxiliary engine to your single installation, as a trolling motor or just as safety back-up, the cost difference is negligible.
A single outboard plus a suitable four-stroke auxiliary costs about the same overall as twin engines of similar horsepower. BUT WEIGHT, THERE'S
MORE Weight is another consideration. Even though outboards, especially four-strokes, are getting lighter with each new model, two 150hp engines
are heavier than one 300hp, sometimes by quite a margin. The weight difference varies between engine brands and horsepowers and between four-
cylinder and six or eight-cylinder engines. Extra weight has implications for the boat's balance and handling, while the extra space required by two
engines on the transom may necessitate modifications to the boat's structure. However, with today's lightweight outboards, a twin rig's total weight
on the transom is no longer the issue it was 10 or 15 years ago. SACRIFICING SPEED There is a speed penalty to pay with multiple outboards, too.
Because the surface area of two lower units is greater than the surface area of one, there's more drag through the water, reducing top speed.
Depending on the engine brand and leg design, a 200hp leg will typically be about 20-30% greater in surface area than a 100hp leg, but
considerably less in total area than two 100hp legs. A single rig creates less drag which translates into a faster boat.
To achieve the same top speed with twins as with a single outboard, you need slightly higher horsepower to overcome the extra weight and drag:
say a pair of 115hp outboards to match a single 200hp, depending on the engines used. Boat manufacturers recommend twin outboards of sufficient
power that one engine can easily plane the boat by itself – depending on the load. For example, the boat may plane on one engine with only two or
three people onboard, but would struggle to plane with a greater load. US boatbuilder Boston Whaler advises meeting the maximum recommended
horsepower rating for the boat when rigging two or more engines to ensure optimum performance. For best performance and handling, twin
installations should have counter-rotating propellers to eliminate torque steer and a tendency for the boat to lie over on one side under acceleration.
Until recently it was quite common to rig twin engines without counter-rotating propellers, especially with smaller horsepower outboards, toeing one
engine in slightly to counteract torque steer. However, counter-rotating is best and all the major players now offer left or right-hand rotating versions
of their bigger engines to meet the demands of twin-rigging. FUEL ECONOMY In theory, extra drag should impact on fuel economy as well, but
there is often little difference between twin or single installations of equivalent total horsepower. Fuel consumption between engines of the same
vintage, technology and total horsepower is about the same for twin or single outboard installations because it takes a certain amount of fuel, or
energy, to move a boat through the water. In some situations – trout trolling, traversing no-wake zones, or drift fishing at idle where it's prudent to
leave the engine running – one engine (continued on slide 11)

11. can be shut down to save fuel. DOING THE QUICK-STEP
A major advantage of a twin installation comes in manoeuvrability: for close-quarters operation, docking, steering and control in big seas, twins have the edge.
Two legs and propellers in the water provide better control than one, and many boats equipped with twins seem to ride better too, perhaps because of extra
weight at the stern.
Some modern high-tech steering systems for multiple outboard installations offer unprecedented directional control at low speed by allowing the outboards to
steer independently of one another, which is impossible to replicate with a single outboard. Even standard installations allow the operator to run one motor in
reverse and one going ahead for superior control dockside.
SAFETY: PLAN B
Perhaps the most common justification for fitting twin outboards is safety. If one engine fails for any reason, the other will get you home. If the motors are big
enough for the task, you may even get back on the plane at good speed without excessive fuel use.
For charter boats, commercial vessels and boats that operate offshore or in remote areas, twin rigs make a lot of sense. In South Africa, trailer boats that travel
more than five miles offshore must have two outboards and be able to plane on just one, so the authorities there obviously acknowledge the safety benefits of
twin installations.
In many boating situations, a suitable auxiliary will get you home safely should the primary engine have problems – provided the auxiliary works.
The maintenance regime of auxiliary engines is often neglected; they may not even be started for several years and then refuse to go when they are needed in
an emergency. This is especially true of auxiliary motors that spend their lives lying on their sides somewhere up in the bows.
Auxiliaries on transom brackets get in the way when fishing, can be difficult to secure properly when the sea is rough and many boaters consider them ugly too,
so despite their safety credentials they are less popular than they used to be.
But perhaps the main reason most boaters no longer consider an auxiliary essential is because modern outboards have become so reliable. Many boat owners
never experience any problems with their outboards, particularly if they service them regularly.
Breakdowns are rare and most new outboards have 'limp home' modes that reduce power when there is a mechanical issue, but still allow the skipper to get
home, albeit at reduced speed.
CONCLUSION
For boats plying busy recreational waters like the Hauraki Gulf, there's less reason to fit twin engines or even an auxiliary, but if you regularly travel well offshore
or fish and dive along an exposed, isolated coast, the security and other benefits of twin engines may well justify the higher initial outlay and ongoing service
costs.
TWIN OUTBOARD
Pros Cons
*safety/redundancy * purchase price
*superior low-speed manoeuvrability * service costs
*superior control in reverse * more to go wrong
*superior control in a seaway * speed penalty
*faster hole shots * weight penalty
*better trout trolling * need for counter-rotation
*can run on one engine *take up more room on transom
*no trim tabs required
SINGLE OUTBOARD
Pros Cons
*one engine cheaper than two *no redundancy
*simpler/cheaper to rig *extra cost of
auxiliary for safety
*less to go wrong *inferior control in
reverse
*cheaper to service *inferior low-speed
manoeuvrability
*higher top speed *may need trim tabs
*lighter *takes longer to
plane
*uses marginally less fuel

12. Task C
•Identify 4 persuasive writing techniques that have been used in the
following letter. (Use the Formal Writing ISRAEL acronym to help you
if you are stuck.)
Screaming Children
Is there some new movement among childcare personnel to encourage
young children to scream, squeal or shout very loudly anywhere, any
time?
This must be so because it is impossible to escape this unprovoked,
meaningless, and distressing racket that appears to be not only
permitted but encouraged by parents, ignoring the unpleasant effect on
others.
It is particularly noticeable in supermarkets where there is an almost
constant cacophony of sounds that make one believe some little one is
in dire distress.
Parents, it is rude. To those who have ear problems or perhaps a
headache, it is extremely unpleasant. It is also an abuse of the rights of
others to shop in peace, and it is teaching children to be inconsiderate
and disrespectful of the right of others to what the law terms “quiet
enjoyment” of one’s activities.
Answers: Rhetorical Question, Example, Listing, Short Sentence

13. Emotive language
Emotive language is the use of language or words
that create an emotional response in the reader.
These are words such as amazing, terrifying,
awesome, frightening…
These words are effective because if the reader
feels some sort of emotion then they are more
likely to be driven towards taking action.
So the use of emotive words can mobilise people
into supporting or protesting against an issue.

14. Task D - a class task
• Rewrite the following paragraph using
emotive language to make it more
persuasive.
Ontario is a good place to visit. It is a
massive province with many tourist
attractions. You can see huge waterfalls at
Niagara Falls. Or you can walk through
Toronto and look at large skyscrapers. If
you like to excitement, you can take all the
thrilling rides at Canada’s Wonderland or
grove to a live concert at Ontario Place.
Ontario even has a superior Science
Centre. Whatever you love to do, it’s
available in Ontario!

15. Task D - Answers
Ontario is a terrific place to visit. It is a
massive province with hundreds of tourist
attractions. You can watch gigantic
waterfalls at Niagara Falls. Or you can stroll
through Toronto and gaze at towering large
skyscrapers. If you prefer to have
excitement, you can experience all the
thrilling rides at Canada’s Wonderland or
groove to a live concert at Ontario Place.
Ontario even has a superior Science Centre.
Whatever you love to do, it’s offered in
Ontario!

16. The importance of evidence
Evidence is information that is used to add weight and support to your
argument. “That which tends to prove or disprove something; ground
for belief; proof.”
It can take the form of facts, statistics, anecdotes or quotes.
When you make a statement or voice your opinion on an issue you will
often be asked why you think the way you do. You need to prove your
point. This is why evidence is so important.
It is hard to argue with solid proof or evidence.

17. Task E
•Identify an imperative, the use of evidence and
repetition in the following paragraphs.
Council on climate change
The European Union intends to place tariffs on imports to
Europe from 2011 to offset the carbon footprints of those
imports. While the move is aimed at the United States,
China and India, New Zealand will get hurt if it does not
address its carbon footprint. So, what can we do?
Buy local produce. Carpool or ride a bike to work. Recycle
used clothing. Everyone will have to do their bit.

18. Statements: More Examples
• iPads and iPods should be part of the modern day classroom.
1. what is the reason for this statement
2. why do you think that this is a good idea
3. how do you think that this will effect the students and teachers
7. who do u think that this will efect the most
8.when do you think that this will go into action in the classroom

19. Task F - Research questions
•Once you have chosen your statement, write
down 3-5 questions about it that you would like
to find answers for.
•5 Ws and H
•Your questions should be open ended.
For example:
What kinds of things should our parents be role
modeling to their children? Or
What are some of the actions we could take to
make our environment clean and green?

20. Spelling, punctuation, capitals, and contractions
It is important that the reader is not distracted by mistakes in your
writing.
Mistakes will detract from your argument. Instead of focusing on the
points you are making, the reader will be forced to keep re-reading to try
and make sense of your writing.
To avoid this, check, double check and even triple check that your work is
error free.

21. Task G: another class task - Find 4 spelling mistakes
and 5 punctuation errors in the following paragraph.
Minor sporting codes are also effected by the almighty
dollar. Early in 2003 the New Zealand Mens Underwater
Hockey team took out silver in the World
Championships. But did we see that on the news. No.
The New Zealand Mens Underwater Hockey team is not
even nationally reconise, nd its members are certainly not
paid. They had to raise the funds themselves in order to
get to Canada and represent there country. They are not
paid thousands of dollars a year, they still have to go to
work and earn a living. The hours of training and the
demands of the sport are truly for the love of it. Compare
this, to our Americas Cup Bid. Again the inequity is
highlighted by the dollars attached to the code, or lack of
dollars as the case may be.

22. ANSWERS
Minor sporting codes are also affected by the
almighty dollar. Early in 2003 the New
Zealand Men’s Underwater Hockey team took
out silver in the World Championships. But
did we see that on the news? No. The New
Zealand Men’s Underwater Hockey team is
not even nationally recognised and its
members are certainly not paid. They had to
raise the funds themselves in order to get to
Canada and represent their country. They are
not paid thousands of dollars a year, they still
have to go to work and earn a living. The
hours of training and the demands of the sport
are truly for the love of it. Compare this to our
America’s Cup Bid. Again the inequity is
highlighted by the dollars attached to the
code, or lack of dollars as the case may be.

23. Spelling Test # 1 - Work in pairs
1. Acceptable
2. Accidentally
3. Conscience
4. Definitely
5. Experience
6. Noticeable
7. Principal
8. Recommend
9. Their (The students rose
silently, collected their
belongings and left forever.)
10. Weird
11. Villain
12. Referred
13. Occurred
14. Among
15. Awkward

24. Task H - Brainstorm
• Do you agree or disagree with the statement you
have chosen? Give 3 reasons why.
Why?

25. Essay Structure
• Introduction
• Paragraph 1
• Para 2
• Para 3
• Conclusion

26. Paragraph Structure
• Statement
• Example
• eXplanation
• Your response
• Point
• Explain
• Example (quote)
• Link (to statement)
OR

27. Paragraph 1 Paragraph 2
Paragraph 3
Statement-
Main idea
Example-
What is an example
from real life that
supports the
point you are making?
Explanation-
How does this example
prove the point you
are making?
Your response-
Why is this important?
What can we learn from it?

28. Affect vs Effect
Affect
•Affect with an a means "to
influence," as in, "The arrows
affected Ardvark," or "The rain
affected Amy's hairdo." Affect can
also mean, roughly, "to act in a way
that you don't feel," as in, "She
affected an air of superiority."
Effect
•Effect with an e has a lot of subtle
meanings as a noun, but to me the
meaning "a result" seems to be at the
core of all the definitions. For
example, you can say, "The effect was
eye-popping," or "The sound effects
were amazing," or "The rain had no
effect on Amy's hairdo.“
Source: www.grammar.quickanddirtytricks.com aka grammar girl

29. Spelling Test #2 - Test each other
1. Always
2. Profession
3. Knowledge
4. Embarrass
5. Necessary
6. Succeed
7. Beginning
8. Independence
9. Privilege
10. No one
11. Prejudice
12. Sincerely
13. Business
14. Probably
15. Separate

30. Task J - Common Errors
Rewrite the sentence in your book and choose the appropriate word (or spelling) to fill in the gap.
1. These trousers I bought are a bit ____. (lose/
loose)
2. Could you _____ us on the best way to
proceed? (advise/advice)
3. He walked straight _____ me. (past/passed)
4. Don’t ____ those keys, or you won’t be able
to get in. (lose/loose)
5. She said she ____ in later on. (maybe/may
be)
6. It was ____difficult to find a hotel room.
(quite/quiet)

31. Introduction
Your introduction should:
1.State whether you agree/disagree with the
statement and include all of your statement
sentences. For example, I believe that cellphones
have become addictive because…
2. Include a rhetorical question at the end.

32. Conclusion
Your conclusion should:
• answer the question
• include your 3 main points( statement sentences)
• a summary of what we can learn/ what was
important or significant.
• Finish with an imperative.

33. Task K - More common errors
1. Jack is going to _____some money to help
us get home. (lend/borrow)
2. _____ coat is this? (whose/who’s)
3. _____ driving us home? (whose/who’s)
4. The cupboard is ____. (bear/bare)
5. I’m pleased to say the changes don’t ____ us.
(affect/effect)
6. If you are going to make the team, you must
____ hard. (practise/practice)
7. Jaimee ______ her phone number on a
piece of paper and gave it to Matthew. (writ/
wrote)

34. Task L - When does y become i?
Below are 14 words. In your notebook, make two columns –one for words that keep ‘y’ on the
end and the other for words that change to ‘i’ in the plural form, or past tense.
Hurry buy play obey
enjoy toy easy display
story marry happy spy
say try

35. Task M – make nouns
dDescribe explain
Know begin separate
Act create
Compare discuss predict