WRITING PROCESS FOR INFORMATIVE/EXPLANATORY WRITING
Before beginning the writing process, it is imperative for the teacher to make the distinction between informative/explanatory writing and argument writing. It is important for the teacher to emphasize that informative/explanatory writing is not meant to convince people of a belief or influence people’s behaviors.
PreWriting
The teacher may choose to create informative/explanatory topics for students, or he/she may allow students to choose topics themselves. To explore the topic, the teacher guides students’ brainstorming by asking them to return to a text or explore additional resources through research. Once a topic has been explored, students develop the purpose and focus for their writing. After determining their purpose and focus, students determine which concepts, ideas, and information are important for their pieces. Students then organize the concepts, ideas, and information around the chosen purpose and focus by using outlines or graphic organizers to plan and prepare for writing.
Drafting
Referring to their plans and to mentor texts, students draft their informative/explanatory texts. Students begin by writing introductions that clearly identify the topic and provide a preview of what will be explored further in the rest of the piece. Students are encouraged to use strategies like definition, classification, compare/contrast, and cause/effect to establish an organization for ideas, concepts, and information on the topic under study.
In the body of their informative/explanatory pieces, students develop the topic with pertinent facts, definitions, concrete details, quotes, examples, and any additional information necessary.
As students draft their informative/explanatory pieces, they use appropriate transitions to reflect the organizational structure of the text, create cohesion, and provide a clear understanding of how the ideas relate to the concepts. In addition, students need to be familiar with the domain-specific vocabulary related to their topics and use it appropriately in their writing. Students are also encouraged to use precise language to describe the topic under study. Throughout the text, students may include formatting (e.g. headings, sub-headings, sections, etc.), graphics (e.g. images, figures, tables, and charts), use multimedia to help the reader’s understanding of the topic. While drafting their informative/explanatory pieces, students write in a formal style that is consistent throughout their writing. To provide closure to their informative/explanatory pieces, students write conclusions in the form of statements or paragraphs that connect to and re-emphasize the main ideas and concepts presented.
In the body of their informative/explanatory pieces, students develop the topic with pertinent facts, definitions, concrete details, quotes, examples, and any additional information necessary.
As students draft their informative/explanatory pieces, they use appropriate transitions to reflect the organizational structure of the text, create cohesion, and provide a clear understanding of how the ideas relate to the concepts. In addition, students need to be familiar with the domain-specific vocabulary related to their topics and use it appropriately in their writing. Students are also encouraged to use precise language to describe the topic under study. Throughout the text, students may include formatting (e.g. headings, sub-headings, sections, etc.), graphics (e.g. images, figures, tables, and charts), use multimedia to help the reader’s understanding of the topic. While drafting their informative/explanatory pieces, students write in a formal style that is consistent throughout their writing. To provide closure to their informative/explanatory pieces, students write conclusions in the form of statements or paragraphs that connect to and re-emphasize the main ideas and concepts presented.
Revising/Editing
With feedback and direction from peers and adults, students review their drafts in order to make revisions and edits for improvement. This guidance is slowly lessened as students become more familiar with the techniques for informative/explanatory writing. The teacher may also assign peer reviewers and/or conduct one-on-one writing conferences with students in the revision and editing processes. Students evaluate the content and organization of their informative/explanatory pieces, making revisions that focus on better addressing the purpose and/or audience of their pieces. Students are encouraged to revise and edit more than once, so they learn that writing is a recursive process that sometimes requires rewriting or trying a new approach.
In the Classroom: Students focus on how well the purpose and audience of their writing has been addressed by asking themselves questions, such as:
• Did I clearly explain my topic?
• Did I provide only relevant examples to illustrate the concept?
• How can I help my reader understand the topic even better?
• Can I choose different transition words or phrases to create clarity and cohesion in showing the relationships among ideas?
As students reflect on these questions, they work to rewrite their papers so that their explanations are made even stronger. Teachers choose strong mentor informative/explanatory texts. Students analyze the mentor texts to see how an author presents information for the readers’ understanding. Students study the techniques used in these mentor texts and try them in their own writing. Students practice using strategies such as definition, classification, comparison/contrast, and cause/effect with the same topic. Students assess which strategy worked best for their topic and use them in their writing pieces.
In the Classroom: Students focus on how well the purpose and audience of their writing has been addressed by asking themselves questions, such as:
• Did I clearly explain my topic?
• Did I provide only relevant examples to illustrate the concept?
• How can I help my reader understand the topic even better?
• Can I choose different transition words or phrases to create clarity and cohesion in showing the relationships among ideas?
As students reflect on these questions, they work to rewrite their papers so that their explanations are made even stronger. Teachers choose strong mentor informative/explanatory texts. Students analyze the mentor texts to see how an author presents information for the readers’ understanding. Students study the techniques used in these mentor texts and try them in their own writing. Students practice using strategies such as definition, classification, comparison/contrast, and cause/effect with the same topic. Students assess which strategy worked best for their topic and use them in their writing pieces.
Rubric
Research1) All sources found online must be reliable! (No Wikipedia) 2) Make sure that you record the following information for each website you use: a. Name of the website b. Author of the website/online article c. Publishing company d. Date it was published e. ENTIRE web address 3) Correct citations must be included at the end of your final typed draft. |
Essay1) Essay must be 5 Paragraphs: Introduction, 3 body, and conclusion
2) Introduction paragraph must include: a. Name of the holiday b. Country/countries where it is celebrated c. The day/days it is celebrated 3) Each body paragraph must cover a different main idea. |
Poster1) Needs to be done on a regular sized WHITE poster board
2) Needs to be colorful and include: o The name of the Holiday o Symbols/ colors/representations of the holiday, as well as the flag of countries that celebrates it. o LEAVE ENOUGH ROOM FOR ESSAY TO BE GLUED IN THE CENTER (2 pages) o Drawings must be included, but some computer images can be added. |