How do I structure my writing to fit the purpose, mode and audience of an assigned task?

 What are the characteristic of each? How are they the same? How are they different?  write to inform;  write to entertain;  write to convince.

 What are some of the characteristics of each example?  Who is the audience?  What special characteristics do you need to consider?  Newspaper article;  Letter to your principal;  Magazine article;  Short story;  Memo to the Governor;  Letter to the editor

 The river rafting adventure was fun.  Table 1 & 3: write to inform;  Table 2 & 4 & 7: write to entertain;  Table 5 & 6: write to convince.

 Purpose: write to inform—  List the mode of writing that best fits the example paragraph.  Mode: Newspaper article; Letter to your principal; Magazine article; Short story; Memo to the Governor; Letter to the editor  On Saturday, June 20 th, five Nisqually students traveled to Wenatchee for a thrilling ride down the Wenatchee River. They went with their environmental science class, who collaborated with PE, to celebrate the completion of a major project.  Last weekend several of us went to the Wenatchee River for a rafting trip with our science teachers. We had so much fun and learned the value of team work.

 Purpose: write to inform—  Newspaper article: On Saturday, June 20 th, five Nisqually students traveled to Wenatchee for a thrilling ride down the Wenatchee River. They went with their environmental science class, who collaborated with PE, to celebrate the completion of a major project.  Letter to your principal: Last weekend several of us went to the Wenatchee River for a rafting trip with our science teachers. We had so much fun and learned the value of team work.

 Purpose: write to entertain—  List the mode of writing that best fits the example paragraph.  Mode: Newspaper article; Letter to your principal; Magazine article; Short story; Memo to the Governor; Letter to the editor  After months of hard work in both their Science and PE classes, a group of five students from Nisqually Middle School adventured down the Wenatchee River. Dressed in Nisqually blue, they donned their life jackets, grabbed their paddles, waded into the crystalline water, boarded the raft, and set off for a trip of a lifetime.  The snow melt caused the river to rise, and make the rapids so unpredictable that no one should have launched a raft. But that didn’t stop us.

 Purpose: write to entertain—  Magazine article: After months of hard work in both their Science and PE classes, a group of five students from Nisqually Middle School adventured down the Wenatchee River. Dressed in Nisqually blue, they donned their life jackets, grabbed their paddles, waded into the crystalline water, boarded the raft, and set off for a trip of a lifetime.  Short story: The snow melt caused the river to rise, and make the rapids so unpredictable that no one should have launched a raft. But that didn’t stop us.

 Purpose: write to convince—  List the mode of writing that best fits the example paragraph.  Mode: Newspaper article; Letter to your principal; Magazine article; Short story; Memo to the Governor; Letter to the editor  Outdoor education must be better funded in public school. Last weekend, my troubled teen was able to go on a rafting trip with her class. This experience not only taught her to take responsibility for her actions, she came back with a new love of school.  The State legislature needs to provide more funding for outdoor education. As a result of field trip, we had the opportunity to raft the Wenatchee River where we applied both scientific and physical education skills and knowledge.

 Purpose: write to convince—  Memo to the Governor: The State legislature needs to provide more funding for outdoor education. As a result of field trip, we had the opportunity to raft the Wenatchee River where we applied both scientific and physical education skills and knowledge.  Letter to the editor: Outdoor education must be better funded in public school. Last weekend, my troubled teen was able to go on a rafting trip with her class. This experience not only taught her to take responsibility for her actions, she came back with a new love of school.

 The river rafting adventure was fun.  Table 1 & 7: Newspaper article;  Table 2: Letter to your principal;  Table3: Magazine article;  Table 4: Short story;  Table 5: Memo to the Governor;  Table 6: Letter to the editor