Types of Writing English 10, 2016-17

Informational/Explanatory: Definition Informational/ explanatory writing conveys information accurately.  The writer’s purpose is to increase the reader’s knowledge, to help the reader better understand a procedure or process, or to increase the reader’s comprehension of a concept.  Information writing begins with the assumption of truthfulness and answers questions of why or how.  Writers draw information from what they already know and from primary and secondary sources.  They must select and incorporate relevant examples, facts, and details. What are the characteristics of the informative/explanatory text type? Informative/explanatory writing conveys information accurately. Writings that exemplify this text type include summaries and instructions. The purpose of informative/explanatory writing is to increase knowledge, explain a procedure, or explore a concept in depth. College and Career Readiness Anchor Standard:  Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Argument: Definition An argument is a reasoned, logical way of demonstrating the writer’s position, belief, or conclusion.  The writer makes a claim and then defends that claim with information from credible sources.  Students must clarify relationships between the claim and the evidence and address counter claims.  Argument takes the form of opinion in the elementary grades and evolves into argument in the middle and high school grades. What are the characteristics of the argument text type? Argument is an especially important text type since it requires the writer to provide reasoned, logical proof for a claim or assertion. The purpose of argument is to change the reader’s thinking, move the reader to action, or convince the reader to accept the writer’s explanation of a problem or concept. The complexities of this type of logical reasoning exceed the cognitive ability of most elementary students. Therefore, as a precursor to argument, elementary students are taught to express opinions that are well supported by facts and evidence. “While all three text types are important, the Standards put particular emphasis on students’ ability to write sound arguments on substantive topics and issues, as this ability is critical to college and career readiness.” (From Appendix A, page 24 of the Common Core State Standards for English Language Arts.) College and Career Readiness Anchor Standard:  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

What are the characteristics of this writing type? EXPOSITORY ARGUMENTATIVE

What are the characteristics of this writing type? EXPOSITORY ARGUMENTATIVE Facts/Details/Events Background Info/Context Author’s Perspective Narration/Explanation Elaboration for the purpose of clarification and conveying meaning/info Organized in a useful way (will change depending on the type of expository/informational writing) Objective (unbiased) Can include visuals (charts, lists, etc.) Facts/Events/Examples = Evidence Background on position or the argument Your claim Addressing a counterclaim (followed with a rebuttal) Explanation/Elaboration For the purpose of persuasion and convincing Organized in way so that it enhanced the claim/argument being made Subjective (has opinion/bias)

Argument: Definition An argument is a reasoned, logical way of demonstrating the writer’s position, belief, or conclusion.  The writer makes a claim and then defends that claim with information from credible sources.  Students must clarify relationships between the claim and the evidence and address counter claims.  Argument takes the form of opinion in the elementary grades and evolves into argument in the middle and high school grades. What are the characteristics of the argument text type? Argument is an especially important text type since it requires the writer to provide reasoned, logical proof for a claim or assertion. The purpose of argument is to change the reader’s thinking, move the reader to action, or convince the reader to accept the writer’s explanation of a problem or concept. The complexities of this type of logical reasoning exceed the cognitive ability of most elementary students. Therefore, as a precursor to argument, elementary students are taught to express opinions that are well supported by facts and evidence. “While all three text types are important, the Standards put particular emphasis on students’ ability to write sound arguments on substantive topics and issues, as this ability is critical to college and career readiness.” (From Appendix A, page 24 of the Common Core State Standards for English Language Arts.) College and Career Readiness Anchor Standard:  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Difference between persuasive and argumentative writing. Students are used to aggressively convincing a reader to take their side in persuasive writing. However, argumentative writing is much more balanced. It requires the development of both sides of an issue, offering several claims for one side while acknowledging that there are valid counterclaims from the opposition. Argumentative writing is about giving the reader another perspective to consider on a debatable topic and proving why that position is the superior choice.

Difference between Persuasive and Argumentative? Students are used to aggressively convincing a reader to take their side in persuasive writing. However, argumentative writing is much more balanced. It requires the development of both sides of an issue, offering several claims for one side while acknowledging that there are valid counterclaims from the opposition. Argumentative writing is about giving the reader another perspective to consider on a debatable topic and proving why that position is the superior choice.

Outline Strategies Practice Argument Essay Outline Strategies Practice

Pick your favorite movie and write an argument about why it is a great movie. Use the outline below. Paragraph 1 Major/Central Claim Paragraph 5 Counterclaim Refuting of counterclaim (Rebuttal) Paragraph 4 Supporting Claim 3 (Topic of ¶ 3) Evidence and Explanation Prargraph 3 Supporting Claim 2 Paragraph 2 Supporting Claim 1 (Topic of ¶ 2)

Summary + additional points Paragraph 1 Major/Central Claim Paragraph 5 Summary + additional points Evidence + Elaboration Paragraph 4 Counterclaim Rebuttal w/ Evidence Prargraph 3 Paragraph 2

Evidence and Explanation Paragraph 1 Major/Central Claim Paragraph 5 Supporting Claim 3 (Topic of ¶ 5) Evidence and Explanation Paragraph 4 Counterclaim Rebuttal Prargraph 3 Supporting Claim 2 (Topic of ¶ 3) Paragraph 2 Supporting Claim 1 (Topic of ¶ 2)

Thesis or claim Supporting claim 1 Supporting claim 2 Evidence + Elaboration Supporting claim 2 Supporting claim 3 Counterclaim Refuting/Rebuttal Conclusion What public behaviors do you think should be banned and why?

Write to the board of a charitable committee and convince them to donate money to the charity of your choice. Use the organizer of your choice

Outline Strategies Practice Informative Essay Outline Strategies Practice

Explain the major differences between Junior High and High School Thesis- Explaining the major differences between the two. Paragraph 1 First major area of difference How it is in Junior High How it is in high school Paragraph 2 Second Major difference How it is in High School

What are the major effects of good and bad study habits? Paragraph 1 Good Habit 1 Effects: Paragraph 2 Good Habit 2 Paragraph 3 Bad Habit 1 Paragraph 4 Bad Habit 2 Thesis that addresses effects Of Study Habits

Explain why bad air is a problem in Utah and what are possible actions that could be taken to solve the problem. Create an organizer of your choice.