RHS Writing Guide

Effective Argument Writing (Page 1) Effective argument writing (W1) includes the following: Claim = an arguable statement that the writer seeks to prove Evidence and Elaboration = relevant, accurate support to help prove the claim and an explanation of the evidence Formal style = avoiding slang and/or contractions, uses 3rd person point of view Acknowledgement of counterclaim/s = opposing arguments** (9-12 grades) Purpose: To demonstrate through writing that your position, belief, or conclusion is valid

Effective Informative/Explanatory Writing (Page 2) Effective informative/explanatory (W2) includes the following: A clear topic Relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples to develop understanding of key concepts and/or information Formal style = avoiding slang and/or contractions, uses 3rd person point of view Purpose: To increase a reader’s knowledge about a given topic

Effective Narrative Writing (Page 3) Effective narrative writing (W3) includes the following: An account of a real or imagined experience A clear situation for the reader (setting, conflict, characters) Organization that allows events to unfold naturally Narrative techniques as needed (such as dialogue, description, and pacing) Transitional words/phrases and sensory details to precisely give an account of the experience A conclusion that follows from the narrated experience and/or event Note: Narrative elements can be effectively included into arguments and informative/explanatory texts, historical accounts, and/or science/technical content (Grades 6-12). Purpose: To tell the story of a real or imagined experience

Well-Developed Paragraphs (Page 4) Well-developed paragraphs include the following: Topic sentence = Sentence that clearly expresses the main idea of a paragraph** Evidence and Analysis = Support for your topic sentence (what you are using to help prove your point) AND your explanation of why/how this evidence connects ICE (this is one way you can remember how to fully develop your ideas) = I (Introduce a piece of evidence to support topic sentence), C (Cite the evidence you introduced – this could be done through direct quote, paraphrase, or summary), E (Explain/Elaborate on the evidence – this is where YOU explain WHY/HOW the evidence you just introduced and cited supports your topic sentence). Repeat ICE as many times as necessary to fully develop your paragraph (minimum of 2 times) Concluding sentence = Sentence that sums up what the entire paragraph has said - should tie back to the topic sentence **(Topic sentence should directly tie back to a THESIS or CLAIM IF this is a body paragraph in an essay.) When do I use this? The characteristics listed above are essential for all well-developed paragraphs, so use this any time you are asked to write 1 or more paragraphs (Ex. Constructed responses on a test, body paragraphs in an essay, etc.)

Basic Grammar Expectations and Reminders (Pg 5) Complete sentences should be used to answer EVERYTHING assigned by the teacher unless the teacher indicates otherwise. All sentences should begin with a capital letter and end with the appropriate end punctuation. All paragraphs should be indented on the first line of the paragraph. Use a comma before the following words - for, and, nor, but, or, yet, so – WHEN it joins two complete ideas. Ex. - Learning to write well is essential to your future, and it gives you an opportunity to express your ideas, thoughts, and opinions. Use commas to set off direct quotations. In his inaugural speech, newly elected U.S. President Franklin D. Roosevelt said, “The only thing we have to fear is fear itself.”