Informative Essay
Informative - J. English LAFS.7.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. Informative - J. English
Informative - J. English LAFS.7.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. Informative - J. English
Informative - J. English LAFS.7.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. Informative - J. English
Informative - J. English LAFS.7.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. Informative - J. English
Informative - J. English LAFS.7.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. Informative - J. English
Informative - J. English LAFS.7.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. Informative - J. English
Informative - J. English LAFS.7.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. Informative - J. English
Purpose, Focus, and Organization The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following: Strongly maintained controlling idea with little or no loosely related material Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas Logical progression of ideas from beginning to end with a satisfying introduction and conclusion Appropriate style and objective tone established and maintained Informative - J. English
Purpose, Focus, and Organization Controlling idea = thesis statement The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following: Strongly maintained controlling idea with little or no loosely related material Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas Logical progression of ideas from beginning to end with a satisfying introduction and conclusion Appropriate style and objective tone established and maintained Informative - J. English
Purpose, Focus, and Organization The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following: Strongly maintained controlling idea with little or no loosely related material Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas Logical progression of ideas from beginning to end with a satisfying introduction and conclusion Appropriate style and objective tone established and maintained Informative - J. English
Purpose, Focus, and Organization The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following: Strongly maintained controlling idea with little or no loosely related material Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas Logical progression of ideas from beginning to end with a satisfying introduction and conclusion Appropriate style and objective tone established and maintained Informative - J. English
Purpose, Focus, and Organization The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following: Strongly maintained controlling idea with little or no loosely related material Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas Logical progression of ideas from beginning to end with a satisfying introduction and conclusion Appropriate style and objective tone established and maintained No introduction or conclusion = no higher than a 2 Informative - J. English
Purpose, Focus, and Organization The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following: Strongly maintained controlling idea with little or no loosely related material Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas Logical progression of ideas from beginning to end with a satisfying introduction and conclusion Appropriate style and objective tone established and maintained Informative - J. English
Purpose, Focus, and Organization The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following: Strongly maintained controlling idea with little or no loosely related material Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas Logical progression of ideas from beginning to end with a satisfying introduction and conclusion Appropriate style and objective tone established and maintained Informative - J. English
Evidence and Elaboration The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following: Smoothly integrated, thorough and relevant evidence, including precise references to sources Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text Clear and effective expression of ideas, using precise language Academic and domain-specific vocabulary clearly appropriate for the audience and purpose Varied sentence structure, demonstrating language facility Informative - J. English
Evidence and Elaboration The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following: Smoothly integrated, thorough and relevant evidence, including precise references to sources Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text Clear and effective expression of ideas, using precise language Academic and domain-specific vocabulary clearly appropriate for the audience and purpose Varied sentence structure, demonstrating language facility Informative - J. English
Evidence and Elaboration The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following: Smoothly integrated, thorough and relevant evidence, including precise references to sources Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text Clear and effective expression of ideas, using precise language Academic and domain-specific vocabulary clearly appropriate for the audience and purpose Varied sentence structure, demonstrating language facility If you don’t cite, you won’t get higher than a 2 Informative - J. English
Evidence and Elaboration The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following: Smoothly integrated, thorough and relevant evidence, including precise references to sources Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text Clear and effective expression of ideas, using precise language Academic and domain-specific vocabulary clearly appropriate for the audience and purpose Varied sentence structure, demonstrating language facility Informative - J. English
Evidence and Elaboration The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following: Smoothly integrated, thorough and relevant evidence, including precise references to sources Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text Clear and effective expression of ideas, using precise language Academic and domain-specific vocabulary clearly appropriate for the audience and purpose Varied sentence structure, demonstrating language facility Informative - J. English
Evidence and Elaboration The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following: Smoothly integrated, thorough and relevant evidence, including precise references to sources Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text Clear and effective expression of ideas, using precise language Academic and domain-specific vocabulary clearly appropriate for the audience and purpose Varied sentence structure, demonstrating language facility Informative - J. English
Evidence and Elaboration The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following: Smoothly integrated, thorough and relevant evidence, including precise references to sources Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text Clear and effective expression of ideas, using precise language Academic and domain-specific vocabulary clearly appropriate for the audience and purpose Varied sentence structure, demonstrating language facility Informative - J. English
Unpack the Prompt Sometimes our eyes see one thing while our brain perceives something entirely different. Consider all the reasons that a person might see something that is not really there. Write and informational essay about how it is possible for perception to differ from reality. Your essay must be based on ideas and information that can be found in both passages provided.
Unpack the Prompt Sometimes our eyes see one thing while our brain perceives something entirely different. Consider all the reasons that a person might see something that is not really there. Write an informational essay about how it is possible for perception to differ from reality. Your essay must be based on ideas and information that can be found in both passages provided.
Informative - J. English Unpack the Prompt Sometimes our eyes see one thing while our brain perceives something entirely different. Consider all the reasons that a person might see something that is not really there. Write an informational essay about how it is possible for perception to differ from reality. Your essay must be based on ideas and information that can be found in both passages provided. Informative - J. English
Informative - J. English Unpack the Prompt Sometimes our eyes see one thing while our brain perceives something entirely different. Consider all the reasons that a person might see something that is not really there. Write an informational essay about how it is possible for perception to differ from reality. Your essay must be based on ideas and information that can be found in both passages provided. Informative - J. English
Informative - J. English Group Work Read “Magic and the Brain” and “Another Place, Another Time” While you are reading collect evidence and ideas that show how it is possible for perception to differ from reality. Record your evidence on a T-chart Magic (Passage 1) - differences between perception and reality Place/Time (Passage 2) – differences between perception and reality Informative - J. English
Informative - J. English An Introduction must… A hook A controlling idea/thesis statement Be 5-7 sentences Too much is just as bad as too little Informative - J. English
Informative - J. English The Hook Captures reader’s interest in 3-4 sentences First part of the introduction Examples Quotation from the text Anecdote from the text Surprising statement in support of claim topic Simile or metaphor Rhetorical question Paint a picture related to the controlling idea Informative - J. English
Thesis Statement/Controlling Idea A thesis statement/controlling idea is the main proposal that a writer attempts to support in a piece of writing. A thesis statement/controlling idea clearly states your topic and identifies your subtopics/reasons/points/etc based on order of importance Recommended to be placed as the last sentence in the introduction. Informative - J. English
Informative - J. English “The mind is its own place, and in itself can make a heaven of hell, a hell of heaven” (255). This thought by John Milton was recorded over four hundred years ago, but it is still timely for us today. He seems to be saying that we are the ones to control our lives. We can be miserable when things are going well, just as we can be happy when things are going wrong. With this thought in mind, we can control the way we face life through our attitude, our determination, and our ability. 1.Highlight or underline the hook on your paper. 2. What kind of hook is used in this introduction paragraph? 3. Highlight or underline the thesis statement in this paragraph. Informative - J. English
Informative - J. English “The mind is its own place, and in itself can make a heaven of hell, a hell of heaven” (255). This thought by John Milton was recorded over four hundred years ago, but it is still timely for us today. He seems to be saying that we are the ones to control our lives. We can be miserable when things are going well, just as we can be happy when things are going wrong. With this thought in mind, we can control the way we face life through our attitude, our determination, and our ability. 1.Highlight or underline the hook on your paper. 2. What kind of hook is used in this introduction paragraph? 3. Highlight or underline the thesis statement in this paragraph. Informative - J. English
“The mind is its own place, and in itself can make a heaven of hell, a hell of heaven” (255). This thought by John Milton was recorded over four hundred years ago, but it is still timely for us today. He seems to be saying that we are the ones to control our lives. We can be miserable when things are going well, just as we can be happy when things are going wrong. With this thought in mind, we can control the way we face life through our attitude, our determination, and our ability. 1.Highlight or underline the hook on your paper. 2. What kind of hook is used in this introduction paragraph? 3. Highlight or underline the thesis statement in this paragraph. A quote from the passage Informative - J. English
“The mind is its own place, and in itself can make a heaven of hell, a hell of heaven” (255). This thought by John Milton was recorded over four hundred years ago, but it is still timely for us today. He seems to be saying that we are the ones to control our lives. We can be miserable when things are going well, just as we can be happy when things are going wrong. With this thought in mind, we can control the way we face life through our attitude, our determination, and our ability. 1.Highlight or underline the hook on your paper. 2. What kind of hook is used in this introduction paragraph? 3. Highlight or underline the thesis statement in this paragraph. A quote from the passage Informative - J. English