Guide
Name
Expository Writing
Description
Expository writing informs clarifies, explains, defines, or instructs the reader on a particular topic. Forms of expository writing include paragraphs, reports, news articles, research, business or formal letters, and essays. Expository writing provides opportunities for students to develop skills in clarity and organization in their writing. Expository writing also allows students opportunities to become familiar with and use text structures (e.g., compare/contrast, cause/effect, problem/solution, main idea/detail, sequence/chronology, etc.). Resources: Beavers Sort and Predict Sample,support /ela/1/beavers TI Chart the Key Ideas support/ela/1/keyideas TI Charting the Patterns Narrative and Expository blm/ela/g/success641 SBLM Checklist for Assessing Components of an Essay blm/ela/7/essaycomponents SBLM Expository Paragraphs blm/ela/6/grade6p302a SBLM First Draft Writing Planner blm/ela/g/elablm23 SBLM Impressions blm/ela/3/impressions SBLM News Chart blm/ela/4/newschart SBLM Organizational Patterns of Paragraphs support/ela/g/parapattern TI Project Outline blm/ela/g/elablm96 SBLM Sandwich (Paragraph) Frame support/ela/5/sandwich SI Sequential Paragraph Form blm/ela/g/elablm25 SBLM The Daily News Hot Off the Press! blm/ela/g/elablm67 SBLM Topic Sentence Sample support /ela/7/tsentence TI Strategies, Contexts, and Tools for Facilitating Reading Comprehension and Expository Writing in the Grade 8 Classroom http://www.edu.gov.mb.ca/k12/docs/support/read_write/22-24.pdf
Purposes Specific Learning Outcomes LICT Descriptors How To Do Related Information
Model pre-writing strategies (e.g., brainstorming, conferencing, drawing, reading/listening to examples of expository writing from quality literature, researching, observing, viewing, etc.) and use of planning structures (e.g., outlining, mapping, story frames, etc.) to assist students in the writing process. Students encounter expository writing in much of their content reading. Gaining experience from composing expository writing pieces may help them to develop skills in reading for information. Compare and Contrast link to file Concept Organizers link to file Descriptive Writing link to info file Enhancing/Revising and Editing link to file Explanation Planner link to file Narrative Writing link to info file Paragraph Frame link to file Persuasive Writing link to file Signal and Transitional Words and Phrases link to file
Variations
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Guide
Assessment / Think Abouts
Construct student-generated assessment criteria (e.g., what does quality expository writing look/sound like?) Constructing Student-Generated Criteria for Quality Work http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.docCriteria Setting link to fileChecklist for Assessing Components of an Essay blm/ela/7/essaycomponents SBLM Offer descriptive feedback based on criteria/goals. Record focused observations on students' growing competence in expository writing. Focused Observation Form blm/ela/kg/blm_5 TBLMFocused Observation Form Sample blm/ela/kg/blm_5a TI Guide self- and peer assessment.Peer Conferencing for Writing link to file First Draft Review blm/ela/g/elablm24 SBLMPeer Writing Assessment blm/ela/g/elablm30 SBLMWriting Frames Samples blm/ela/8/grade8p310 SIWriting Self-Assessment (continued) blm/ela/g/elablm28b SBLMWriting Self-Assessment blm/ela/g/elablm28a SBLMWriting Work in Progress: Student Self-Assessment blm/ela/g/elablm29 SBLM Orally guide/facilitate reflection in journals by posing reflective questions (e.g., What are you discovering as you write? What surprises you? What might your readers think as they read this piece? What goals do you have for your next writing piece?, etc.). Reflection link to file Self-Assessment link to file Have students select expository writing pieces and reflections for inclusion in their portfolios as evidence of their growth and understanding. Portfolio link to file
References Keywords
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