Writing

1. Expository and Persuasive Articles Writing

2. Expository/Informational Writing

3. Expository/Informational • No bias • Analyze each word for connotation! • Only include facts that can be documented • 5-Paragraph Essay • Intro, 3 Informational Paragraphs, Conclusion • 3-5 Sentences per paragraph

4. What is Expository (Informational) Writing? • Type of oral or written discourse that is used to explain, describe, give information or inform • Creator. . .can not assume that the reader or listener has prior knowledge or prior understanding of the topic that is being discussed. • . . .clarity requires strong organization. . . • http://www.stanford.edu/~arnetha/expowrite/info.html

5. Types of Expository Writing: Description The author describes a topic by listing characteristics, features, and examples Sequence The author lists items or events in numerical or chronological order. Comparison The author explains how two or more things are alike and/or how they are different.

6. Expository types: Cause and Effect The author lists one or more causes and the resulting effect or effects. Problem and Solution The author states a problem and lists one or more solutions for the problem. A variation of this pattern is the question- and-answer format in which the author poses a question and then answers it. Examples: http://www.stanford.edu/~arnetha/expowrite/info.html • http://www.stanford.edu/~arnetha/expowrite/info.html

7. Informational-Expository • Why teach exposition? “. . .expository writing and speech surround us in our everyday lives.” http://www.stanford.edu/~arnetha/expowrite/info.html

8. “Let's think about the type of writing that most of us encounter in our daily lives. When you pick up and read a non-fiction book, magazines, or newspaper article the author uses expository writing to inform you, the reader, about the topic.” http://www.stanford.edu/~arnetha/expowrite/info.html

9. “. . .At school, students are required to submit school exams and research papers as a means for their teachers to grade their progress.” http://www.stanford.edu/~arnetha/expowrite/info.html

10. “. . .Finally, at work, people are required to produce business reports and memorandums to inform their superiors and co-workers about the occurrences that take place at other levels of the company.”

11. “. . .In addition, oral exposition is primarily observed in oral academic presentations, business talks, and speeches that are delivered to a group of people.” http://www.stanford.edu/~arnetha/expowrite/info.html

12. Remaining Neutral in your Writing • http://www.uiowa.edu/~writingc/writers/controversies/neutral.shtml(neutrality) • http://owl.english.purdue.edu/owl/resource/608/01/ (appropriate language)

13. Bibliography • Use proper form • Purdue University • OWL: Online Writing Lab • MLA Formatting and Style Guide • KnightCite • http://www.calvin.edu/library/knightcite/

14. In-text Citations • http://owl.english.purdue.edu/owl/resource/747/02/ Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263). Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263). Wordsworth extensively explored the role of emotion in the creative process (263).

15. Examples of Student Writing • http://www.thewritesource.com/studentmodels/

16. Prewriting: Expository Paper Date: October 30, 2012 To: World Literature Class From: Mrs. Dibley Subject: Today’s agenda Here is the agenda for today’s class: Gather materials Circle titles of source documents Box Bibliographical information (author, publisher, date, etc.) Read/skim materials collected Highlight all details of significance or interest in the articles Please raise your hand and show me your prewriting progress by the end of the class period. Thanks!

17. 10 Minute Prewriting: Option A: write anything about topic you know/have learned (brainstorming) Option B: list everything you want to say about the topic (can be used later as an outline) --no worries about grammatical errors at this point --easiest to grasp ideas in threes (5 paragraph essay) --can be slightly longer --intro is often written last For Tuesday: First draft written and ready for peer editing!

18. Monday, November 5 • In-class writing (1st draft due tomorrow!) • Use brainstorming activity from Wednesday • Use highlighted information • Get ideas on paper! • Once information is written • Check organization—3+ paragraphs • Logical order of paragraphs • Introduction with thesis (strong unifying sentence tying in information to follow) • Conclusion that wraps up, restates, and leaves you with something new to think about

19. Persuasive Writing

20. Persuasive • Bias is encouraged! • Carefully choose words to convince others to agree with you • 3 Paragraphs • 3-5 Sentences per paragraph

21. Persuasive Writing • http://owl.english.purdue.edu/owl/resource/696/1 (presentation) • http://owl.english.purdue.edu/owl/resource/624/1/ (rhetoric in workplace writing) • http://myweb.uiowa.edu/egand/writing_RA.html (how-to/student issues)

22. Celebrity Voices: • http://abcnews.go.com/ThisWeek/video?id=1906914 • http://www.americanrhetoric.com/speeches/georgeclooneyunitednations.htm • http://notonourwatchproject.org/

24. “Don’t Go Here!” • http://www.tnellen.com/cybereng/ineffective.html What NOT to say in peer revision. . .

25. I thought your writing was interesting. • This writer is using a very popular word in peer review, but "interesting" doesn't really say much. The author in this case would not know what the reader found interesting or why it was interesting. Try to be specific in your comments.

26. Your essay is OK, but mine is better.This person is making the review process competitive, and acting as an opponent, rather than a helper.

27. I loved your story. By the way, you have beautiful eyes. Are you free for lunch?This critic is more interested in the writer than in the work.

28. I hated your poem, and you are a bad person.Here, the reviewer is being very harsh, speaking personally, and not offering any comments that will lead to productive changes.