CCSS: Types of Writing

1. CCSS: Types of Writing

2. Common Core: Writing Anchor Standards Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. • *These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

3. Four Categories

4. Three Text Types 1. Narrative 2.Informational/Explanatory 3. Argument

5. Narrative • Conveys a real or imaginary experience • Uses time as its main structure • May be used to: inform, persuade, entertain, or instruct • Come in the form of: memoirs, creative or fictional stories, anecdotes, autobiographies… • Include visual details

6. Informational/Explanatory • Purpose: • Increase reader’s knowledge of a subject • Help the reader understand a procedure • Provide readers information on a particular topic/concept • Addresses types and components • Writer’s convey information by: • Naming • Defining • Describing • Comparing/contrasting • Citing evidence

7. Genres of Informational/Explanatory Writing • Literary analysis • Scientific and historical reports • Summaries • Workplace and functional writing: • Resumes • Applications • Reports • Manuals • memos

8. Difference between Informational and Argumentative • Information is provided in both, however: • Argumentative makes people believe that something is true and seeks to change beliefs • Informational assumes that the information is taken as truthful (already a fact) Arguments are used to persuade while informational pieces are used to clarify and provide information.

9. Persuasion vs. Argument

10. Is it argument or persuasion?

12. What is the purpose of argumentative writing? Multiple purposes: • Change a reader’s point of view • Bring about some action • Ask the reader to accept the writer’s evaluation of an issue based on evidence

13. In English Language Arts… Students: • Make claims about the meaning of literary works • Defend their interpretations with evidence from the text

14. Creating an argument

15. The structures and language of argument • Incorporating others’ words or ideas • Subordinating opposing views • Organizing for greatest effect • Maintaining an academic tone • Analyzing and explaining data/sources adequately • Recognizing the difference between reasons and evidence • Evaluating quality of evidence/research

16. Using others’ ideas appropriately • Quoting: using the exact words of another. Words must be placed in quotation marks and the author cited. • Summarizing: putting the ideas of another in your own words and condensing them. Author must be identified. • Paraphrasing: putting someone else’s ideas in your words but keeping approximately the same length as the original. Paraphrase must be original in both structure and wording, and accurate in representing author’s intent. It can not just be switching out synonyms in the original sentence. Author must be identified.

17. “Skilled writers many times use a blend of these three text types to accomplish their purposes.” –Common Core State Standards, Appendix A

18. Important to note… • Writing and reading should be taught together • STUDENTS SHOULD WRITE ABOUT WHAT THEY READ • Writing should be done in ALL content areas every week • The length and type of writing should vary depending on writing • Not all writing has to be formal or go through the entire writing process • JOURNALS, QUICK WRITES, SHORT RESPONSE, LAB WRITE UPS, REFLECTIONS, SUMMARIES…

19. Look at sample writing prompts from SBAC • https://sbacpt.tds.airast.org/student/

20. Sample Student Writing from CCSS -Includes sample student writing Grades 6-9 -Annotations and explanations of writing -Present different writing situations