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CCSS: Types of Writing

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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 i nformative/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.

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Four Categories

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

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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

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

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

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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.

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Persuasion vs. Argument Ethos (author credibility) Pathos (emotional appeals) Persuasion Logos (logical appeals) Reason Argument

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Is it argument or persuasion?

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What is the purpose of argumentative writing? Multiple purposes: Change a readers point of view Bring about some action Ask the reader to accept the writers evaluation of an issue based on evidence

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

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Creating an argument Claim A Miner would be a good mascot selection for our school. Evidence Mascots should be strong or tough and represent the area. They should be something people would be proud to be. Explanation Our area has mining as one of its primary industries, so the choice would represent our area. In addition, miners need to be tough because they do strenuous workand dangerous work. They work hard to fill a need for people everywhere. Thats something to be proud of.

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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

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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 elses 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 authors intent. It can not just be switching out synonyms in the original sentence. Author must be identified.

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

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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

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

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