CCSS: Types of Writing

Common Core: Writing Anchor StandardsText 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.

Four Categories

Three Text Types

1. Narrative

2.Informational/Explanatory

3. Argument

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

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

Genres of Informational/Explanatory Writing

Literary analysis

Scientific and historical reports

Summaries

Workplace and functional writing: Resumes

Applications

Reports

Manuals

memos

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.

Persuasion vs. Argument

• Ethos (author credibility)

• Pathos (emotional appeals)

Persuasion

• Logos (logical appeals)

• ReasonArgument

Is it argument or persuasion?

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

In English Language Arts…

Students: Make claims about the meaning of literary

works

Defend their interpretations with evidence from the text

Creating an argumentC

laim

A Miner would be a good mascot selection for our school.

Evid

en

ce

Mascots should be strong or tough and represent the area. They should be something people would be proud to be.

Exp

lan

ati

on 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 work—and dangerous work. They work hard to fill a need for people everywhere. That’s something to be proud of.

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

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.

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

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…

Look at sample writing prompts from SBAC

https://sbacpt.tds.airast.org/student/

Sample Student Writing from CCSS

-Includes sample student writing Grades 6-9

-Annotations and explanations of writing

-Present different writing situations