CCSS: Types of Writing

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. Have teachers read these first

Four Categories These are not meant to be taught in order. They constantly overlap

Three Text Types 1. Narrative 2.Informational/Explanatory 3. Argument Correlation to what you already do?

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) Reason Argument Refer to box in handout of Appendix A where it states that persuasion relies on appeals to emotions and how credible the writer is v. argument where the audience is convinced because of the validity and reasonableness of the claims and proofs offered.

Is it argument or persuasion? Have a discussion-this is persuasion because there are no facts presented here. It’s an appeal to emotions

What is claim. (zombies make cool parents) Evidence. The reasons What is claim? (zombies make cool parents) Evidence? The reasons. Warrant? (what we know of zombies) Although comical, the essence of argumentative writing is here. There is a claim with reasons and explanations/examples of the reasons. The reasons here are presented as “facts” about zombies.

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 Read appendix A—last part. What are the distinguishing characteristics they note? How is this final portion of this section an argument? Does it include the elements mentioned? (For instance, that a formal tone is always to be privileged.) What others? In addition, what do the standards SUGGEST? For example, the ordering of statements might suggest that acknowledging opposing claims comes early in the argument. Is that necessary or just a by-product of way this is written?

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

Creating an argument Claim Evidence Explanation 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 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