Informative/ Explanatory Writing Murray Hill Middle School Donyall D. Dickey, Principal
Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant information. Legend a. Introduce a topic, organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. Informative – a piece that is designed to convey facts or data
Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant information. Legend a. Introduce a topic, organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. Explanatory – Includes a person’s views on something, an experience, an activity or how to do something
Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant information. Legend a. Introduce a topic, organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. Informative – a piece that is designed to convey facts or data Explanatory – includes a person’s views on something, an experience, an activity or how to do something (without providing argument or criticism) Group Activity 1.Choose type 2.Choose existing activity per grade level pair (i.e. Frog, Declaration of Independence, Romeo and Juliet) 3.Compose a grade level – content specific writing prompt. 4.What needs to be front loaded for students before they are asked to write (a-f)? ________________________________________
Social Studies You have been asked to conduct research on the American Revolution. As part of your research, you need to locate sources on the internet. Explain how you can distinguish between reliable and unreliable sources on the internet.
English You’ve just studied Shakespearian plays. Your English teacher has just announced you will be going to a local Shakespearian museum. Explain to the reader your favorite exhibit.
Science You just studied parts of the cell. Using facts from the textbook, class notes, etc., provide information about the function of each part of the cell to a 3 rd grade class at Gorman Crossing.
Reading A new family has moved into Howard County and needs to choose a middle school for their children. The parents are concerned as one of their children currently reads below grade level. Using facts and data from the Maryland State Report Card, inform this family about Murray Hill’s performance over the past four years.
Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant information. Introduce (a) and develop (b) a topic Legend a. Introduce a topic, organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant information. Introduce (a) and develop (b) a topic Formal style (e) Legend a. Introduce a topic, organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant information. Introduce (a) and develop (b) a topic By selecting definitions, concrete details, quotations or other information and examples (b) Use appropriate transitions to clarify the relationships among ideas and concepts (c) Use precise language and domain specific vocabulary to inform about or explain the topic (d) Formal style (e) Legend a. Introduce a topic, organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant information. Introduce (a) and develop (b) a topic By selecting definitions, concrete details, quotations or other information and examples (b) Use appropriate transitions to clarify the relationships among ideas and concepts (c) Include: Formatting (headings) Graphics (charts, tables) Multimedia when useful to aid comprehension (a) Use precise language and domain specific vocabulary to inform about or explain the topic (d) Formal style (e) Legend a. Introduce a topic, organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. Definition, Classification, Comparison/Contrast, Cause/Effect (a) Description * Problem/Solution * Chronological *
Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant information. Introduce (a) and develop (b) a topic By selecting definitions, concrete details, quotations or other information and examples (b) Use appropriate transitions to clarify the relationships among ideas and concepts (c) Use precise language and domain specific vocabulary to inform about or explain the topic (d) Provide a concluding statement or section that follows from the information or explanation presented (f) Formal style (e) Choices along the way throughout text composition* Legend a. Introduce a topic, organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. Definition, Classification, Comparison/Contrast, Cause/Effect (a) Description * Problem/Solution * Chronological * Include: Formatting (headings) Graphics (charts, tables) Multimedia when useful to aid comprehension (a)
Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant information. Introduce (a) and develop (b) a topic By selecting definitions, concrete details, quotations or other information and examples (b) Use appropriate transitions to clarify the relationships among ideas and concepts (c) Use precise language and domain specific vocabulary to inform about or explain the topic (d) Provide a concluding statement or section that follows from the information or explanation presented (f) Formal style (e) Choices along the way throughout text composition* Legend a. Introduce a topic, organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. Definition, Classification, Comparison/Contrast, Cause/Effect (a) Description * Problem/Solution * Chronological * Include: Formatting (headings) Graphics (charts, tables) Multimedia when useful to aid comprehension (a) What needs to be front loaded for students before they are asked to write (a-f)?
Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant information. Introduce (a) and develop (b) a topic By selecting definitions, concrete details, quotations or other information and examples (b) Use appropriate transitions to clarify the relationships among ideas and concepts (c) Use precise language and domain specific vocabulary to inform about or explain the topic (d) Provide a concluding statement or section that follows from the information or explanation presented (f) Formal style (e) Choices along the way throughout text composition* Definition, Classification, Comparison/Contrast, Cause/Effect (a) Description * Problem/Solution * Chronological * Include: Formatting (headings) Graphics (charts, tables) Multimedia when useful to aid comprehension (a) May need to consider avoiding “I” Be conscious of word choice (use “child” instead of “kid”) Vary sentence length Avoid vague words (some, a few) Avoid contractions ___________________ ___________________ At last Next ConverselyFurthermore HoweverFor example OtherwiseTherefore In conclusionFirst, Second… __________________ ___________________ ___________________ Ensure topic completely addresses prompt Topic should be concise and focused Ensure topic is developed throughout writing __________________ __________________ __________________ __________________ ____ Writer’s workshop/conferences Continually re-focus students to topic Edit or revise details or examples that do not support topic ___________________ ___________________
SCOREOrganization and DevelopmentConventions and Language Introduction of Topic Organization of Information Supporting Facts & Details Relevance of Conclusion Comprehension Aids Language Choices Formality of Style Command of Conventions 4Topic is precise, clearly stated. Ideas, concepts and information are developed with cohesive organization and appropriate transitions. Relevant facts and details are presented to fully support the topic. Conclusion clearly connects relevant details to support the topic. Includes formatting (headings), graphics, and/or multimedia to extend comprehension. Uses precise language and domain specific vocabulary consistently to inform about/explain the topic. Establishes and maintains a formal style and objective tone. Demonstrates strong command of the conventions of standard written English. 3Topic is precise. Ideas, concepts, and information are developed based on an organizational strategy using appropriate transitions. Facts and details are presented to fully support the topic. Provides a concluding statement or section that connects relevant details and the topic. Includes formatting (headings), graphics, and/or multimedia to aid comprehension. Uses precise language and domain-specific vocabulary to inform about/explain the topic. Establishes and maintains a formal style. Demonstrates command of the conventions of standard written English with minimal errors. 2Topic is partially stated. Ideas, concepts, and information lacks an organizational strategy. Facts and details are not fully developed. Conclusion is inadequate in its support in connection to the topic. Formatting, graphics, and multimedia do not aid comprehension. Inconsistently uses precise language and domain specific vocabulary. Establishes and maintains a formal style with some lapses. Conventions distract the reader. 1Topic is ambiguous. Ideas, concepts, and information are disorganized. Facts and details are not relevant to the topic. Conclusion does not support the topic. Does not include formatting, graphics, and/or multimedia. Does not use precise language and domain specific vocabulary. Style is informal. Conventions interfere with meaning. Comments: INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 6
INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 8 SCOREOrganization and DevelopmentConventions and Language Introduction of Topic Organization of Information Supporting Facts & Details Relevance of Conclusion Comprehension Aids Language Choices Formality of Style Command of Conventions 4Topic is precise, clearly stated, and previews what is to follow. Organization of complex ideas, concepts & information are developed to make important connections/distin ctions. Well-chosen, relevant and sufficient facts and details are presented to fully support the topic. Conclusion clearly connects relevant details to support the topic. Includes formatting (headings), graphics, and/or multimedia to extend comprehension. Uses precise language and domain specific vocabulary consistently to inform about/explain the topic. Establishes and maintains a formal style and objective tone. Demonstrates strong command of the conventions of standard written English. 3Topic is precise, clearly stated, and partially previews what is to follow. Ideas, concepts & information are developed with cohesive organization using appropriate and varied transitions. Well-chosen, relevant facts and details are presented to fully support the topic. Provides a concluding statement or section that connects relevant details and the topic. Includes formatting (headings), graphics, and/or multimedia to aid comprehension. Uses precise language and domain-specific vocabulary to inform about/explain the topic. Establishes and maintains a formal style. Demonstrates command of the conventions of standard written English with minimal errors. 2Topic is precise. Ideas, concepts & information are developed with cohesive organization using appropriate transitions. Relevant facts and details are presented and support the topic. Conclusion is inadequate in its support in connection to the topic. Formatting, graphics, and multimedia do not aid comprehension. Inconsistently uses precise language and domain specific vocabulary. Establishes and maintains a formal style with some lapses. Conventions distract the reader. 1Topic is partially stated or ambiguous. Ideas, concepts, & information are not fully developed based on an organizational strategy. Facts and details are partially or not developed/ relevant to the topic. Conclusion does not support the topic. Does not include formatting, graphics, and/or multimedia. Does not use precise language and domain specific vocabulary. Style is informal. Conventions interfere with meaning. Comments:
INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 6 SCOREOrganization and DevelopmentConventions and Language Introduction of Topic (a) Organization of Information (a) and (c) Supporting Facts & Details (b) Relevance of Conclusion (f) Comprehension Aids (a) Language Choices (d) Formality of Style (e) Command of Conventions (*) 4Topic is precise, clearly stated. Ideas, concepts and information are developed with cohesive organization and appropriate transitions. Relevant facts and details are presented to fully support the topic. Conclusion clearly connects relevant details to support the topic. Includes formatting (headings), graphics, and/or multimedia to extend comprehension. Uses precise language and domain specific vocabulary consistently to inform about/explain the topic. Establishes and maintains a formal style and objective tone. Demonstrates strong command of the conventions of standard written English. 3Topic is precise. Ideas, concepts, and information are developed based on an organizational strategy using appropriate transitions. Facts and details are presented to fully support the topic. Provides a concluding statement or section that connects relevant details and the topic. Includes formatting (headings), graphics, and/or multimedia to aid comprehension. Uses precise language and domain-specific vocabulary to inform about/explain the topic. Establishes and maintains a formal style. Demonstrates command of the conventions of standard written English with minimal errors. 2Topic is partially stated. Ideas, concepts, and information lacks an organizational strategy. Facts and details are not fully developed. Conclusion is inadequate in its support in connection to the topic. Formatting, graphics, and multimedia do not aid comprehension. Inconsistently uses precise language and domain specific vocabulary. Establishes and maintains a formal style with some lapses. Conventions distract the reader. 1Topic is ambiguous. Ideas, concepts, and information are disorganized. Facts and details are not relevant to the topic. Conclusion does not support the topic. Does not include formatting, graphics, and/or multimedia. Does not use precise language and domain specific vocabulary. Style is informal. Conventions interfere with meaning. Comments:
INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 7 SCOREOrganization and DevelopmentConventions and Language Introduction of Topic (a) Organization of Information (a) and (c) Supporting Facts & Details (b) Relevance of Conclusion (f) Comprehension Aids (a) Language Choices (d) Formality of Style (e) Command of Conventions (*) 4Topic is precise, clearly stated, and previews what is to follow. Ideas, concepts & information are developed with cohesive organization using appropriate and varied transitions. Relevant, well- chosen facts and details are presented to fully support the topic. Conclusion clearly connects relevant details to support the topic. Includes formatting (headings), graphics, and/or multimedia to extend comprehension. Uses precise language and domain specific vocabulary consistently to inform about/explain the topic. Establishes and maintains a formal style and objective tone. Demonstrates strong command of the conventions of standard written English. 3Topic is precise, clearly stated, and partially previews what is to follow. Ideas, concepts & information are developed with cohesive organization using appropriate transitions. Relevant facts and details are presented to fully support the topic. Provides a concluding statement or section that connects relevant details and the topic. Includes formatting (headings), graphics, and/or multimedia to aid comprehension. Uses precise language and domain-specific vocabulary to inform about/explain the topic. Establishes and maintains a formal style. Demonstrates command of the conventions of standard written English with minimal errors. 2Topic is precise. Ideas, concepts, & information are developed based on an organizational strategy. Relevant facts and details are presented but only partially developed and support the topic. Conclusion is inadequate in its support in connection to the topic. Formatting, graphics, and multimedia do not aid comprehension. Inconsistently uses precise language and domain specific vocabulary. Establishes and maintains a formal style with some lapses. Conventions distract the reader. 1Topic is partially stated or ambiguous. Development of ideas, concepts, & information lacks an organizational strategy or is disorganized. Facts and details are not developed/ relevant to the topic. Conclusion does not support the topic. Does not include formatting, graphics, and/or multimedia. Does not use precise language and domain specific vocabulary. Style is informal. Conventions interfere with meaning. Comments:
INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 6 SCOREOrganization and DevelopmentConventions and Language Introduction of Topic (a) Organization of Information (a) and (c) Comprehension Aids (a) Supporting Facts & Details (b) Language Choices (d) Formality of Style (e) Relevance of Conclusion (f) Command of Conventions (*) 4Topic is precise, clearly stated. Ideas, concepts and information are developed with cohesive organization and appropriate transitions. Includes formatting (headings), graphics, and/or multimedia to extend comprehension. Relevant facts and details are presented to fully support the topic. Uses precise language and domain specific vocabulary consistently to inform about/explain the topic. Establishes and maintains a formal style and objective tone. Conclusion clearly connects relevant details to support the topic. Demonstrates strong command of the conventions of standard written English. 3Topic is precise. Ideas, concepts, and information are developed based on an organizational strategy using appropriate transitions. Includes formatting (headings), graphics, and/or multimedia to aid comprehension. Facts and details are presented to fully support the topic. Uses precise language and domain- specific vocabulary to inform about/explain the topic. Establishes and maintains a formal style. Provides a concluding statement or section that connects relevant details and the topic. Demonstrates command of the conventions of standard written English with minimal errors. 2Topic is partially stated. Ideas, concepts, and information lacks an organizational strategy. Formatting, graphics, and multimedia do not aid comprehension. Facts and details are not fully developed. Inconsistently uses precise language and domain specific vocabulary. Establishes and maintains a formal style with some lapses. Conclusion is inadequate in its support in connection to the topic. Conventions distract the reader. 1Topic is ambiguous. Ideas, concepts, and information are disorganized. Does not include formatting, graphics, and/or multimedia. Facts and details are not relevant to the topic. Does not use precise language and domain specific vocabulary. Style is informal. Conclusion does not support the topic. Conventions interfere with meaning. Comments: