1. Abydos Writing Training
Expository Essay
Abydos Writing Training

4. “The only difference between an expository essay and a persuasive essay is PURPOSE.” --Lead4Ward
DEFINITION AND PURPOSE

5. DEFINITION AND PURPOSE
What is expository writing?
What does expository writing do?
What is the difference between expository writing and other forms of discourse?
Guiding Questions for the section on Definition and Purpose
DEFINITION AND PURPOSE

6. expository essay (n.) a written composition that explains
THE PAPER
expository essay (n.) a written composition that explains T
ells readers something they don’t know: something interesting, important, or illuminating H
elps the reader relate to the information E
ngages readers by using specific details and colorful punch words P “
laces the thesis (central idea/controlling idea) as the focus A
dds to the readers’ knowledge by giving inside information P ”
resents information in an apt, clear, and lively way
THE PAPER is an anchor chart by Dr. Joyce Carroll. Read each letter of the chart.
Allow time for Participants to create the anchor chart in their notebooks. E
mphasizes the thesis as the controlling idea of EVERY PARAGRAPH R
enders a unified, cohesive delivery system (paragraphs, sentences, grammar, organization, mechanics, etc.)

7. It’s MORE than a test item…
Students must write an original essay on the STAAR in grades 4 and 7, and for the EOC for English I. They must also read, revise, and edit an expository essay for the English I and English II EOC.
Students must be able to explain as a means of demonstrating what they know, what they understand, and what they think.
It is the primary way college and university instructors assess learning, making it the most predictive indicator of college success. --College Board, 2008 SAT Validity Studies
Writing is a “threshold skill” for hiring and promotion. -- National Commission on Writing, 2004 study
Writing an essay is an item on STAAR, but it’s more than just a test item!

8. Assessed curriculum by Grade Level
4th Writing
RC1: Composition
7th Writing
RC 1: Composition
English I EOC
RC4: Composition
RC5: REVISION
Eng. II EOC
RC5: Revision
Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
4.18.A. create brief compositions
that [R]:
4.18.A.i. establish a central idea in a topic sentence;
4.18.A.ii. include supporting sentences with simple facts, details, and explanations; and
4.18.A.iii. contain a concluding statement.
Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to
7.17.A. write a multi-paragraph essay to convey information about a topic
7.17.A.i. presents effective introductions and concluding paragraphs;
7.17.A.ii. contains a clearly stated purpose or controlling idea;
7.17.A.iii. is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies;
7.17.A.iv. accurately synthesizes ideas from several sources; and
7.17.A.v. uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs.
Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to [R]:
9.15.A. write an [analytical] essay of sufficient length that includes [R]:
9.15.A.i. effective introductory and concluding paragraphs and a variety of sentence structures;
9.15.A. ii. rhetorical devices, and transitions between paragraphs;
9.15.A.iii. a controlling idea or thesis;
9.15.A.iv. an organizing structure appropriate to purpose, audience, and context;
9.15.A.v. relevant information and valid inferences.
Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: [R]
10.15.A. write an [analytical] essay of sufficient length that includes [S]:
10.15.A.i. effective introductory and concluding paragraphs and a variety of sentence structures;
10.15.A.ii. rhetorical devices, and transitions between paragraphs;
10.15.A.iii. a thesis or controlling idea;
10.15.A.iv. an organizing structure appropriate to purpose, audience, and context;
10.15.A.v. relevant evidence and well-chosen details;
10.15.A.vi. distinctions about the relative value of specific data, facts, and ideas that support the thesis statement.
Direct participants to their copy of this handout.
Words in red are part of the skill in 4th grade that continues through English II and beyond.
Words in blue are part of the skills in 7th grade that continue through English II and beyond.
Words in green are part of the skills in English I that continue.
Words in purpose are part of the skills in English II that continue.
Teaching the essay is a continuum, with each grade level adding to the depth, focus, and complexity of the skill of writing an expository essay.

9. THINK, PAIR, SHARE
Turn to your elbow partner and compare/contrast the requirements between all the essays required by the state STAAR tests.

10. Conclusions
Students in fourth grade, seventh grade, and English I are all being asked to write the same type of essay.
What changes are the expectations for depth, control, and sophistication of the writing as students advance through the grade levels.

11. “If teachers don’t understand what a thesis is and isn’t, students don’t stand a chance.” --Victoria Young
CENTRAL IDEA/CONTROLLING IDEA/THESIS/POSITION

12. CENTRAL IDEA/CONTROLLING IDEA/THESIS/POSITION
What is a thesis statement?
What are the criteria of a good thesis statement?
What are some problems with students’ thesis statements?
CENTRAL IDEA/CONTROLLING IDEA/THESIS/POSITION

13. “The thesis is a promise from the author to the audience.”
thesis (n.) a short statement, usually one sentence, that summarizes the main point or claim of an essay, research paper, etc., and is developed, supported, and explained in the text by means of examples and evidence
“The thesis is a promise from the author to the audience.”
-- Joyce Carroll

14. Writing a Good Thesis Statement
Students CANNOT write a good THESIS STATEMENT until they understand the PROMPT!
The thesis statement should be EXPLICIT!
Everything in the paper (facts, details, topic sentences, examples, conclusion, etc.) must RELATE to the thesis statement.

15. Fourth Grade Seventh Grade English I/English II
PROMPTS
Write about your favorite place to spend time. Describe the place and explain what makes it special. (2014 4th Writing)
Write about your favorite time of year. Explain what makes it special to you.” (2013 4th Writing)
Write about one person who has been important to you. Explain what makes that person special. ( th Writing)
Write an essay explaining whether it is important to laugh. (2014 7th Writing)
Write an essay explaining the importance of never giving up. (2013 7th Writing)
Write an essay explaining whether it is better to work by yourself or with a group. (2011 7th Writing)
Write an essay explaining whether failure can strengthen a person. (2014 English I EOC)
Write an essay explaining why it is sometimes necessary to take chance. (2013 English I EOC)
Write an essay explaining whether people should be more concerned about others than about themselves. (2011 English I EOC)
Write an essay explaining whether a person must always be acknowledged in order to accomplish something. (2011 English II EOC)
DIRECTIONS
Be sure to —
clearly state your central idea
organize your writing
develop your writing in detail
choose your words carefully
use correct spelling, capitalization, punctuation, grammar, sentences
clearly state your controlling idea
organize and develop your explanation effectively
use correct spelling, capitalization, punctuation, grammar, and sentences
clearly state your thesis
organize and develop your ideas effectively
edit your writing for grammar, mechanics, and spelling
KEY VOCABULARY
WRITE ABOUT
EXPLAIN/DESCRIBE
IMPORTANT/FAVORITE/SPECIAL
CENTRAL IDEA
ORGANIZE/DEVELOP
CHOOSE WORDS CAREFULLY
USE CORRECT SPELLING/CAPITALIZATION/ PUNCTUATION/GRAMMAR/SENTENCES
WRITE AN ESSAY
EXPLAINING
WHETHER/OR
IMPORTANT/IMPORTANCE/BETTER
CONTROLLING IDEA
USE CORRECT SPELLING/CAPITALIZATION/ PUNCTUATION/ GRAMMAR/MECHANICS
WHETHER/WHY
NECESSARY/MORE THAN/ALWAYS/SOMETIMES
THESIS
EDIT FOR SPELLING/CAPITALIZATION/PUNCTUATION/ GRAMMAR/MECHANICS
NOTICE
Only one narrow topic identified in prompt
“Explain” is the key word to indicate genre.
The focus is on something special, important, or favorite.
The author may use an anecdote about him/herself (see problems).
Directions mirror the scoring rubric.
Problem: Confusion leading to the writing of a personal narrative (story) rather than an explanation.
Bifurcated topic (two options/must make a choice; SELECT ONLY ONE!)
“Essay” and “explaining” are the key words to indicate genre.
The focus is on supporting a position (given or choice) on a topic.
The author is not directed to use an anecdote, but may.
Problems:
Bifurcated responses! Students must pick one position or the other and stick with it!
Weak writers may write a personal narrative rather than an essay.
Students write a persuasive essay instead of an explanation/expository.

16. THINK, PAIR, SHARE
Turn to your elbow partner and compare/contrast the prompts for all the essays required by the state STAAR test.

17. The main thing is to keep the main thing the main thing.
thesis (n.) a statement or theory that is put forward as a premise to be maintained or proved
The main thing is to keep the main thing the main thing.
-- Stephen Covey
How to Write a Thesis: Secondary

18. Problems with Thesis Statements
Bifurcated (writing about two topics or two sides of an issue)
No strong verb
Wordy
Describes the strategy
Written as a question
Gives multiple reasons or support

19. Problems with Thesis Statements
Bifurcated (writing about two topics or two sides of an issue)
Write about one person who has been important to you. Explain what makes that person special. ( th Writing)
Write an essay explaining whether it is important to laugh. (2014 7th Writing)
Write an essay explaining whether people should be more concerned about others than about themselves. (2011 English I EOC)

20. “Effective use of prewriting allows for connections between what is taught and what is thought… It is a way of learning to perceive, a way of thinking, a way of choosing potentialities from the writer’s life [and research] to use as grist for writing. It is living the writing” --Carroll and Wilson
PRE-WRITING AND ORGANIZATION

21. What is a coherent, unified essay? How do we plan the essay?
How can the essay be organized?
How do we end?
PRE-WRITING AND ORGANIZATION

22. unified (v.) to make or become one; unite
“In a unified essay, students should write ONE well-constructed, well-written essay with ONE well-written thesis statement supported by the best ONE reason that is fully explained.”
--Joyce Carroll

23. cohesive (adj.) sticks together; to hold together firmly
A cohesive essay:
cohesive (adj.) sticks together; to hold together firmly
doesn't confuse the reader.
logically proves the main idea with each paragraph tied together.
follows a particular structure.
relates all ideas to the thesis statement.
utilizes good transition words, phrases or sentences that shows how ideas are connect to the thesis statement.
ensures that the information contained in each sentence relates to the paragraph itself.

24. GRAPHIC ORGANIZER (Secondary)

25. Secondary Organizational Patterns Foldable
Chronological/Time Order
Cause/Effect
Process
Problem/Solution
Spatial Order
Description
Logical Reasoning
Definition
Deduction (general to specific)
Induction (specific to general)
Explanation/Break-Down**
Analysis
Classification
Examples
Relationship Order
Comparison/Contrast
“When we talk about effective writing, we often think first about elements like word choice, grammar and mechanics, and content or evidence. But a really important part of effective writing—and effective thinking, too—is clear, logical organization.”
--John Friedlander
ORGANIZATIONAL STRUCTURES (Secondary)

26. TABLE TALK
The organizational structure and body of the essay depend upon the PURPOSE. The purpose is determined by the PROMPT!
Look at Writing Prompt Analysis By Grade Level (handout)
Determine the organizational structure for the prompts for your grade level.

27. Fourth Grade Seventh Grade English I/English II
PROMPTS
Write about your favorite place to spend time. Describe the place and explain what makes it special. (2014 4th Writing)
Write about your favorite time of year. Explain what makes it special to you.” (2013 4th Writing)
Write about one person who has been important to you. Explain what makes that person special. ( th Writing)
Write an essay explaining whether it is important to laugh. (2014 7th Writing)
Write an essay explaining the importance of never giving up. (2013 7th Writing)
Write an essay explaining whether it is better to work by yourself or with a group. (2011 7th Writing)
Write an essay explaining whether people should be more concerned about others than about themselves. (2011 English I EOC)
Write an essay explaining whether a person must always be acknowledged in order to accomplish something. (2011 English II EOC)
Write an essay explaining why it is sometimes necessary to take chance. (2013 English I EOC)
Write an essay explaining whether failure can strengthen a person. (2014 English I EOC)
DIRECTIONS
Be sure to —
clearly state your central idea
organize your writing
develop your writing in detail
choose your words carefully
use correct spelling, capitalization, punctuation, grammar, sentences
clearly state your controlling idea
organize and develop your explanation effectively
use correct spelling, capitalization, punctuation, grammar, and sentences
clearly state your thesis
organize and develop your ideas effectively
edit your writing for grammar, mechanics, and spelling
KEY VOCABULARY
WRITE ABOUT
EXPLAIN/DESCRIBE
IMPORTANT/FAVORITE/SPECIAL
CENTRAL IDEA
ORGANIZE/DEVELOP
CHOOSE WORDS CAREFULLY
USE CORRECT SPELLING/CAPITALIZATION/ PUNCTUATION/GRAMMAR/SENTENCES
WRITE AN ESSAY
EXPLAINING
WHETHER/OR
IMPORTANT/IMPORTANCE/BETTER
CONTROLLING IDEA
USE CORRECT SPELLING/CAPITALIZATION/ PUNCTUATION/ GRAMMAR/MECHANICS
WHETHER/WHY
NECESSARY/MORE THAN/ALWAYS/SOMETIMES
THESIS
EDIT FOR SPELLING/CAPITALIZATION/PUNCTUATION/ GRAMMAR/MECHANICS
NOTICE
Only one narrow topic identified in prompt
“Explain” is the key word to indicate genre.
The focus is on something special, important, or favorite.
The author may use an anecdote about him/herself (see problems).
Directions mirror the scoring rubric.
Problem: Confusion leading to the writing of a personal narrative (story) rather than an explanation.
Bifurcated topic (two options/must make a choice; SELECT ONLY ONE!)
“Essay” and “explaining” are the key words to indicate genre.
The focus is on supporting a position (given or choice) on a topic.
The author is not directed to use an anecdote, but may.
Problems:
Bifurcated responses! Students must pick one position or the other and stick with it!
Weak writers may write a personal narrative rather than an essay.
Students write a persuasive essay instead of an explanation/expository.

28. Types of Support
support (n.) a fact, description, example, or other item of information used to back up a claim, illustrate a point, explain an idea, or support a thesis in a composition or speech.
Definition
Description
Details
Examples
Facts
Anecdote
Quote(s)
TYPES OF SUPPORT

29. “The end of an essay should convey a sense of completeness and closure as well as a sense of the lingering possibilities of the topic, its larger meaning, its implications. The final paragraph should close the discussion without closing it off.” --Harvard University Writing Center
CONCLUSIONS

30. conclude (v.) to bring to an end
Ways to Conclude
Lesson Learned
Action
Dialogue
Emotion
Drawstring
Surprise
Quotation
conclude (v.) to bring to an end
“Expository conclusions
answer the questions: “So What?”
“Why is it important? Why should the audience care?.”
--Joyce Carroll

31. Conclusions

32. A Lesson Learned
Show these quickly. Maybe have volunteers read these aloud.
I guess I should have listened to my Mom when she said, “Don’t antagonize the neighbor’s dogs!”

33. Action
As the snarling dog surged, I screamed and sprinted through the gate and slammed it shut.

34. Dialogue
The angry neighbor cornered me and yelled, “You scared my dog!”
Gasping for breath, I replied, “He scared me more than I scared him!"

35. Emotion
My horrified mother grabbed me and hugged me hard. Then she glared and informed me that I was grounded for a month for tormenting the dog.

36. I glanced over and noticed my friend, Richard, had a smirk on his face
I glanced over and noticed my friend, Richard, had a smirk on his face. He had done the same thing last week. We have held a secret respect for each other ever since.
Drawstring

37. That chihuahua really had a fierce bark!
Surprise
That chihuahua really had a fierce bark!

38. Quotation “ .”
Mark Twain said it best. “It’s not the size of the dog in the fight; it’s the size of the fight in the dog.”

39. Conclusion

40. Take a Break—Friends-style

41. “Nobody but a reader ever became a writer.” --Richard Peck
PROMPT CREATION/ANALYSIS/RESPONSE

42. How do we create prompts to practice writing expository essays?
How can we ensure students can dissect the prompt accurately and write on topic?
How can we answer the question, ”I don’t know how to start.”
PROMPT CREATION/ANALYSIS/RESPONSE

43. The Wilson Chart Purpose
To provide a framework for teachers to create prompts.
To help students to learn to create prompts and working thesis statements so that they can then understand the demands of the prompts to which they must respond.

44. WILSON CHART PROTOCOL
1. READING: Read the mentor text at your table or listen to the text as the teacher reads aloud.
Elementary—Book
Julius, The Baby of the World
Secondary—Poetry and Excerpt:
“Human Family” --Maya Angelou
“Tis a Scary Thought” --fallendust
Excerpt from “Meditation XVII” --John Donne

45. WILSON CHART PROTOCOL
DISCUSSING: At your table, discuss all the TOPICS that appear in the mentor text(s). Record these on the chart in the topic column.

46. WILSON CHART PROTOCOL
DISCUSSING: Talk about the themes or theses that the topics suggest (in or beyond the mentor texts).

47. WILSON CHART PROTOCOL
THINKING: Independently, record one idea from an insider experience or your own personal knowledge that applies to each theme or theses.

48. WILSON CHART PROTOCOL
WRITING: Generate PROMPTS using the language of the STAAR.
These can be prompts for any type of writing (personal narrative, expository essay, or persuasive essay) OR
The teacher can guide students to write one in particular.

49. WILSON CHART PROTOCOL
WRITING, continued: Pay attention to and use the prompt stems in STAAR.
4th grade: Write about…
7th grade: Write an essay explaining…
English I: Write an essay explaining…

50. WILSON CHART PROTOCOL
6. IDENTIFYING: Identify the GENRE (TYPE OF WRITING) required by each prompt you have written (unless the teacher selected and guided the writing of a particular type of writing).

51. WILSON CHART PROTOCOL
SELECTING: Select the one that you feel you can explain (or narrate, or persuade) the best.
This is usually one with some type of insider/prior knowledge.

52. WILSON CHART PROTOCOL
WRITING: Write a WORKING THESIS STATEMENT for any expository or persuasive prompt you have created OR
record only one for the prompt you have chosen.

53. WILSON CHART PROTOCOL
8. COMPOSE: Write the essay.

54. “…First drafts are for learning what one's [writing] wants him to say
“…First drafts are for learning what one's [writing] wants him to say. Revision works with that knowledge to enlarge and enhance an idea, to reform it. Revision is one of the exquisite pleasures of writing.”
--Bernard Malamud
REVISION

55. How do we teach students to revise? What matters when we revise/edit?
REVISION/EDITING

56. THE P.A.T. LIST Word choice Content Organization Sentence structure
revise (v.) to reread a text and make changes (in content, organization, sentence structures, and word choice) to improve it
On a post-it, create a short list of elements for the writer to “pay attention to.”
Focus on one or two suggestions for improvement AND one positive comment.
Relate the elements on the P.A.T. list to those that will be scored.
Don’t overwhelm students with too many things to revise.
The goal is to help students think about their intended message, and be sure that they have conveyed that message to their audience.
P.A.T.
Word choice
Content
Organization
Sentence structure

57. ELBOW PARTNER TALK Create a REVISION P.A.T. List for this essay.

58. “You write to communicate to the hearts and minds of others what’s burning inside you, and we edit to let the fire show through the smoke.” --Arthur Plotnik
EDITING

59. THE P.A.T. LIST Grammar Spelling Punctuation Capitalization Mechanics
edit (v.) to to prepare something written to be published or used by making changes, correcting mistakes, etc.,
On a post-it, create a short list of elements for the writer to “pay attention to.”
Focus on one or two elements of good writing at a time.
Relate the elements on the P.A.T. list to those that will be scored.
Don’t overwhelm students with too many things to edit.
The goal is to help students think about their intended message, and be sure that they have conveyed that message to their audience.
P.A.T.
Grammar
Spelling
Punctuation
Capitalization
Mechanics

60. ELBOW PARTNER TALK Create an EDITING P.A.T. List for this essay.

61. Reflection
I PLAN TO…
Take a minute to reflect on what you have learned and identify one thing you can use with your students in the next week.
Share out your plan.
I PLAN TO…

62. The End!