CCSS: Types of Writing Common Core: Writing Anchor Standards Overview 1. Write arguments using valid reasoning and evidence
2. Write informative/explanatory texts 3. Write narratives using well-chosen details and well-structured event sequences
4. Produce clear and coherent writing 5. Plan, revise, edit, rewrite
6. Use technology to produce and publish writing 7. Conduct short as well as more sustained research
Content Specific Writing Standards Now look at your content specific writing standards Highlight the verbs: What should students be able to do with writing in your content area? Three Text Types 1. Narrative
2.Informational/Explanatory 3. Argument Narrative Conveys a real or imaginary experience Uses time as its main structure Come in the form of: memoirs, creative or fictional
stories, anecdotes, autobiographies Include visual details In Social Science Students: write narrative accounts about individuals
construct event models of what happened In Science Students: write narratives of step-by-step procedures that follow their
investigations 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
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
Logos (logical appeals) Reason Is it argument or persuasion? In Social Science Students:
analyze evidence from primary and secondary sources support claims with evidence argue for a historically situated interpretation In Science Students: Make claims in the forms of statements or
conclusions Answer questions or address problems Use data in scientifically acceptable forms Use evidence and their own understanding of scientific concepts to support their claims 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. Four corners Activity The Supreme Court was right this week to reverse the ban on the sale of violent video games to children. Agree? Or Disagree? Write for 3 minutes on your opinion.
Go to the side of the room matching your response. In your groups, you have several minutes to create an argument: claim, convincing evidence, and explanation to present a two-minute argument to the rest of the group. 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 Sample SBAC Items
Science Content and Skills Sample SBAC Item Social Science Content and Skills Thank you!
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