Persuasive Writing 3rd grade

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Informational Writing
By Mrs. Shipley
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Line of Inquiry

• How do I effectively organize information in a
  paper to inform someone about something?

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Provocation

• Thumbs up if you agree with the following
  statement---Thumbs down if you do not agree with
  the following statement
• Informational writing is trying to persuade
  someone to do something.
• Informational writing is multiparagraph.

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1. Informational writing uses facts, statistics,
   personal experiences and knowledge to help
   readers understand more about a topic.
2. Informational writing does not have a clear
   controlling idea.
3. Informational writing uses specific details,
   illustrations, examples, and explanations to help
   readers understand information.

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Defining Informational Writing

• Informational Writing Writing that enhances the
  readers understanding of a topic by instructing,
  explaining, clarifying, describing, or examining
  a subject or concept.
• Method
• Provides facts, statistics, descriptive details,
  comparison/contrast, analysis, evaluation,
  definition, humor, and personal anecdotes.

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What Informational Writing Is and Is Not
An effective informational composition . . . An effective informational composition is NOT
Establishes a clear controlling idea Copying words or information from the writing topic
Uses clear, complete descriptions and/or explanations to develop the controlling idea A list of facts, a story, and/or personal anecdotes that do not inform the reader about the topic
Contains an appropriate organizational strategy for the purpose of explanation, description, comparison and contrast, or problem and solution A response in which ideas are not presented in logical order
Is multi-paragraph writing A single paragraph
Fully develops the controlling idea with specific details and examples Formulaic writing or a repetitive, standard five-paragraph formula that overshadows the information instead of explaining it
Blends personal experience and knowledge to inform the reader about the topic An encyclopedic coverage of facts or an abundance of facts that are unrelated to the topic
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What Informational Writing Is and Is Not
An effective informational composition . . . An effective informational composition is NOT
Uses a lively writing voice that develops the reader's interest Flat, uninteresting writing
Uses engaging language and varied sentences An essay that contains imprecise language and little sentence variety
Introduces the reader to the topic, fully develops the topic, and provides a sense of closure Writing that provides information without introducing, developing, and/or concluding the topic
May use a short narrative in the introduction to engage the audience Writing that consists entirely of a story that does not inform the reader about the topic
Contains correct sentences, usage, grammar, and spelling that make the writer's ideas understandable Incorrect sentences, usage, grammar, and spelling that prevent the reader from understanding the writer's ideas
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Overview of Ways to Organize Informational Writing
Purpose What is the writer describing or explaining?
-Introduction -Descriptive information -Conclusion
-Introduction -Description of events in chronological order -Conclusion
-Introduction -Comparison/contrast -Conclusion
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Types of Informational Writing

• Analyzing
• Answering research questions
• Clarifying
• Composing letters
• Defining terms
• Describing scientific processes
• Drawing conclusions
• Examining cause and effect relationships
• Interviewing expert sources
• Making comparisons and observations
• Offering directions or instructions
• Predicting
• Problem solving
• Recounting historical events
• Reflecting on personal experiences
• Reporting facts and hypotheses
• Summarizing information and ideas

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Purpose

• The purpose of informational writing is to help
  the reader understand a topic or concept.
• Although the writer may include opinions in an
  informational piece, the writers purpose is not
  to persuade the reader.
• A reader should be able to pick up a paper
  without knowing the assigned topic or the type of
  writing assigned and be able to understand the
  writers purpose.
• A reader should be able to tell if he/she is
  reading a report, an argument, a narrative or a
  response to literature.

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Point of View

• Point of view is the perspective a writer uses to
  approach the informational topic.
• Academic The student may write in the style of
  an encyclopedia without any reference to personal
  experiences with the topic.
• Personal The student may write from personal
  experience with the subject.
• Combination a little of both of the above styles
  The student may include both formal and
  personal observations.

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Organizing Strategies for Informational Writing

• Chronological (Time Order)
• Similarity/Difference
• Cause/Effect Order
• Space Order
• Question/Answer

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Demonstrating Audience Awareness in Informational
Writing

• Effective writers use the following
• techniques to engage the reader
• Descriptive Details
• Figurative Language Imagery, similes, metaphors
• Authoritative voice (being able to tell that the
  writer knows what they are talking about)
• Technical Vocabulary (words that have to do with
  the topic)
• Addressing the reader
• Humor
• Personal anecdotes

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Scoring Guidelines

• 10-22 Does not Meet
• 23 -26 Borderline Meets
• 27 40 Meets the Standard
• 41 43 Borderline Exceeds
• 44 50 Exceeds the Standard

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Ways to Inform
Describe
Explain
Instruct
Examine
Clarify
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Informational Paper 10
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Informational Paper 10(page two)
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Annotations for Informational Paper 10

• Ideas Score 5
• The controlling idea of this paper (Sheboygan,
  Wisconsin is an interesting place) is fully
  developed and addresses all aspects of the
  writing task. The writer includes extensive
  information about Sheboygan (where its located,
  the weather, the schools, and some bad things
  like storms and pollution). Supporting ideas are
  fully elaborated throughout the paper with
  specific examples and details. Although some of
  the supporting ideas on page two (climate,
  pollution) are not as fully developed as others,
  the abundance of relevant support and specific
  examples keep this paper in the 5 range. The
  writer addresses reader concerns by offering
  details and explanations that would be useful to
  someone who has never been to Sheboygan.

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Organization Score 4 Although the opening
paragraph is only two sentences, it includes a
rhetorical question and introduces the writers
topic. Related ideas are grouped together in
paragraphs. Ideas are presented in a logical
sequence across parts of the paper and within
paragraphs. Transitions link parts of the paper
but are somewhat repetitive (first of all, the
next thing, another thing, the bad things, the
next bad thing, finally). The caution to Bulldog
fans is effective as a conclusion and would have
ended the response without repetition. The final
paragraph (Well this is my report. I hope you
learned about Sheboygan. I hope you like it) is
unnecessary, and the paper would have had a
better ending if it had been left out.
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• Style Score 5
• The writers informative voice is appropriate to
  the topic and sustained throughout the response.
  Language is varied, precise, and engaging (Once
  a snow storm goes threw and goes to Lake Michigan
  the cold front shifts, and then you get the storm
  all over again. Every year the average of snow
  you get is 35.2 inches. Woa thats a lot of
  snow. The high pressure is trying to push up
  from the south. . . its like a fight between
  different pressure systems). The paper
  demonstrates the writers sustained attention to
  the audience (Do you want to know about
  Sheboygan, Wisconsin? Finally, if youre a
  bulldog fan dont go up there. Most of the people
  are Wisconsin fans so you wont fit in.). The
  paper contains an extensive variety of sentence
  lengths, structures, and beginnings.

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Conventions Score 5 The writer demonstrates a
full command of sentence formation, usage, and
mechanics. The paper contains clear and correct
simple, complex, and compound sentences.
Subject-verb agreement is consistently correct
(except for theres alot of). Spelling and
punctuation are correct in a variety of
instances. Occasional errors are minor and do not
interfere with meaning (envirment, using your
instead of youre, writing a lot as one
word).
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Informational Paper 10
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Informational Paper 10(page two)
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Annotations for Informational Paper 10

• Ideas Exceeds Standard
• The writers focus is sustained on the topic of
  quartz. There is evidence of an awareness of the
  informational purpose as the writer explains the
  chemical composition of quartz, where quartz can
  be found, the appearance of quartz, the uses of
  quartz, and how quartz changes over time.
  Relevant specific examples and facts are used
  throughout the paper. The topic is well
  developed. The use of resources is apparent in
  the explanation of where quartz comes from and
  how it changes over time. Although the
  explanation of carbon dioxide and oxygen is not
  perfectly clear, the writers competence exceeds
  the standard for grade three.

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Organization Exceeds Standard The paper has a
clear and appropriate organizational pattern. The
writer uses the introduction to hook the reader
by posing the question (Did you know that sand
is quartz?). The body of the paper is grouped
into sections of related ideas with subheadings.
The writer also uses a question/answer format in
each paragraph. Transitions are varied and
effective.
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• Style Exceeds Standard
• The use of interesting language is sustained in
  the paper as the writer switches between
  technical vocabulary (carbon dioxide, oxygen) and
  addressing the reader with questions (Isnt
  oxygen found everywhere?). The writers
  awareness of audience is very strong as the
  writer tries to create an air of mystery at the
  beginning of the paper (Did you know that sand
  is quartz?) that is not solved until the end of
  the paper. This demonstrates an understanding of
  craft. The readers interest is maintained
  throughout the paper and the writers voice is
  clear throughout the paper (Next time we go to
  the beach, Im not going to say...).

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Conventions Exceeds Standard Sentences are
consistently clear and correct. The writer
correctly uses several functional fragments (But
they have to form oxygen in open space).
Subjects and verbs consistently agree. Nouns,
pronouns, and verbs are formed correctly.
Capitalization and punctuation are consistently
correct. Most of the writers errors are in
spelling (silcon, oxyen, dioxside,hexonal,
amithyst, sappire, jewerly), but these
words are above grade level. Overall, the writer
demonstrates a high level of competence in all
three components of conventions.
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Comparing/Contrasting Paper
Moth
Butterfly
Alike

1. Zoom through air
2. Insects
3. Lepidoptera order
4. 2 sets of wings
5. antennae

Different Criteria
Graceful Colorful not connected
Dull-colored, drab, Move together when it flies
wings
Look like candy canes without stripes
antennae
Feathery-looking
Slender Elegant
Body styles
Flatter Bulkier
Seen at night, near lights
behavior
Seen during the day
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Moths and Butterflies

• A moth and a butterfly both zoom through
  the air with the greatest of ease. They are like
  small motorized airplanes zipping in and out. At
  a quick glance, they may look somewhat alike, but
  they are different.
• Both are insects that belong to the
  Lepidoptera order. They are similar because they
  both have two sets of wings that lift them
  through the air. They also use antennae as
  feelers on their heads. However, a moth and a
  butterfly are also dissimilar.

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• The wings of the butterfly are graceful and
  colorful while those of a moth are dull-colored
  and often drab looking. A butterflys wings are
  not connected while a moths wings are. The
  moths wings move together when it flies. The
  antennae of a butterfly look like candy canes
  without the stripes. On the other hand, the
  moths antennae are more feathery-looking.
• Another difference is in the body styles.
  A butterfly is slender and a moth is fatter. The
  moth appears bulkier than the butterfly. The
  butterfly seems more elegant because of its shape.

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• Finally, a moth and a butterfly behave
  differently. People see a butterfly during the
  day while the moth appears more frequently at
  dusk or at night. The butterfly flies in areas
  where grass or flowers grow. However, the moth
  often flies around lights that are outside. The
  lights attract the moth.
• A butterfly and a moth have a few similar
  characteristics, but they have more differences.
  Look carefully the next time a small
  winged-insect flies through the air. Study the
  insect carefully to decide if it is a butterfly
  or a moth.

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Drafting

• Remember when drafting, you do not worry about
  spelling or errors at this point.
• Write your ideas down as they come to you.
• Use your brainstorming activity to help you write.

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• Revising/EditingProofreading to find your errors
  and fix or reword sentences to make your
  information clear.
• Publishing/Sharing

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• How do I organize information in a paper to
  inform someone about something effectively?

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Alternative Topics

• Think about a trip to the zoo and a trip to an
  amusement park. Compare and contrast these two
  types of parks.

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