Post on 28-Dec-2015
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 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)
• ReasonArgument
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 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.
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 ItemsScience Content and Skills
Sample SBAC ItemSocial Science Content and Skills
Thank you!