Writing that reports information to others can vary greatly in content and format. Many learning experiences culminate in expository or informative writing activities. Students must have opportunities to read a variety of resources and printed materials for information. During writing, students can apply their knowledge of the structures and formats of these materials to organize and convey information.

Purposes

• to develop students' awareness of the organizational structures of informative text
• to develop students' abilities to use writing to organize, sequence, record and report knowledge and experience
• to increase students' ability to read and comprehend informative or expository text

Procedure

• Introduce expository structures to students by reading various resources in all subject areas.
  When reading informative text, focus students' attention on the structure and organization of ideas.
• A shared experience, students' interests, or a unit or topic of study in any subject area should provide the topic for collaborative writing and reporting activities.
• With students, determine an appropriate topic.
• Brainstorm, categorize and web what is known about the topic.
• Have students consider the audience to determine the appropriate content and format of the report.
• Sequence main ideas and supporting details, incorporating sub-headings if appropriate.
• Collaboratively prepare a draft by developing charted ideas into sentences and paragraphs.
• Read the draft and discuss the clarity of the information conveyed.
• Revise the draft incorporating students' suggestions.
• Have students consider the audience and purpose of the writing as they prepare the final draft or copy.
• Have students prepare any accompanying visuals.
• Share, display or present the final version to appropriate audiences.

Teacher Note:

• Classroom resource collections should include expository text.
• Daily reading to students sessions should include expository as well as narrative selections.
• Elementary students should gradually become aware of the structures and language of expository text. Common organizational patterns of expository text include:
  • Description -- features or characteristics of the topic are described. Some examples may be provided.
  • Sequence -- events or items are listed or ordered chronologically.
  • Comparison -- the subject or topic is compared and contrasted with other things or events.
  • Cause and Effect -- the author explains the cause of an event and the result.
  • Problem and Solution -- a question is presented and solutions are proposed.
• Students should have opportunities to orally express ideas and understandings before being expected to convey information in writing.
• During the Emerging Phase, students should have opportunities to inform others by dictating, drawing and writing their ideas.
  

Assessment

• Observe students' ability to organize and convey information through writing.
• Note students' use of their knowledge of text structures to read informative materials for meaning.

What Students Learn about Language

• Writing can be used to inform others.
• Language is used to organize thoughts and ideas.
• Comprehension is aided by an awareness of text structure.
• Narrative and expository text differ in structure.

Adaptations and Applications

• Writing to inform may include the following strategies:
  • Brainstorming
  • Categorizing
  • Co-operative learning
  • Experience charts
  • Making books and charts
  • Researching
  • Webbing