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What
is Writing to Inform?
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.
What
is its purpose?
- 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
How
do I do it?
- 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.
How
can I adapt it?
- Writing
to inform may include the following strategies:
- Brainstorming
- Categorizing
- Co-operative
learning
- Experience
charts
- Making
books and charts
- Researching
- Webbing
Assessment
and Evaluation Considerations
- 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.
Teacher
Notes
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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.
Teacher
Resources
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