Copyright 2006 Washington OSPI. All rights reserved. 1 Finding Your Way Into a Topic for Expository...

Copyright 2006 Washington OSPI. All rights reserved.

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Finding Your Way Into a Topic for Expository Writing -- Week 1

OSPI High School Instructional Support Materials for Writing

Version 2

These materials were developed by Washington teachers to help students improve their writing.


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OSPI Writing Instructional Support Materials

Core Development Team Nikki Elliott-Schuman – OSPI, Project Director Charlotte Carr – Retired Seattle SD, Facilitator Barbara Ballard – Coupeville SD Anne Beitlers – Seattle SD Marcie Belgard – Richland SD Betsy Cornell – Moses Lake SD Lydia-Laquatra Fesler – Spokane SD Lori Hadley – Puyallup SD Lissa Humphreys – East Valley SD (Spokane) Kathleen McGuinness – Kennewick SD Lisa McKeen – East Valley SD (Yakima) Sharon Schilperoort – Yakima SD Holly Stein – Eastside Catholic High School


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Purpose

To help you improve your expository and persuasive writing, including conventions, in order to meet standard on the writing portion of the WASL.


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Four-week Course Syllabus~ Week 1 – Choosing topics, narrowing topics, and

organizing topics for expository writing

~ Week 2 – Elaboration in expository writing

~ Week 3 – Persuasive writing, including

elaboration

~ Week 4 – Introductions and conclusions,

application


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There is a particular emphasis on the following GLEs:

3.1.1 Analyzes ideas, selects a manageable topic, and elaborates

using specific, relevant details and/or examples.

Presents a manageable thesis while maintaining a consistent focus in an individualized and purposeful manner (e.g., Obtaining a driver’s license should not be tied to grades in school.).

Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build upon each other).

Uses personal experiences, observations, and/or research from a variety of sources to support opinions and ideas (e.g., relevant data to support conclusions in math, science, social studies; appropriate, researched information to explain or persuade; contrasting points of view to support a hypothesis or argument).


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Emphasis on the following GLEs, continued 3.1.2 Analyzes and selects effective organizational structures.

Writes unified, cohesive paragraphs (e.g., repetition of key terms; parallel structure).

Selects from a variety of opening strategies and composes an engaging introduction (e.g., vivid, detailed description; historical/cultural background; contrasting situation).

Selects from a variety of ending/conclusion strategies and composes an effective conclusion that is more than a repetition of the introduction (e.g., prediction, anecdote, question).

Uses transitional words and phrases between paragraphs to signal emphasis or show logical relationships among ideas (e.g., in fact …, consequently …, as a result …, on the other hand…).

Determines effective sequence between and within paragraphs by using transitions to emphasize points in an argument or show logical connections (e.g., in as much as…, possibly…, therefore…).

Selects and uses effective organizational patterns as determined by purpose:~ varied placement of thesis for effect.~ persuasion using comparisons (e.g., all similarities grouped together and all differences grouped together).


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Emphasis on the following GLEs, continued

After looking at papers from the WASL, scorers found five areas of conventions that needed attention.

These are Spelling -- especially homonyms -e.g., there/their (GLE 3.3.2) Capitalization (GLE 3.3.3) Punctuation – specifically, periods, commas, question marks

(especially in rhetorical questions), apostrophes (GLE 3.3.4) Usage – specifically subject verb agreement (GLE 3.3.5) Complete sentences (GLE 3.3.6) Paragraphing -- indicating paragraphs (GLE 3.3.7).


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Bibliography and Resources Allen, Janet. Tools for Teaching Content Literacy. NY:

Stenhouse Publishers, 2004. Atwell, Nancy. Lessons that Change Writers.

Portsmouth: Heinemann, 2002. Daniels, Barbara J. and David I. Daniels. Persuasive

Writing. New York: Harper Collins, 1993. Elbow, Peter. Writing Without Teachers. New York:

Oxford University Press, 1998. Elbow, Peter. Writing With Power. New York: Oxford

University Press, 1998. Fletcher, Ralph. Craft Lessons: Teaching Writing K-8.

New York: Stenhouse Publishers, 1998. Flower, Linda. The Construction of Negotiated Meaning.

Carbondale: Heinle,1997.


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Bibliography and Resources Fulkerson, Richard. Teaching the Argument in Writing.

Urbana: National Council of Teachers of English, 1996. Gere, Anne Ruggles, Leila Christenbury, and Kelly Sassi.

Writing on Demand. Portsmouth: Heinemann, 2005. Jacobs, Vicki A. "Reading, Writing, and Understanding."

Educational Leadership. November (2002): 58-61. Kagan, Spencer, Cooperative Learning. San Juan Capistrano:

Kagan Cooperative Learning, 1997. Kiester, Jane Bell. Blowing Away the State Writing

Assessment Test. Gainesville, Florida: Maupin House. 1996. LeGuin, Ursula. Steering the Craft. Eighth Mountain Press,

1998. Macrorie, Ken. Writing to Be Read. Third revised ed. Upper

Montclair: Boynton/Cook, 1984.


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Bibliography and Resources Olson, Carol Booth. “Fostering Critical Thinking Skills

Through Writing.” Educational Leadership. November (1984): 28-39.

Pedersen, Don. "Question and Answer: Reading Non-Fiction to Develop the Persuasive Essay." English Journal. March (2002): 59-63.

Petit, Angela and Edna Soto. "Already Experts: Showing Students How Much They Know About Writing and Reading Arguments." Journal of Adolescent & Adult Literacy. August (2002): 674-683.

Routman, Regie. Writing Essentials: Raising Expectations and Results while Simplifying Teaching. Portsmouth: Heinemann, 2005.


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Bibliography and Resources Schrecengost, Maity. Writing Wizardry.

Gainesville, Florida: Maupin House, 2001. Wood, Nancy V. Perspectives on Argument.

Upper Saddle River: Prentice-Hall, 2001. Zemelman, Steven, Harvey Daniels, and Arthur

Hyde. Best Practices: New Standards for Teaching and Learning in America's Schools. Portsmouth: Heinemann, 2005.

Zemelman, Steven and Harvey Daniels. A Community of Writers: Teaching Writing in the Junior and Senior High School. Portsmouth: Heinemann, 1988.


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Agenda – Day 1

Write to a prompt Read for conventions Do mind sweep activity Analyze prompt Brainstorm

Whole Group Pairs Individual

Reflect


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Write to the following prompt.

If you could be any age, what age would you be? Write a multiple-paragraph essay for your teacher identifying the age you would be and explaining why you would choose this age.

Be sure to put the date on all pieces of writing.


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Read for conventions. Basic spelling (including homonyms) Capitalization Punctuation

Periods (run-togethers), apostrophes (possessives), commas, question marks especially in rhetorical questions

Subject-verb agreement, particularly number agreement with “their” (pronoun referents and verb agreement)

Complete sentences Paragraphing Conventions on your own personal list in your folder


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Mind Sweep Activity – Step 1

Number down the left side of the paper 1–10.

After each number, write “Writing is.”

For the next few minutes, complete each

sentence. The sentences may be positive or

negative ideas about what writing means to you.


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Form groups of four. In your small group, share one sentence from

your list. If someone else shares something that is the same as one of yours, choose a different sentence.

Continue taking turns until all ideas have been shared.


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Think about all the ideas that have been shared. In your group, choose one negative thought

about writing and talk about how you could turn it into something positive or how you could fix the problem.

Each group makes a poster of one positive message about writing. These will be displayed in the classroom for the next 4 weeks.


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Analyze the prompt.

To begin any approach to a prompt, it helps to identify topic, audience, and purpose. If you could be any age, what age would you be?

Write a multiple-paragraph essay for your teacher identifying the age you would be and explaining why you would choose this age.

What is the prompt’s topic? Who is the intended audience? What is the purpose of your essay?


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Whole-class Brainstorm

Look at the paper you wrote on Monday. How many different ways did the class respond

to the “different age” prompt? Younger Older Other ways to look at “age”

Now, what are some other ways to connect to this topic?


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Pairs Brainstorming

Now, working with a partner, brainstorm possible topics using this prompt.School is not the only place to learn. Write a

multiple-paragraph letter to a teacher in which you identify something you remember learning outside of school and explain why this has been important to you.


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Pairs Brainstorming

List as many kinds of learning as possible. Different ideas

Try to think of a wide range of different kinds of learning (games vs. languages, etc.).

Many ideas Go for as many ideas as possible.

Stand and share. Sit when your ideas have been reported out.


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Individual Brainstorming From your list, select four things you learned

“outside of school” about which you have the most to say.

For each of the four things, list ideas you’d use to develop each one.

Then, select one topic that you seem to know the most about.

Now further develop that topic. Select specific examples or anecdotes. Give all the details of those examples and anecdotes

(elaborate). Be sure you know why what you learned is important to you.


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Reflection about this Morning’s Writing (“Be any age”) How did you get started with this morning’s

prompt? If you used a specific prewriting technique, what

was it? How might you have started differently after

what you learned today? Turn to a partner and share something from your

reflection. Put your notebook in your folder.


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Agenda -- Day 2

Quick write Narrow a topic Respond to narrowed topic Read for conventions Reflect -- set goals with the WASL

Expository Checklist and WASL Scoring Guides


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Quick Write – Writing Notebook

What one thing do you remember from yesterday’s lesson and how will you use it?



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Narrow the topic.

Today, we are going to make sure that your topic isn’t too broad.

We’ll start with a very broad topicGlobal Issues

How can you tell that Global Issues is too broad?


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Narrow the topic - step 2

List different Global Issues (e.g., poverty, pollution, human rights violations).

Select one of those issues (e.g., pollution). List subtopics for the selected issue (e.g., air, water,

noise, soil). Select one of those subtopics (e.g., air).

List subtopics for that issue (e.g., emissions, fossil fuels, SUVs).

Have you found a topic you can develop specifically? If not, continue the process.


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Narrow the topic -- step 3

Now practice again, with a different topic. We’ll start with a broad topic

Sports or activities How can you tell that Sports or Activities is

too big?


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Narrow the topic -- step 4.

List different sports or activities. Select one of those sports or activities.

List subtopics for the selected sport or activity. Select one of those subtopics.

List subtopics for that issue. Have you found a topic you can develop

specifically? If not, continue the process.


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Practice with a prompt.

Narrow a topic from the following prompt. Think about a sport or activity you enjoy doing. Write

several paragraphs explaining to a teacher why you enjoy doing that sport or activity.

Write several paragraphs on your narrowed topic. Select specific examples or anecdotes. Give all the details of those examples and anecdotes

(elaborate).


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Reflection - Goal Form Think about the writing you have done over the

past two days. Look at the WASL Scoring Guides and Expository

Checklist. Think about what you want to be able to do with your writing. Think about narrowing a topic. Do you want to Build on something you do well? Turn a weakness into a strength?

Pick some conventions, too. Write these on the goal form in week one and

staple to your folder.


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Checklist for Expository Writing

My essay or letter will explain successfully if I select specific, relevant content and organize my writing well. That means I should

follow the directions given in the writing prompt; narrow my topic; stay focused on the main ideas; elaborate by using reasons, well-chosen and specific details,

examples, and/or anecdotes to support my ideas; include information that is interesting, thoughtful, and necessary for

my audience to know; organize my writing with an introduction, supporting paragraphs with

main points and elaboration, and an effective conclusion; organize my writing in effective paragraphs; and use transitions to connect my ideas.


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Checklist for Expository Writing, continued

My essay or letter will explain successfully if I demonstrate an effective style. That means I should

show that I care about my topic by writing in a voice appropriate for my audience and purpose,

use language that is appropriate for my audience and purpose,

use specific words and phrases that help the reader understand my ideas, and

use sentences of varied length and structure.


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Checklist for Expository Writing, continued

My essay or letter will explain successfully if I follow conventions in writing. That means I should

follow the rules of Standard English usage, spell words correctly, use correct capitalization, use correct punctuation, write complete sentences, and indicate where new paragraphs begin.


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Agenda – Day 3

Review choosing and narrowing topics Read for conventions Organize

List, group, labelOrder of importance

Reflect


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Practice choosing a topic.

On day one, you learned different ways to choose a topic. Now practice!

Brainstorm different topics for this prompt. Imagine that you had the chance to meet

anyone in the world. Write a multiple paragraph letter to your teacher explaining why you would like to meet that person.


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Practice narrowing that topic.

Pick two people you know the most about and list reasons and details to support these choices.

Narrow the topic to the one that seems to work best for you.

Remember the prompt - Imagine that you had the chance to meet anyone in

the world. Write a multiple paragraph letter to your teacher explaining why you would like to meet that person.


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Two Ways to Organize

You have practiced how to choose a topic today.

You have practiced how to narrow a topic today.

Now you’ll learn two ways to organize all those ideas.List, group, labelOrder of importance


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List, Group, Label Form groups of four. In your group, tell each other the names of the

people you thought you’d like to meet. Choose one topic per group.

Start with that student’s list and add more words or phrases that relate to the topic. Use sticky notes and write one word or phrase per note.

Group the words you have listed by looking for those that have something in common.


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List, Group, Label, continued

Once you have grouped your words, decide on a label or name for each group.

Decide on a focus for your topic and write a sentence (thesis statement).

Look at your groups and decide which groups fit with your thesis and which to throw out.

Number the groups that fit in a logical order to create an organizational structure for writing.


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Order of Importance Refer to your groups from List, Group, Label. Think about another way you might organize

your paper. From most important to least important From least important to most important

Which is the most effective? Order of importance is another way to organize!


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Reflect

What have you learned about organizing your writing before you begin?



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Agenda -- Day 4

Conventions mini-lesson(s) Practice what we’ve learned with a prompt.

Choose a topic that relates to the prompt. Narrow the topic. Organize ideas that support the topic.

Write about the topic Read for conventions Assess how you did Reflect


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Practice Prompt One

Over the years, humans have benefited from inventions (as simple as a zipper and as complex as a computer or space ship). Write a multi-paragraph essay for your teacher in which you name an invention that has had an important impact, and explain why it is an important invention.

Choose a topic related to the prompt, narrow it, brainstorm ideas, organize ideas, then write an essay.


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See how you did.

Take out your WASL Expository Checklist and WASL Scoring Guides.

Compare your writing to the Checklist and Guides.

Discuss with a partner strengths and weaknesses of your paper.


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Reflection

Tomorrow you’re on your own!Which part of brainstorming got easier as you

practiced?Refer back to your goal-setting form.On which goal did you make the most

progress?Have you been checking your conventions?

Which ones?


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Agenda -- Day 5

Write to a WASL expository prompt Read for conventions Compare with scoring guide Reflect


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Remember

Use what you’ve already learned aboutchoosing a topicselecting the one you know most aboutnarrowing the topicorganizing ideaschecking for conventions


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Write on-demand.

Write to this prompt.By the time you are a sophomore in high

school you have been in many different classes. Think about a memorable class. Write a multiple-paragraph letter to a teacher explaining why that class was memorable.

You may use a commercially published thesaurus and dictionary in print form.


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Review the WASL Scoring Guides and WASL Expository Checklist.

Discuss with a partner.What did you do well?What was the most challenging for you?

See how you did.


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Reflection

Today you experienced writing in a testing situation. What different approaches did you try from what you did on day one?

How have you improved? What goals do you still need to work on?


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Feedback, please

We welcome your comments. Please feel free to try these lessons and send feedback to Nikki Elliott-Schuman at [email protected]. We appreciate your labeling the subject line as Feedback: OSPI Instructional Support Materials.

Copyright 2006 Washington OSPI. All rights reserved. 1 Finding Your Way Into a Topic for Expository...

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