CCSS: Types of Writing. Common Core: Writing Anchor Standards Text Types and Purposes* 1. Write...
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CCSS: Types of Writing
CCSS: Types of Writing. Common Core: Writing Anchor Standards Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive
Common Core: Writing Anchor Standards Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence. 2. Write i nformative/explanatory texts to examine and
convey complex ideas and information clearly and accurately through
the effective selection, organization, and analysis of content. 3.
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences. Production and Distribution of Writing 4. Produce
clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. 5.
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach. 6. Use technology,
including the Internet, to produce and publish writing and to
interact and collaborate with others. Research to Build and Present
Knowledge 7. Conduct short as well as more sustained research
projects based on focused questions, demonstrating understanding of
the subject under investigation. 8. Gather relevant information
from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while
avoiding plagiarism. 9. Draw evidence from literary or
informational texts to support analysis, reflection, and research.
Range of Writing 10. Write routinely over extended time frames
(time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences. * These broad types of writing include
many subgenres. See Appendix A for definitions of key writing
types.
Slide 3
Four Categories
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Three Text Types 1. Narrative 2.Informational/Explanatory 3.
Argument
Slide 5
Narrative Conveys a real or imaginary experience Uses time as
its main structure May be used to: inform, persuade, entertain, or
instruct Come in the form of: memoirs, creative or fictional
stories, anecdotes, autobiographies Include visual details
Slide 6
Informational/Explanatory Purpose: Increase readers knowledge
of a subject Help the reader understand a procedure Provide readers
information on a particular topic/concept Addresses types and
components Writers convey information by: Naming Defining
Describing Comparing/contrasting Citing evidence
Slide 7
Genres of Informational/Explanatory Writing Literary analysis
Scientific and historical reports Summaries Workplace and
functional writing: Resumes Applications Reports Manuals memos
Slide 8
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.
What is the purpose of argumentative writing? Multiple
purposes: Change a readers point of view Bring about some action
Ask the reader to accept the writers evaluation of an issue based
on evidence
Slide 13
In English Language Arts Students: Make claims about the
meaning of literary works Defend their interpretations with
evidence from the text
Slide 14
Creating an argument Claim A Miner would be a good mascot
selection for our school. Evidence Mascots should be strong or
tough and represent the area. They should be something people would
be proud to be. Explanation Our area has mining as one of its
primary industries, so the choice would represent our area. In
addition, miners need to be tough because they do strenuous workand
dangerous work. They work hard to fill a need for people
everywhere. Thats something to be proud of.
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The structures and language of argument Incorporating others
words or ideas Subordinating opposing views Organizing for greatest
effect Maintaining an academic tone Analyzing and explaining
data/sources adequately Recognizing the difference between reasons
and evidence Evaluating quality of evidence/research
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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 elses 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 authors
intent. It can not just be switching out synonyms in the original
sentence. Author must be identified.
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Skilled writers many times use a blend of these three text
types to accomplish their purposes. Common Core State Standards,
Appendix A
Slide 18
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
Slide 19
Look at sample writing prompts from SBAC
https://sbacpt.tds.airast.org/student/
https://sbacpt.tds.airast.org/student/
Slide 20
Sample Student Writing from CCSS -Includes sample student
writing Grades 6-9 -Annotations and explanations of writing
-Present different writing situations