Expository Writing

Step up to WritingStep up to WritingStep up to WritingStep up to Writing

Training WorkshopTraining Workshop

Step Up to Writing Is About the Writing Process• Prewriting and Planning

• Drafting, Revising, and Editing

• Creating a Final Copy, Proofreading, and Sharing

(1.6)

Step Up to Writing is About Promoting the Traits of Good Writing

• Content• Organization• Style• Idea

• Vocabulary• Sentence

Structure• Conventions• Presentation

(1.6-1.7)

Find an “elbow partner.”

• #1 Partner becomes the person whose birthday is closest yours.

(Past or future…just closest!)• #2 Partner is the other one.• Read the following paragraph and

comment on it to your partner. What is good? What could be better?

Golf is a great sport to play. It’s fun to pound a golf ball around for nine to eighteen holes. However, to become good you need lots of practice and mental toughness. Practice is easy to come by, but we need toughness too. Personally, I need a lot of mental toughness. Golf can be really fun if you are playing well, but if you are playing badly, it can cause frustration.

Refer to (1-33,34)

Why do we need to teach expository writing to all students at all grade levels?1. Most school writing will be expository

writing.2. Expository writing teaches clear and

logical thinking.3. Expository writing helps students learn

content.4. Expository writing prepares for the

working world.

The keys to an effective paragraph:Expository paragraphs need:• A title• A topic sentence• Transitions• Good explanations and examples• A conclusion

Let’s say we will be writing about gangs.

•What can we do to get ideas for our paragraph?

Mom

Yikes! Gang

Movies

Gangs

Bunch of People

Bad Gang Songs

I wouldn’t

joinStay Away

What if m

y friends

joined?

Cause Problems

Gangs are just a bunch of people with nothing better to do. Gangs cause problems. I would not join a gang. Well, maybe if I was with my friends but probably not. My mom is against gangs. The movies are filled with gangs and there are a lot of songs about gangs. Stay away from gangs they are bad for you.

Mom

Yikes! Gang

Movies

Gangs

Bunch of People

Bad Gang Songs

I wouldn’t

joinStay Away

What if m

y friends

joined?

Cause Problems

What’s missing?

ORGANIZATION

Refer to (1-8,11,12)

The keys to an effective paragraph:Expository paragraphs need:• A title• A topic sentence• Transitions• Good explanations and examples• A conclusion

The Five Elements of Expository Writing

• Organization is the key.• Topic sentences and thesis

statements are the heart.• Transitions are the glue.• Examples, evidence, and

explanations are the meat.• Conclusions tie it all together.

Great Expository Paragraphs

Organization

is the key.

Using Colors to Teach Organization

GoBack!

Stop!

SlowDown

Go! Write a topic sentence

Give a reason, detail, or fact. Use a transition.

Explain. Give an example.

Remind the reader of your topic.

2.11

Topic Sentence:• Green means “go.”• Green asks the writer to decide—

– “What am I going to prove?” (reason)

– “What am I going to explain?” (detail)

– “What information will I share?” (fact)

Reasons/Details/Facts:• Yellow means “slow down.”• Introduce key concepts to support the

topic sentence.• The main supporting ideas (reasons,

details or facts) for the topic sentence.• Look for common patterns or categories

in the brainstorming.

2.11

Explain:• Red means “stop and explain.”• Present evidence.• Provide explanation and

examples.

2.11

Conclusion:• Green means “go back to your

topic.”• Restate the topic and the position.• Do not introduce new information.• Use synonyms and leave your

reader with something to remember.

2.11

ACTIVITY ONE

Cats…

Informal Outlines

R/D/F (First) Can get away from their

enemies

R/D/F (Next) Good

fighters

Run fastClimb trees

Sharp clawsSharp incisors

Topic= Cats can protect themselves.

1-18 a,b,c

Brainstorm: Ways cats protect themselves

Ways cats protectthemselves

ACTIVITY 2Practice Categorizing

• To get students to select the yellows, they must be able to look at the exmaples (reds) and pick categories that the reds will fit into.

• Practice categorizing “games.”

Activity 3 Informal Outline

•Create an informal outline of your ideas using “cave man talk.”

Accordion Paragraph

Increase paragraph length by adding more supporting main ideas and/or details.

• Eight Sentence Paragraph• Nine Sentence Paragraph• Eleven Paragraph

Activity 4Accordion Paragraph

Begin at 2nd grade

• When teaching, even to older students, keep the concept simple the first time.

• Fold paper (hamburger, & again)• Add colored dots• Fill in complete sentences.

TOPIC

REASON/DETAIL/FACT

EXPLAIN

EXPLAIN

1-24

REASON/DETAIL/FACT

EXPLAIN

EXPLAIN

CONCLUSION

TOPICCats protect themselves in two ways.

REASON/DETAIL/FACTFirst, they are able to get away quickly from their enemies.

EXPLAINCat are fast runners.

EXPLAINThey can climb trees, too.

2.8

REASON/DETAIL/FACTNext, cats are good fighters.

EXPLAINCats’ sharp claws can inflict pain and discourage attackers.

EXPLAINThey can also use their pointed incisors to bite their enemies when necessary.

CONCLUSIONFelines can take care of themselves.

2.8

Informal Outlines: Kindergarten

Sun

Water

Soil

Topic= Plants

1-18, 1-30

Other Kinds of Outlines:Decimal

• Topic=________________1.0____________________ 1.1___________________ 1.1.1________________ 1.1.2_______________

1.2___________________ 1.2.1________________

1.2.2________________

Other Kinds of Outlines:Shapes

Topic=____________________ _______________________

_______________________

Other Kinds of Outlines:Numbers

Topic=_____________________1_________________________ 2_______________________ 3_____________________

3_____________________ 2_______________________

3____________________ 3____________________

Other Kinds of Outlines:Letters

Topic=____________________R (reason)_________________ e (explain)_______________

e ______________________R (reason)_________________

e (explain)________________ e ______________________

Other Kinds of Outlines:

Traditional FormalTopic = _____________________I.__________________________ A._______________________

1._____________________ 2._____________________

a. _________________ b. _________________

B.

Informal Outlines

Topic= Fun ways to spend a million dollars

2.9-2.13

Informal Outlines

Shopping

Travel


2.9-2.13

Informal Outlines

Shopping

Travel

New wardrobe, Nordstroms

Paris


2.9-2.13

Activity 5Write on colored strips

Write each sentence from the outline on the corresponding colored strip.

Green= topic and conclusionYellow= main supporting ideas (R/D/F)Red= examples, explanations,

evidence

Outline to Paragraph

If I had a million dollars, I would have a goodIf I had a million dollars, I would have a good time spending it.time spending it.



First, I would go shopping.First, I would go shopping.




A new wardrobe from Nordstroms is a must.A new wardrobe from Nordstroms is a must.




A new wardrobe from Nordstroms is a must.A new wardrobe from Nordstroms is a must.

Next, I would travel.Next, I would travel.




A new wardrobe from Nordstrom is a must.A new wardrobe from Nordstrom is a must.


Visiting Paris has always been a dream.Visiting Paris has always been a dream.




A new wardrobe from Nordstrom is a must.A new wardrobe from Nordstrom is a must.


Visiting Paris has always been a dream.Visiting Paris has always been a dream.

Being wealthy would clearly provide many interesting Being wealthy would clearly provide many interesting benefits.benefits.

Fun Being Rich

If I had a million dollars, I would have a good time spending it. First, I would go shopping.First, I would go shopping. A new wardrobe from Nordstroms is a must. Next, I would travelNext, I would travel. Visiting Paris has always been a dream. Being wealthy would clearly provide many interesting benefits.

Reasons Outline

Safety reasons

Social reasons

Help yourself Save others

PartiesVacationsSummertime

Topic= Reasons for Learning to Swim

2.15

Details Outline

Beautiful Bride

Clever table decorations

Wonderful food

Simple and elegant

Cages with birds

Ethnic

Topic= The Wedding

2.15

Facts Outline

Andes Mountains

Rocky Mountains

4,500 miles In South AmericaLongest mountain

chainHeight 10,000 ft.

3,000 milesMexico to AlaskaMade by volcanic activity

Topic= Mountain Ranges

2.15

Fold paper: hotdog then hamburger fold =

4 parts• Create an informal outline of your

own for the following ideas.• Remember, write quickly in “cave

man talk.”• Topic= in green• Main ideas Reasons/Details/Facts=

yellow• Examples/explanations/evidence=

red

Differentiation Idea Example

Same assignment:• Give students with disabilities a frame

outline asking for 1 yellow and 2 red• Give students who need a challenge 3

yellow and 7 red• To begin, tell students how many yellow

and red you want. Or you could have a minimum number. Later, they may decide.

Reasons Outline

Reason

Reason

Topic= 2 reasons to send students to our school

Details Outline

Detail

Detail

Detail

Topic= Description of _________school.

Facts Outline

Fact

Fact

Topic= Information about ______school.


Topic sentences and thesis statements are the heart

My father is very strict; however, he has good reasons for all his rules.

3. However Statements

• Creates a compound sentence• Independent clauses are joined by

a conjunctive adverb• The “however” is preceded by a

semicolon and followed by a comma.

However Statements

• Conjunctive Adverbs– As a result -However– Consequently -Therefore– Furthermore -Nevertheless– In fact– Meanwhile– Likewise

“Things Trap”

• Weak:As I read about Ben Franklin, I learned two things.

• Better:As I read about Ben Franklin, I learned that his life was filled with challenges.

Better Word Choices

• Actions• Benefits• Features• Reasons• Improvements

• Ideas• Items• Choices• Qualities• Thoughts

Expository Paragraphs Need Transitions

Transitions are the glue for the key ideas

Transitions

Expository Paragraphs Need Transitions

• Transitions: (Direct attention like a ringmaster of the circus)

• Without them, it is like beginning to drive a stick shift…jerky!– Introduce new key ideas– Connect reasons, details, or facts– Help the writer and the reader

Placement of Transitions

• The transition goes with each yellow idea.

• On your outline, include the transition in the yellow section.

Topic= Advice to a new teacher

4-5,6,7,8,9

(First) Get Organized

(Second) Get a mentor

First, a new teacher should get organized. Second, a new teacher should get a mentor.

Topic= Advice to a new teacher

Common Transition Sets-List AGive students a copy.

• One way-Another way

• First-Another-Next• First-Second-Third• The first-The second• One-Then-Another• One-Also• One example-

Another example

• A good-A better-The best

• One-Another-Finally• First of all-Second-

Last• First of all-Next-The

final• First of all-in

addition-Finally• First-In addition-

Equally important

More Transition Sets

• At first-After• One-Equally important• The first-The second• To begin-Then consequently• It started when-As a result-Then-Thereafter• At the beginning-Then-Following this-Finally• One important-Another important-The most

important• Initially-Then-After that• As soon as-Next-Later-In the end• To begin-At the same time-Finally• To start-Furthermore-Additionally-Last

Vary Your Transitions

First, a new teacher should get organized.

Change to:

One important idea is for a new teacher to get organized.

Bury Your Transitions

• Instead of:Second, a new teacher should get a mentor.

• Try:Getting a mentor is a second key to

success.

Vary and Bury Your Transitions

• Instead of:Second, a new teacher should get a mentor.

• Instead of:Getting a mentor is a second key to

success.– Try: Finding a mentor is another key to

success.

Transitional Expressions

• Transitions for a specific text structure– To explain a cause or an effect

•Because of•As a result•Since•Consequently


•Examples, evidence, and explanations are the meat.–Information to back up your reasons, details, or facts.

The “E”s

• The E’s support your topic sentence.• E’s make your writing interesting

and believable:-Examples -Events-Explanations -Experiences-Elaborations -Expert opinions-Evidence -Effective Illustrations-Everyday life

Guided Highlighting

A good way to have students check their writing for sufficient detail is to have them highlight their paragraphs. If there is not enough red, there is not enough E’s, and the development is

lacking.

Guided HighlightingCreatures of all sizes find ways to keep themselves clean. Large animals like elephants head to rivers to cool off and clean up. After bathing in the cool water the elephant powders itself. Elephants use dust as powder to keep the bugs from biting. Smaller animals like rabbits also take time to clean. They often lick their ears and scrub them to keep them clean. Finally, little creatures like birds enjoy bathing in puddles. When they finish, they comb their feathers. This is called preening. Bath time, it seems, isn’t just for you and me.

Guided HighlightingCreatures of all sizes find ways to keep themselves clean. Large animals like elephants head to rivers to cool off and clean up. After bathing in the cool water the elephant powders itself. Elephants use dust as powder to keep the bugs from biting. Smaller animals like rabbits also take time to clean. They often lick their ears and scrub them to keep them clean. Finally, little creatures like birds enjoy bathing in puddles. When they finish, they comb their feathers. This is called preening. Bath time, it seems, isn’t just for you and me.

Writing Great Conclusions

Conclusions tie it all together.

Tips for Writing Conclusions

Restate the position using different words. Use the same idea as the topic sentence, but state it differently.


Avoid: (Weakens statement)

As I have saidAs I have provedAs you can see


6. Vary the sentence structure

7. Use a quotation

8. Imitate the professionals (Use literature for examples)

Group Activity: Summing it up

T= Wyoming, a great place to live.

Get in groups of 6. (One note card for each.)

#1- Write topic sentence (Remember to use one of the 3 types)

#2 1st yellow with transition#3 Red for 1st yellow idea#4 2nd yellow with transition#5 Red for 2nd yellow idea#6 Writes concluding sentence

Share with a partner

Within the content and grade level that you teach, in what way could you have students write each of these types of paragraphs that follow?

Different Kinds of Paragraphs

• Summaries• Process

paragraph• List paragraph• Compare &

Contrast• Persuasive

• Information• Cause & effect• Problem/solution• Entertaining• Current events• Math processes• Descriptive

Use the Accordion method for writing:Use the Accordion method for writing:

Writing SummariesReflects the yellows

1. A summary is a shortened, condensed version.

2. The purpose of a summary is to share the main ideas.

3. Summaries keep the same tone as the original piece and do not contain opinion.

4. Summaries do not require a formal conclusion.

A Four-Step Summary Paragraph

• Step 1 Write a topic sentence using the three-part topic sentence

method (the burrito fold).Identify the item Select a verb Finish your

thought

• Step 2 Copy this sentence to look like a real sentence. Fix spelling and

capitalization errors.• Step 3 Create a fact outline (three

yellows).• Step 4 Use your fact outline to write the

summary paragraph.1-33

Step 1

• Write a topic sentence using the three part topic sentence method. (The burrito fold)

Identify the item Select a verb Finish your thought

Chapter 2 of The Adventures of Tom Sawyer by Mark Twain

describes how Tom got others to do his work.

Verb Reference List for Summaries

Acknowledges

Evaluates Classifies Adds

Defends Asserts Features Depicts

Identifies Entertains Confirms Names

Considers Offers Judges Contrasts

Praises Demonstrates

Provides Recommends

Endorses Asks Suggests entices

Step 2- Copy this sentence to look like a real sentence.

Chapter two of The Adventures of Tom Sawyer by Mark Twain describes how Tom got others to do his work for him.• Step 3- Create a fact outline

(YellowsYellows) -whitewash fence as punishment

-plan to make the whitewashing look fun-buddies come by & beg for a turn-work gets done with no effort byTom

ElementaryCharlotte’s Web

WHO ACTION FINISH


WHO ACTION FINISH

Charlotte helps Wilber

Templeton eats leftovers

Wilber sleeps in the straw


WHO ACTION FINISH

Charlotte helps Wilbera brilliant

spider,enables, rescues,

befriendscomforts,

encourages

to have hope.

Templeton eats leftoversa fat, greedy

ratconsumes,

devoursat the fair.

Wilber sleeps in the straw

an innocent pig,

slumbers, snoozes

all day long.

Read a story or piece of text

Do together:T=_________________________Brainstorm the details in random

order.Create an outline with a title and

color coded items.Write about the main ideas of

narrative or expository writing.

Compare and Contrast

Title = ShoesStep 2: List 12 descriptors for each

pair

First Pair Second PairBrown BlackLoafers Lace upRubber soles New

3.25


Step 4:Create Categories (These will be the yellows)

Age Decoration SafetyBrand Fasteners SizeColor Heels SoleComfort Height StyleCondition Material UseCost Purpose

3.25


Step 5: Write a Topic Sentence

You may use any of these pairs of words or another pair like them.

Alike – Different Compare – Differences Opposite – Varied In common - Unlike

3.25

Sample Topic Sentences

• Power number with a “compare” word:___ and ___are wearing shoes that are alike in

three noticeable ways.• Occasion/position with a “contrast” wordWhile ___and ___are both wearing black shoes,

their footwear is significantly different.• However topic sentence with a “contrast”

word___and ____are both wearing black shoes;

however, their footwear differs significantly.


Step 6: Do an informal outline of your paragraph.

Step 7: Add transitions next to the categories you

selected.Step 8: Write draftStep 9: Revise and editStep 10: Final copy

3.25

Persuading or Convincing Paragraphs

Yellows are the arguments or reasons

• A clear topic sentence• Obvious organization• Strong transitions• Specific examples & evidence• A memorable and very strong • conclusion

3.30

Persuade or Convince

• Who is my audience?• What will my reader need to

know?• What emotions do I want my

reader to feel?• What do I want my reader to do?

3.31

Persuade or Convince

• Start with a strong point.• Transition into a weaker point.• End with your strongest point.• If writer begins with a weak point

or ends with a weak point, they will lose their audience.

3.31

Other kinds of organizers

There are a variety of ways to helps students organize their thinking that may be used in

many different content areas.

Writing in Math

Q=

Step 1 Ex.

Step 2 Ex.

Step 3 Ex.

3.53-3.55; 9.9-9.11

Content Learning Logs

• Adding fractions is easy if you just follow these four instructions.

• _______, the main character in ______, is involved in two conflicts.

• The Civil War occurred for three reasons.

• The water cycle has three parts.

3.56-3.57

Framed Paragraphs

Framed paragraphs are great. You can use them for science, history, art, and social studies. You can even leave them with a substitute teacher. Try them!

You will like them!

3.59

Sample Framed Paragraph

Name________________ Date_____After completing my reading this week, there are several things I want to tell you about the book, _______, by ________. First, ___________________. Second, _______________. Then, ___________ ________________. Finally, I predict __ _______________________________________________________________.

3.59

A Thesis Statement (Step 2)

• Is the heart of your paper• Gives the main idea of an essay• Contains key words• Presents a general idea that will

be supported• Might be called your position

statement

4.17-4.31

Steps 2-4(thesis) Even though Ben Franklin was seventy years old at the time of the Revolution, he still had a lot to do with the independence of the colonies. (plan) Helping the colonists, informing people of the world about the revolution, and serving on many committees were some of the important things that he did.

InformingInformingHelpingHelping ServingServing ConclusionConclusion

4.20

Expository Vs. Narrative

• Purposes and processes are different in these two kinds of writing.

Baseball and football require similar skills; however, the goals of

each game are different.

Quick Sketch Stories

• Step 1 Title• Step 2 Quick Sketch• Step 3 Quick Notes• Step 4 Get the Story Rolling• Step 5 Story transitions• Step 6 Smooth stop• Step 7 Revise, Edit, Proofread

Narrative Outline

Beginning

Middle

End

Topic= Narrative

2.15

Setting

•Time

•Place

Meet Characters

Glimpse of problem

Learn more about problem

Conflict developed

Solve problem

Conflict resolution

Planning a Short StoryStep 1 Title___________

Step 2 Quick sketch your plan for your story in pictures. (May use sticky notes)

Step 3 Jot ideas, descriptions, and plans for your story

Quick Sketch Method

•Sara fakes sick

•Beach

•Decides to skip school

•Parents leave for work

•Rides bike to beach

•Swims

•Sunburned

•Trouble with parents and school

•Stay home next day

•Sick from sunburn

Quick Sketch OrganizerTitle:_______________

Who:

Where: Problem:

BeginningMiddle End

OK, so I have my story sketched out. How do I begin

writing?

•Try one of these ideas to hook your reader into reading on.

Get the Story RollingProvide a Where

• Step 4– Near the park…– Below the surface of the water…– In Chicago…– Behind the old shed near mother’s

rake…– Beyond the city limits…– Throughout the crowded room…

Get the Story RollingProvide a When

• Step 4– Just as the bell rang…– After we left the movie…– Before I turned six…– Before my eighth birthday…- When the alarm went off…– When the firefighters arrived…

Get the Story RollingOther Options

• Step 4– Provide an Action Verb (Run. That’s all I could

think—run for your life!)

– Introduce a Character (Uncle Charlie tops the list of weird folks I know. As a matter of fact, he is WAY at the top!)

– Interesting Comment (I glanced up and saw Death staring me in the face. )

– Dialogue ( with younger students limit this) (“Mom, I think I’m going to be sick,” Timmy whined from the back seat.)

– Sound effect (Br-r-r-ring!)

Step 5Story Transitions Move the Story

Along

• The next day• At dusk• In between times• Some time later• In the afternoon

• When we arrived• Immediately• Hours went by• After we walked a

mile

Writing the Story of Goldilocks

Once upon a time there were three bears, Papa Bear, Mama Bear, and Baby Bear, who lived in a house in the woods.

Each morning Mama Bear would make wonderful porridge, Papa Bear had a big bowl of porridge, Mama Bear had a medium–sized bowl, Baby Bear had a little bowl for his porridge.

One morning Mama said the porridge was too hot to eat, so the bears decided to go for a walk and let the porridge cool off.

While they were gone, a little girl by the name of Goldilocks came to the house, She knocked on the door and looked in the window, but no one was home. She tried the door and it opened. She went in and she saw the bowls of porridge on the table.

Writing the Story of Goldilocks

Once upon a time there were three bears, Papa Bear, Mama Bear, and Baby Bear, who lived in a house in the woods.

Each morning Mama Bear would make wonderful porridge, Papa Bear had a big bowl of porridge, Mama Bear had a medium–sized bowl, Baby Bear had a little bowl for his porridge.

One morning Mama said the porridge was too hot to eat, so the bears decided to go for a walk and let the porridge cool off.

While they were gone, a little girl by the name of Goldilocks came to the house, She knocked on the door and looked in the window, but no one was home. She tried the door and it opened. She went in and she saw the bowls of porridge on the table.

6.8

Planning a Short StoryStep 1 Title___________

Each morning

Just as she

About that time

10-46

Step 6:Come to a Smooth StopDon’t write “THE END.” Instead, finish with

a strong sentence that will help your reader

• Feel a feeling ending– Tori lived in Mobridge for the next fifteen years, and she never

forgot the kindness that the children shared that first day.

• Remember a character ending– No one spoke up, but everyone knew that it was Edgar, the class

clown, who gave Mrs. Anderson the flowers and the thank-you card.

• Get your point ending– The children finally understood what the police officer said about hitchhiking.

• Think about the story ending– Sometimes it pays to help someone, even if they don’t appreciate

it! 6.9; 10-47

Editing with CUPS

• Capitalization• Usage• Punctuation• Spelling

Documents

Expository Writing