At the Root
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At the Root:
Extracting Information from Text... And Writing About It! PDE Conference • Hershey, PA • 2/11/16 William Van Cleave, Educational Consultant
I. Extraction: An Overview of the Process A. Multiple Important Subskills B. Starting Small - Working Skills In Isolation II. Stepped Process for Understanding Text A. Getting Information from Text - Highlighting - Notetaking B. Writing What You’ve Gleaned From Text - Summarizing - Gist Writing III. Using What You’ve Read A. Focusing Your Writing B. Supporting Your Topic - Using Source Material to Support Ideas
© 2016 • wvced.com • [email protected]
© 2016 • wvced.com • [email protected]
Summarize
Take notes. Using your highlighting, write notes in word/phrase form.
Highlight. Reread, highlighting important information.
Read quickly. Understand the content. Understand the viewpoint(s).
©wvced 2015
Writing from Informational Text
Write
Write conclusion. Restate your thesis, explain your items of support, and state your opinion about the material.
Write support. Turn your categorized notes into body paragraphs. (Use notes, NOT source.)
Write intro. Reword the prompt and add general information. Use thesis as final sentence.
Organize. Cluster information into categories. Either number your note items or use a web.
Decide topic. Write a sentence establishing the focus of the paper (thesis).
Revise
Redraft as necessary. • rewrite paper if current draft is difficult to read/understand
Read for structure. • clear sentences • smooth transitions • correct grammar/punctuation
Read for content. • body paragraphs support thesis • supporting sentences support their topic sentences • ideas ordered logically
Strategies for Teaching Writing from Informational Text
Stage One - Highlighting: •
• •
Students often either highlight everything or almost nothing. This practice usually indicates a lack of understanding of the purpose of highlighting or an inability (or unwillingness) to spend the time necessary to glean key information from the reading. Highlighting is hard work because it involves both reading and understanding the text and then choosing the most important words and phrases. Recommendation: Begin highlighting activities at the sentence level. (Newspapers and newsmagazines work well for this kind of activity.) Then, move to more difficult and longer text. (Textbook pages, photocopied in advance, work well for practice.)
Stage Two - Note-taking: • • •
There are several kinds of notes students are asked to take: (a) copying teacher notes from the board (or from lecture) (b) taking notes from piece of writing (textbook, article, etc.) (c) taking notes from observations made when watching a movie Ask yourself the following questions: (a) What is the purpose of the note-taking activity? (b) What do I want students to do with the finished product? This will allow you to determine how notes should be taken. Computer or by hand? Scaffolding provided? Etc. Recommendation: Students taking notes from source material to incorporate into a paper should avoid pulling complete sentences unless they intend to use those sentences as quotes in their papers.
Summarizing: •
• •
Students find it difficult to write summaries without plagiarizing. Use the separate Informational Text page at the sentence, paragraph, and essay levels to help students write effective summaries. Summaries are time-consuming to write. Part of the reason, though, is that they require student understanding of the material. Recommendations: - Help students generate summaries as a group. Provide paragraphs, and ask students to help you generate a list of the key elements in them. Once a list is formulated, help them generate a paragraph from that list. - Teach students to write Gists. With this research-based strategy, students are given a passage and asked to write a summary within certain word count limitations. (e.g., Write a summary of the assigned paragraph in 15 words or fewer.)
© 2016 • wvced.com • [email protected]
Stepped Process for Understanding Text Focusing Question: What elements of Tubman’s early life contributed to her lifelong work as an abolitionist? Taken from Biography.com’s article on Harriet Tubman: Early Life Paragraph 1:
Highlighting in Isolation - By Sentence
1. Harriet Tubman was born to enslaved parents in Dorchester County, Maryland, and originally named Araminta Harriet Ross. 2. Her mother, Harriet “Rit” Green, was owned by Mary Pattison Brodess. 3. Her father, Ben Ross, was owned by Anthony Thompson, who eventually married Mary Brodess. 4. Araminta, or “Minty,” was one of nine children born to Rit and Ben between 1808 and 1832. 5. While the year of Araminta’s birth is unknown, it probably occurred between 1820 and 1825. Paragraph 2: Highlighting in Chunks - By Paragraph Minty’s early life was full of hardship. Mary Brodess’ son Edward sold three of her sisters to distant plantations, severing the family. When a trader from Georgia approached Brodess about buying Rit’s youngest son, Moses, Rit successfully resisted the further fracturing of her family, setting a powerful example for her young daughter. Paragraph 3:
Taking Notes - NO SENTENCES! ____________________________________________ ____________________________________________ ___________________________________________________ __________________________________________________ ____________________________________________ ____________________________________________ ___________________________________________________ __________________________________________________
Read for understanding... Physical violence was a part of daily life for Tubman and her family. The violence she suffered early in life caused permanent physical injuries. Harriet later recounted a particular day when she was lashed five times before breakfast. She carried the scars for the rest of her life. The most severe injury occurred when Tubman was an adolescent. Sent to a dry-goods store for supplies, she encountered a slave who had left the fields without permission. The man’s overseer demanded that Tubman help restrain the runaway. When Harriet refused, the overseer threw a two-pound weight that struck her in the head. Tubman endured seizures, severe headaches and narcoleptic episodes for the rest of her life. She also experienced intense dream states, which she classified as religious experiences.
© 2016 • wvced.com • [email protected]
Summarizing & Gist Writing - By Paragraph Paragraph 4: The line between freedom and slavery was hazy for Tubman and her family. Harriet Tubman’s father, Ben, was freed from slavery at the age of 45, as stipulated in the will of a previous owner. Nonetheless, Ben had few options but to continue working as a timber estimator and foreman for his former owners. Although similar manumission stipulations applied to Rit and her children, the individuals who owned the family chose not to free them. Despite his free status, Ben had little power to challenge their decision. What’s the Gist? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Paragraph 5: By the time Harriet reached adulthood, around half of the African-American people on the eastern shore of Maryland were free. It was not unusual for a family to include both free and enslaved people, as did Tubman’s immediate family. In 1844, Harriet married a free black man named John Tubman. Little is known about John Tubman or his marriage to Harriet. Any children they might have had would have been considered enslaved, since the mother’s status dictated that of any offspring. Araminta changed her name to Harriet around the time of her marriage, possibly to honor her mother. What’s the Gist? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Sources: Great article about summarizing, gist writing, reading comprehension, and more: http://www.bath.k12.ky.us/docs/GIST%20Article.pdf Complete article about Harriet Tubman: http://www.biography.com/people/harriet-tubman-9511430
© 2016 • wvced.com • [email protected]
Name: __________________________________
Date: ___________
Instructor: ________________________________
Grade: __________
Topic
(put in your own words)
Introductory Paragraph
______________________________________________________________ ______________________________________________________________
Position or ___________________ Focus (where you stand or the direction you’ll take)
___________________
Support
(why you stand where you do)
__________________________________ __________________________________
___________________
__________________________________
___________________
__________________________________
___________________
__________________________________
Hook: ______________________________________________________________ Grabs the Reader ______________________________________________________________
(1-2 sentences)
____________________________________________________________________ Body: Explores Angles of the Topic or General Information About the Topic (2-4 sentences)
___________________________________________________________________ ______________________________________________________________ ______________________________________________________________ ___________________________________________________________________ __________________________________________________________________ ______________________________________________________________ ______________________________________________________________ ___________________________________________________________________
Claim/ Thesis: __________________________________________________________________ Makes Your Position or ______________________________________________________________ Focus (1 sentence)
______________________________________________________________
© 2016 • wvced.com • [email protected]
Incorporating a Quote In a Supporting Paragraph Paragraph Template: TS: topic sentence introducing this paragraph’s particular angle on your topic SS: lead-in to the quote (optional) SS: quote – should be incorporated into the body of your own sentence. dropped quotes, those that stand by themselves as their own sentences, are not allowed in writing. SS: analysis – your analysis should be at least as long as the quote itself. include the following: - explanation - how it fits the paragraph’s focus - how it fits your argument CS: concluding sentence bringing this paragraph’s particular angle to a close • You may have more than 1 quote (with explanation) in a paragraph. A. Create a supporting paragraph in support of the following claim: Claim: The fear of snakes many people have is completely irrational. Here is the quote you are to use in your supporting paragraph: “Did you know that you are nine times more likely to die from being struck by lightning than to die of venomous snakebite?” Tilly Tully, Snake Specialist, Better Snakes and Gardens B. Create a supporting paragraph in support of the following claim: Claim: Bicycle riders should be legally required to wear helmets. Here is an excerpt. Underline the portion you wish to use in your paragraph. Each year about 2 percent of motor vehicle crash deaths are bicyclists. In a majority of bicyclist deaths, the most serious injuries are to the head, highlighting the importance of wearing a bicycle helmet. Helmet use has been estimated to reduce head injury risk by 85 percent. Twenty-one states and the District of Columbia have helmet use laws applying to young bicyclists; none of these laws applies to all riders. Local ordinances in a few states require some or all bicyclists to wear helmets. A nationwide telephone survey estimated that state helmet use laws increase by 18 percent the probability that a rider will wear a helmet. Helmets are important for riders of all ages, not just young bicyclists. Eighty-four percent of bicycle deaths are persons 20 and older. During the past few years, no more than 17 percent of fatally injured bicyclists were wearing helmets. (Statistics from the Insurance Institute for Highway Safety Fatality Facts: Bicycles – 2013) Outline Your Proposed Paragraphs: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
© 2016 • wvced.com • [email protected]
Informative/Explanatory Writing - Elementary Informative/explanatory writing involves examining a topic and sharing information about it. Part of the process here will be obtaining information about the topic. Students may need to develop highlighting, notetaking, and summarizing skills in order to accomplish this kind of writing. Though length and sophistication will and should vary by skill and grade level, all informative writing includes these characteristics: • • •
introduction of topic information about topic conclusion
As the writer develops his craft, his writing will employ these characteristics: • • •
logical grouping of related information facts, definitions, concrete details, quotations, etc. to develop topic transition words, phrases, and clauses
Provide older students with the Signal Words for Reading, Writing, & Notetaking list for transitions. For younger students, here is a simpler list:
Some Informational Transition Words for Younger Writers first one, one of the first one example to start with
second, third, etc. then, next, another, and, also, etc.
finally, last in conclusion
Though the basic elements of an informative/explanatory piece remain the same, as students grow older, they should create informative/explanatory pieces that are more eleborate and sophisticated. The graphic organizer on the following page should be used as a guide for informative/ explanatory writing; notice that the Template is remarkably similar to a Basic Paragraph Template. It can be simplified for younger writers and those with more basic skills and expanded for older writers and those with more developed skills. One way to expand it is to vertically bisect each of the Fact boxes to allow for a Details section. Students can then elaborate upon each fact by including details about it. As students become ready to use different kinds of information and transition words, phrases, and clauses, an expanded template may prove useful. The students should generate many pieces of information designed to explain their topic and then determine how best to organize them into categories, each of which will be represented by a supporting paragraph or section of their paper.
© 2016 • wvced.com • [email protected]
Informative/Explanatory Writing - Middle/Upper Informative writing involves examining a topic and sharing information about it. Part of the process here will be obtaining information about the topic. Students may need to develop highlighting, notetaking, and summarizing skills in order to accomplish this kind of writing. Though length and sophistication will and should vary by skill and grade level, all informative writing includes these characteristics (highlights from the C.C.S.S.): • • • • • • •
introduction of topic organization of ideas, concepts, and information development using relevant information use of appropriate transitions use of precise language and domain-specific vocabulary use of a formal style conclusion
As the writer develops her craft, her writing will employ these characteristics (highlights from the C.C.S.S.): • • •
previewing of what is to follow as part of introduction (7) use of objective tone (9) natural progression of ideas (11)
As students grow older, their writing should show increasingly sophisticated transitions between ideas. Provide older students with the Signal Words for Reading, Writing, & Notetaking list for transitions. The graphic organizer on the following page should be used as a guide for informational writing; notice that the Informational Template is remarkably similar to a Basic Paragraph Template. It can be simplified for younger writers and those with more basic skills and expanded for older writers and those with more developed skills. One way to expand it is to vertically bisect each of the Fact boxes to allow for a Details section. Students can then elaborate upon each fact by including details about it. As students become ready to use different kinds of information and transition words, phrases, and clauses, an expanded template may prove useful. The students should generate many pieces of information designed to explain their topic and then determine how best to organize them into categories, each of which will be represented by a supporting paragraph or section of their paper.
© 2016 • wvced.com • [email protected]
Informative/Explanatory Template Topic: __________________________________________________________________
List of 5 Facts
1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ 4. _______________________________________________________ 5. _______________________________________________________ Star the 3 facts you want to use. Each will become a supporting sentence.
Topic
Fact #1
Fact #2
Fact #3
Conclusion (Explains What Has Been Learned)
10
© 2016 • wvced.com • [email protected]
Signal Words for Reading, Writing & Notetaking Direction Change & Contrast: A change in ideas to follow.
Addition: Similar ideas, additional support, or evidence to follow.
alternatively although as opposed to at the same time but conversely despite (the fact that) different from even so even though for all that however in contrast in spite of (the fact that) instead nevertheless nonetheless notwithstanding on the contrary on the other hand or otherwise rather still though unlike whereas while yet
additionally again also and another as an example as well because besides (that) equally important following this further for example for instance for one thing further furthermore in addition in light of the...it is easy to see in particular in the same vein in the same way just as likewise more (than that) moreover namely next other pursuing this further similarly specifically then to illustrate
Sequence & Time: after afterwards always as long as as soon as at first at last at length before before long currently
during earlier eventually finally first... second... third following immediately in the first place in the meantime later meanwhile never next
now presently recently shortly simultaneously sometimes soon so far subsequently then this time when whenever while
11
Conclusion, Summary & Emphasis: Conclusion, summary, or emphasis to follow. accordingly* after all all in all as a result* because* certainly clearly, then* consequently* finally for the reason (that)* generally hence* in a word in any event in brief in conclusion in fact in final analysis in final consideration in general in short in sum in summary in the end indeed last lastly naturally of course on account of* on the whole since* so* therefore* thus* to be sure to conclude to sum up to summarize truly (* indicates cause and effect) Note: The bent arrow signifies a change in direction while the two straight arrows represent words that continue in the same direction. The arrow on the right crosses a line to indicate an end point. © 2013 W.V.C.ED • wvced.com Permission granted to copy for student use.
© 2016 • wvced.com • [email protected]
At the Root:
Extracting Information from Text... And Writing About It! PDE Conference • Hershey, PA • 2/11/16 William Van Cleave, Educational Consultant
I. Extraction: An Overview of the Process A. Multiple Important Subskills B. Starting Small - Working Skills In Isolation II. Stepped Process for Understanding Text A. Getting Information from Text - Highlighting - Notetaking B. Writing What You’ve Gleaned From Text - Summarizing - Gist Writing III. Using What You’ve Read A. Focusing Your Writing B. Supporting Your Topic - Using Source Material to Support Ideas
© 2016 • wvced.com • [email protected]
© 2016 • wvced.com • [email protected]
Summarize
Take notes. Using your highlighting, write notes in word/phrase form.
Highlight. Reread, highlighting important information.
Read quickly. Understand the content. Understand the viewpoint(s).
©wvced 2015
Writing from Informational Text
Write
Write conclusion. Restate your thesis, explain your items of support, and state your opinion about the material.
Write support. Turn your categorized notes into body paragraphs. (Use notes, NOT source.)
Write intro. Reword the prompt and add general information. Use thesis as final sentence.
Organize. Cluster information into categories. Either number your note items or use a web.
Decide topic. Write a sentence establishing the focus of the paper (thesis).
Revise
Redraft as necessary. • rewrite paper if current draft is difficult to read/understand
Read for structure. • clear sentences • smooth transitions • correct grammar/punctuation
Read for content. • body paragraphs support thesis • supporting sentences support their topic sentences • ideas ordered logically
Strategies for Teaching Writing from Informational Text
Stage One - Highlighting: •
• •
Students often either highlight everything or almost nothing. This practice usually indicates a lack of understanding of the purpose of highlighting or an inability (or unwillingness) to spend the time necessary to glean key information from the reading. Highlighting is hard work because it involves both reading and understanding the text and then choosing the most important words and phrases. Recommendation: Begin highlighting activities at the sentence level. (Newspapers and newsmagazines work well for this kind of activity.) Then, move to more difficult and longer text. (Textbook pages, photocopied in advance, work well for practice.)
Stage Two - Note-taking: • • •
There are several kinds of notes students are asked to take: (a) copying teacher notes from the board (or from lecture) (b) taking notes from piece of writing (textbook, article, etc.) (c) taking notes from observations made when watching a movie Ask yourself the following questions: (a) What is the purpose of the note-taking activity? (b) What do I want students to do with the finished product? This will allow you to determine how notes should be taken. Computer or by hand? Scaffolding provided? Etc. Recommendation: Students taking notes from source material to incorporate into a paper should avoid pulling complete sentences unless they intend to use those sentences as quotes in their papers.
Summarizing: •
• •
Students find it difficult to write summaries without plagiarizing. Use the separate Informational Text page at the sentence, paragraph, and essay levels to help students write effective summaries. Summaries are time-consuming to write. Part of the reason, though, is that they require student understanding of the material. Recommendations: - Help students generate summaries as a group. Provide paragraphs, and ask students to help you generate a list of the key elements in them. Once a list is formulated, help them generate a paragraph from that list. - Teach students to write Gists. With this research-based strategy, students are given a passage and asked to write a summary within certain word count limitations. (e.g., Write a summary of the assigned paragraph in 15 words or fewer.)
© 2016 • wvced.com • [email protected]
Stepped Process for Understanding Text Focusing Question: What elements of Tubman’s early life contributed to her lifelong work as an abolitionist? Taken from Biography.com’s article on Harriet Tubman: Early Life Paragraph 1:
Highlighting in Isolation - By Sentence
1. Harriet Tubman was born to enslaved parents in Dorchester County, Maryland, and originally named Araminta Harriet Ross. 2. Her mother, Harriet “Rit” Green, was owned by Mary Pattison Brodess. 3. Her father, Ben Ross, was owned by Anthony Thompson, who eventually married Mary Brodess. 4. Araminta, or “Minty,” was one of nine children born to Rit and Ben between 1808 and 1832. 5. While the year of Araminta’s birth is unknown, it probably occurred between 1820 and 1825. Paragraph 2: Highlighting in Chunks - By Paragraph Minty’s early life was full of hardship. Mary Brodess’ son Edward sold three of her sisters to distant plantations, severing the family. When a trader from Georgia approached Brodess about buying Rit’s youngest son, Moses, Rit successfully resisted the further fracturing of her family, setting a powerful example for her young daughter. Paragraph 3:
Taking Notes - NO SENTENCES! ____________________________________________ ____________________________________________ ___________________________________________________ __________________________________________________ ____________________________________________ ____________________________________________ ___________________________________________________ __________________________________________________
Read for understanding... Physical violence was a part of daily life for Tubman and her family. The violence she suffered early in life caused permanent physical injuries. Harriet later recounted a particular day when she was lashed five times before breakfast. She carried the scars for the rest of her life. The most severe injury occurred when Tubman was an adolescent. Sent to a dry-goods store for supplies, she encountered a slave who had left the fields without permission. The man’s overseer demanded that Tubman help restrain the runaway. When Harriet refused, the overseer threw a two-pound weight that struck her in the head. Tubman endured seizures, severe headaches and narcoleptic episodes for the rest of her life. She also experienced intense dream states, which she classified as religious experiences.
© 2016 • wvced.com • [email protected]
Summarizing & Gist Writing - By Paragraph Paragraph 4: The line between freedom and slavery was hazy for Tubman and her family. Harriet Tubman’s father, Ben, was freed from slavery at the age of 45, as stipulated in the will of a previous owner. Nonetheless, Ben had few options but to continue working as a timber estimator and foreman for his former owners. Although similar manumission stipulations applied to Rit and her children, the individuals who owned the family chose not to free them. Despite his free status, Ben had little power to challenge their decision. What’s the Gist? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Paragraph 5: By the time Harriet reached adulthood, around half of the African-American people on the eastern shore of Maryland were free. It was not unusual for a family to include both free and enslaved people, as did Tubman’s immediate family. In 1844, Harriet married a free black man named John Tubman. Little is known about John Tubman or his marriage to Harriet. Any children they might have had would have been considered enslaved, since the mother’s status dictated that of any offspring. Araminta changed her name to Harriet around the time of her marriage, possibly to honor her mother. What’s the Gist? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Sources: Great article about summarizing, gist writing, reading comprehension, and more: http://www.bath.k12.ky.us/docs/GIST%20Article.pdf Complete article about Harriet Tubman: http://www.biography.com/people/harriet-tubman-9511430
© 2016 • wvced.com • [email protected]
Name: __________________________________
Date: ___________
Instructor: ________________________________
Grade: __________
Topic
(put in your own words)
Introductory Paragraph
______________________________________________________________ ______________________________________________________________
Position or ___________________ Focus (where you stand or the direction you’ll take)
___________________
Support
(why you stand where you do)
__________________________________ __________________________________
___________________
__________________________________
___________________
__________________________________
___________________
__________________________________
Hook: ______________________________________________________________ Grabs the Reader ______________________________________________________________
(1-2 sentences)
____________________________________________________________________ Body: Explores Angles of the Topic or General Information About the Topic (2-4 sentences)
___________________________________________________________________ ______________________________________________________________ ______________________________________________________________ ___________________________________________________________________ __________________________________________________________________ ______________________________________________________________ ______________________________________________________________ ___________________________________________________________________
Claim/ Thesis: __________________________________________________________________ Makes Your Position or ______________________________________________________________ Focus (1 sentence)
______________________________________________________________
© 2016 • wvced.com • [email protected]
Incorporating a Quote In a Supporting Paragraph Paragraph Template: TS: topic sentence introducing this paragraph’s particular angle on your topic SS: lead-in to the quote (optional) SS: quote – should be incorporated into the body of your own sentence. dropped quotes, those that stand by themselves as their own sentences, are not allowed in writing. SS: analysis – your analysis should be at least as long as the quote itself. include the following: - explanation - how it fits the paragraph’s focus - how it fits your argument CS: concluding sentence bringing this paragraph’s particular angle to a close • You may have more than 1 quote (with explanation) in a paragraph. A. Create a supporting paragraph in support of the following claim: Claim: The fear of snakes many people have is completely irrational. Here is the quote you are to use in your supporting paragraph: “Did you know that you are nine times more likely to die from being struck by lightning than to die of venomous snakebite?” Tilly Tully, Snake Specialist, Better Snakes and Gardens B. Create a supporting paragraph in support of the following claim: Claim: Bicycle riders should be legally required to wear helmets. Here is an excerpt. Underline the portion you wish to use in your paragraph. Each year about 2 percent of motor vehicle crash deaths are bicyclists. In a majority of bicyclist deaths, the most serious injuries are to the head, highlighting the importance of wearing a bicycle helmet. Helmet use has been estimated to reduce head injury risk by 85 percent. Twenty-one states and the District of Columbia have helmet use laws applying to young bicyclists; none of these laws applies to all riders. Local ordinances in a few states require some or all bicyclists to wear helmets. A nationwide telephone survey estimated that state helmet use laws increase by 18 percent the probability that a rider will wear a helmet. Helmets are important for riders of all ages, not just young bicyclists. Eighty-four percent of bicycle deaths are persons 20 and older. During the past few years, no more than 17 percent of fatally injured bicyclists were wearing helmets. (Statistics from the Insurance Institute for Highway Safety Fatality Facts: Bicycles – 2013) Outline Your Proposed Paragraphs: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
© 2016 • wvced.com • [email protected]
Informative/Explanatory Writing - Elementary Informative/explanatory writing involves examining a topic and sharing information about it. Part of the process here will be obtaining information about the topic. Students may need to develop highlighting, notetaking, and summarizing skills in order to accomplish this kind of writing. Though length and sophistication will and should vary by skill and grade level, all informative writing includes these characteristics: • • •
introduction of topic information about topic conclusion
As the writer develops his craft, his writing will employ these characteristics: • • •
logical grouping of related information facts, definitions, concrete details, quotations, etc. to develop topic transition words, phrases, and clauses
Provide older students with the Signal Words for Reading, Writing, & Notetaking list for transitions. For younger students, here is a simpler list:
Some Informational Transition Words for Younger Writers first one, one of the first one example to start with
second, third, etc. then, next, another, and, also, etc.
finally, last in conclusion
Though the basic elements of an informative/explanatory piece remain the same, as students grow older, they should create informative/explanatory pieces that are more eleborate and sophisticated. The graphic organizer on the following page should be used as a guide for informative/ explanatory writing; notice that the Template is remarkably similar to a Basic Paragraph Template. It can be simplified for younger writers and those with more basic skills and expanded for older writers and those with more developed skills. One way to expand it is to vertically bisect each of the Fact boxes to allow for a Details section. Students can then elaborate upon each fact by including details about it. As students become ready to use different kinds of information and transition words, phrases, and clauses, an expanded template may prove useful. The students should generate many pieces of information designed to explain their topic and then determine how best to organize them into categories, each of which will be represented by a supporting paragraph or section of their paper.
© 2016 • wvced.com • [email protected]
Informative/Explanatory Writing - Middle/Upper Informative writing involves examining a topic and sharing information about it. Part of the process here will be obtaining information about the topic. Students may need to develop highlighting, notetaking, and summarizing skills in order to accomplish this kind of writing. Though length and sophistication will and should vary by skill and grade level, all informative writing includes these characteristics (highlights from the C.C.S.S.): • • • • • • •
introduction of topic organization of ideas, concepts, and information development using relevant information use of appropriate transitions use of precise language and domain-specific vocabulary use of a formal style conclusion
As the writer develops her craft, her writing will employ these characteristics (highlights from the C.C.S.S.): • • •
previewing of what is to follow as part of introduction (7) use of objective tone (9) natural progression of ideas (11)
As students grow older, their writing should show increasingly sophisticated transitions between ideas. Provide older students with the Signal Words for Reading, Writing, & Notetaking list for transitions. The graphic organizer on the following page should be used as a guide for informational writing; notice that the Informational Template is remarkably similar to a Basic Paragraph Template. It can be simplified for younger writers and those with more basic skills and expanded for older writers and those with more developed skills. One way to expand it is to vertically bisect each of the Fact boxes to allow for a Details section. Students can then elaborate upon each fact by including details about it. As students become ready to use different kinds of information and transition words, phrases, and clauses, an expanded template may prove useful. The students should generate many pieces of information designed to explain their topic and then determine how best to organize them into categories, each of which will be represented by a supporting paragraph or section of their paper.
© 2016 • wvced.com • [email protected]
Informative/Explanatory Template Topic: __________________________________________________________________
List of 5 Facts
1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ 4. _______________________________________________________ 5. _______________________________________________________ Star the 3 facts you want to use. Each will become a supporting sentence.
Topic
Fact #1
Fact #2
Fact #3
Conclusion (Explains What Has Been Learned)
10
© 2016 • wvced.com • [email protected]
Signal Words for Reading, Writing & Notetaking Direction Change & Contrast: A change in ideas to follow.
Addition: Similar ideas, additional support, or evidence to follow.
alternatively although as opposed to at the same time but conversely despite (the fact that) different from even so even though for all that however in contrast in spite of (the fact that) instead nevertheless nonetheless notwithstanding on the contrary on the other hand or otherwise rather still though unlike whereas while yet
additionally again also and another as an example as well because besides (that) equally important following this further for example for instance for one thing further furthermore in addition in light of the...it is easy to see in particular in the same vein in the same way just as likewise more (than that) moreover namely next other pursuing this further similarly specifically then to illustrate
Sequence & Time: after afterwards always as long as as soon as at first at last at length before before long currently
during earlier eventually finally first... second... third following immediately in the first place in the meantime later meanwhile never next
now presently recently shortly simultaneously sometimes soon so far subsequently then this time when whenever while
11
Conclusion, Summary & Emphasis: Conclusion, summary, or emphasis to follow. accordingly* after all all in all as a result* because* certainly clearly, then* consequently* finally for the reason (that)* generally hence* in a word in any event in brief in conclusion in fact in final analysis in final consideration in general in short in sum in summary in the end indeed last lastly naturally of course on account of* on the whole since* so* therefore* thus* to be sure to conclude to sum up to summarize truly (* indicates cause and effect) Note: The bent arrow signifies a change in direction while the two straight arrows represent words that continue in the same direction. The arrow on the right crosses a line to indicate an end point. © 2013 W.V.C.ED • wvced.com Permission granted to copy for student use.
© 2016 • wvced.com • [email protected]
