Students often struggle with non-fiction writing. However, they will use expository writing skills for many purposes as adults. Learning to find, validate and reorganize information can take lots of practice.
NS ELA Outcomes
1.3 defend and/or support their opinions with evidence
5.1 answer, with increasing independence, their own questions and those of others by selecting relevant information from a variety of texts– demonstrate understanding of the purpose of classification systems and basic reference materials– use a range of reference texts and a database or an electronic search to facilitate the selection process
7.1 recognize that facts can be presented to suit an author’s purpose and point of view– consider information from alternative perspectives
8.1 use a range of strategies in writing and other ways of representing to– frame questions and design investigations to answer their questions– find topics of personal importance– record, develop, and reflect on ideas– compare their own thoughts and beliefs to those of others
8.2 select appropriate note-making strategies from a growing repertoire
9.1 create written and media texts using an increasing variety of forms– demonstrate understanding that particular forms require the use of specific features, structures, and patterns
9.2 address the demands of an increasing variety of purposes and audiences– make informed choices of form, style, and content for specific audiences and purpose
NS ELA Outcomes
1.3 defend and/or support their opinions with evidence
5.1 answer, with increasing independence, their own questions and those of others by selecting relevant information from a variety of texts– demonstrate understanding of the purpose of classification systems and basic reference materials– use a range of reference texts and a database or an electronic search to facilitate the selection process
7.1 recognize that facts can be presented to suit an author’s purpose and point of view– consider information from alternative perspectives
8.1 use a range of strategies in writing and other ways of representing to– frame questions and design investigations to answer their questions– find topics of personal importance– record, develop, and reflect on ideas– compare their own thoughts and beliefs to those of others
8.2 select appropriate note-making strategies from a growing repertoire
9.1 create written and media texts using an increasing variety of forms– demonstrate understanding that particular forms require the use of specific features, structures, and patterns
9.2 address the demands of an increasing variety of purposes and audiences– make informed choices of form, style, and content for specific audiences and purpose
which writing is right?
In this activity, students will read short samples and try to identify what details make narrative different from expository writing. The activity provides feedback and explanations to help students deepen their understanding of the text features.
Which Writing is Right? was created by Carol Rine for Beacon Learning Center.
Which Writing is Right? was created by Carol Rine for Beacon Learning Center.
Conquer Citation Chaos Kits
This activity, created by Fran Bullington, feels like a puzzle. It gives a hands-on practice for students to learn to write MLA citations.
Materials:
coloured card stock - ziplock bags - MLA citations for various resources
Procedure:
1) Create the strips in advance. Put individual parts of the citations on index cards and cut the parts into separate strips. Put the strips into a sealed bag. Label the bag with the type of resource.
2) Review the parts of an MLA citation.
3) Give groups of students the jumbled citations. They should work together to correctly assemble the citation in the correct order.
4) A separate card with the full citation printed on it makes a quick correction tool.
Materials:
coloured card stock - ziplock bags - MLA citations for various resources
Procedure:
1) Create the strips in advance. Put individual parts of the citations on index cards and cut the parts into separate strips. Put the strips into a sealed bag. Label the bag with the type of resource.
2) Review the parts of an MLA citation.
3) Give groups of students the jumbled citations. They should work together to correctly assemble the citation in the correct order.
4) A separate card with the full citation printed on it makes a quick correction tool.
Trailblazing Introductions
This activity is it an interactive, instructional story. The main characters are students (Stoney, Sandy and Spring) who are receiving some help with essay writing from a cowboy named Curley. He provides samples and interactive activities that will guide students to a better understanding of how to write introductions.
Trailblazing Introductions was created by Laurie Ayers for Beacon Learning Center.
Trailblazing Introductions was created by Laurie Ayers for Beacon Learning Center.
Trailblazing conclusions
In part two of the adventures of Curley and crew, students will learn what makes an effective conclusion to an essay.
Trailblazing Conclusions was created by Laurie Ayers for Beacon Learning Center.
Trailblazing Conclusions was created by Laurie Ayers for Beacon Learning Center.
