Expository Writing Strategies That Work!

• Graciela Guzman

Graciela Guzmangrguzman@bisd.us

(956)548-9935

https://sites.google.com/site/englishiiwithgracielaguzman/

(956) 455-5121

WRITING

A collection of ideas and strategies from various conferences and research throughout twenty plus years of

teaching.

“Teach writing, don’t assign writing.”

1. Writing Directions

2. Writing Rubric (begin with the end in mind)

3. Writing Samples (mentor texts, scoring guides)

4. Guides (provide various patterns; graphic organizers)

5. Writing Practice (start with 1 piece every two weeks; by the 4th six weeks, students should be able to write 1 piecein one class period of 45 minutes; 1 piece per week)

6. Model (validate the importance of writing…write…model thethe struggle, cross out, write on margins, exhibitfrustration…students need to see that we too have

some issues with writing)

Multiple-Day Writing

PREWRITING

Read and Analyze PromptTopic Sentence

BrainstormDRAFTING

Pick and ChoosePlan/Color Code

Rough Draft on Colored StripsREVISE

Paragraph AnalysisPower Flower

EDITParagraph Analysis

Peer ReviewARMS/CUPS

PUBLISHLined Paper

READ AND ANALYZE PROMPTStudents copy prompt, Topic, Audience, and Key Words. Students underline the first four words of the charge and draw parentheses around the remaining words. Students identify and write the three targets: Key words=the underlined words, Audience=Judge, Topic=the words inside the parentheses.

(charge)Many people enjoy riding bicycles. While it can be

fun and certainly is good exercise, some safety issues exist. Write a paragraph explaining two important

bike safety rules students your age should follow.

Topic:Audience:Key Words:

Bike Safety Rules

Simple Declarative Number Statement

Quality Question Situation Stance(2 part)

It’s important to … Following two bike safety rules will …

How can children…? If you…, then you…

TOPIC SENTENCE

(verbal participation; students write down their contribution; student may choose to share his/her sentence; teacher probes students to tweak some sentences to create new ones; every student must have two different types of topic sentences )

Bike Safety Rules

Simple Declarative Number Statement

Quality Question Situation Stance(2 part)

It’s important to follow bike safety rules.

Following two bike safety rules will help children not get hurt.

How can children stay safe on their bikes?

If children want to stay safe on a bike, then they must follow these rules.

TOPIC SENTENCE

TOPICBike

SafetyRules

BRAINSTORMGroups of 3 or 4 students. Every student gets a post it note.Each student within each group writes 1 unique bike safety rule on a post it note (5 minutes).1st group approaches the board. Each student places their post it note on a circle then returns to his/her seat.Next group comes up. Every student reads the notes, unique rule goes on an empty circle, repeat rule goes on top of the existing rule.Once every student has placed their post it note on the board, the teacher reads the rules while students write them down on their paper.

PICK AND CHOOSE(sample list; students may add items to their lists; every student must circle two items from his/her list)

HelmetElbow & Knee Pads

Bike LaneReflectors, Lights

Air in TiresBrakes

No TricksNot at night

SpeedReflective Clothing

Hand SignalsAware of Surroundings

PLAN/COLOR CODING

Driver: GoWriter: Go topic sentence

Driver: Slow DownWriter: Slow Down big ideas (1st rule); coordinate sentence

Driver: GoWriter: Go Back Green Conclusion (topic, use synonyms)

Driver: StopWriter: Stop tell me more (elaborate, explain, example)

about 1st rule; subordinate sentence

Driver: Slow DownWriter: Slow Down big ideas (2nd rule); coordinate sentence

Driver: StopWriter: Stop tell me more (elaborate, explain, example)

about 2nd rule; subordinate sentence

PLAN/COLOR CODE

NUMBER NOTES

T= ___________________________ (topic)….bike safety rules

1._________________________ (big idea)…helmet (coordinate)2.__________________ (tell me more)…buckle tightly (subordinate)

1__________________________ (big idea)…knee & elbow pads (coordinate)2__________________ (tell me more)…prevent cuts/scrapes (subordinate)

C= ___________________________ (conclusion)…include topic….

ROUGH DRAFT

(use strips of colored paper; I substitute pink for red)

REVISE AND EDIT PARAGRAPH ANALYSIS

Sent. # First Word Part of Speech Transitional Word( )

Simple, Compound, ComplexCompound Complex

# of words

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

15

REVISE

(ARMS)

Add sentence(s)/word(s)

Remove unwanted sentence(s)/word(s)

Move, change a sentence/word placement

Substitute, trade sentences/words for others

EDIT

(CUPS)

Capitalization

Usage

Punctuation

Spelling

16

REVISE POWER FLOWER

important

Fill petals with synonyms for the word at the center

Revising: Reading as a Reader

After setting your piece of writing down for a short time, pick it up again, and reflect on the following questions from the perspective of an interested reader:

Is my purpose for writing clear?

Have I considered the questions and concerns of my audience?

Have I written in the form and style appropriate for this genre of writing? For example, does my book review look and read like a book review?

Have I included sufficient examples and supporting details?

Revising: Reading as a Writer

From the perspective of a skilled writer, consider the following:

Does my introduction or lead succeed in grabbing the reader's attention?

Does my conclusion successfully bring my writing to a close?

Do my paragraphs flow from one to the other well?

Have I organized my ideas in a way that makes sense to the reader?

Editing: Reading as an Editor

After revising, try one of these proofreading techniques to polish your writing:

Read your writing aloud to catch run-on sentences, over-used words, spelling errors, and typos.

Read backwards. Start with the last sentence of your piece and read one sentence at a time from the end to the beginning. By focusing on one sentence at a time, you'll notice ways to improve your writing more easily than reading quickly through your draft from start to finish.

Share your writing with a family member or friend.

Transitional Words

Addition: equally important, likewise, also, besides, by the same token, and, too, similarly, again, what is more, as well as, at the same time, in addition, further, moreover

Comparison: similarly, likewise, also, at the same time, in the same way, in comparison, by the same token, in turn, in a like manner

Contrast: but at the same time, regardless, in contrast, despite, though, conversely, even so, nonetheless, notwithstanding, even though, nevertheless, for all that, on the other hand, however, but, in spite of , yet, whereas, on the contrary, still

Example: such as, for instance, in particular, an illustration of, to demonstrate, to illustrate

Sentence Starters

1. Gerund Traveling is fun. (I have fun when I travel.)

2. Infinitive To travel the world is my dream. (I want to travel the world.)

3. Adverb Slowly, I entered the lavish hotel room. (I entered the lavish…)

4. Participle Having traveled to Las Vegas, I returned home empty handed. (I retur…)

5. Adjective Bright lights welcomed me as I drove into “Sin City.” ( I saw bright…)

6. Prepositional On the freeway, I drove carefully. (I drove…)Phrase

7. Noun Memories from that trip will stay with me forever. (The memories…)

8. Simile Like a kid at a candy story, I was ecstatic when I saw the lights. (I was…)

9. Interjection Wow! That was the best trip ever!

Sentence Starters & Revisiting Your Rough Draft

1. Underline the first word of every sentence in your rough draft.2. Number these words 1-? (do not start with “1” at each new paragraph)3. Take a separate sheet of paper, fold it in half, and draw a vertical line down the middle.4. On the left, make a list of the numbers and first words from your rough draft.5. On the right, identify the part of speech for each first word.

***most of your first words are probably pronouns or adjectives***

6. Look at your “Sentence Starters” handout7. Revisit your rough draft8. Analyze your “first word/parts of speech” list9. Circle the number for repetitive words and/or parts of speech10. Change half of the repetitive first words; rearrange or combine sentences(REVISE)11. On the back of your “first word/parts of speech” list, write your new sentences.

Sentence Starters & Revisiting Your Rough Draft(SAMPLE)

Rough Draft

The best part of last summer was my vacation in Las Vegas. I had an incredible time. I just wish it had been longer. I had never been to such a beautiful city! The lights illuminated the entire strip; what a view. I might even consider moving there someday. The memories from that trip will be with me forever. I will never forget it.

First Word/Parts of Speech List (front)

1. The adjective (article)2. I pronoun3. I pronoun4. I pronoun5. The adjective (article)6. I pronoun7. The adjective (article)8. I pronoun

New Sentences (back)

2. Everything about the city was incredible.3. One week there was simply not enough time.4. Bright lights illuminated the entire strip; it was an awesome view! (4 & 5)6. Moving there someday is something I’m considering.7. Memories from that trip will stay with me forever.8. (erase this sentence/redundant)

**maybe move sentence 6 after sentence 7**Rough Draft

The best part of last summer was my vacation in Las Vegas. I had an incredible time. I just wish it had been longer. I had never been to such a beautiful city! The lights illuminated the entire strip; what a view. I might even consider movingthere someday. The memories from that trip will be with me forever. I will never forget it.Final Draft

The best part of last summer was my vacation in Las Vegas. Everything about the city was incredible. Bright lights illuminated the entire strip; it was an awesome view! . One week there was simply not enough time. Memories from that trip will stay with me forever. Moving there someday is something I’m considering.

The Six Traits of Effective Writing

The six-traits of effective writing are the key characteristics of good writing. Learning the six traits will help you

figure out what makes some writing good and some writing in need of more work. The traits give you the tools to

improve your own writing and will help you give great feedback when you read other writers' work.

What Are the Six Traits?

Ideas Good writing has clear ideas, a purpose, or focus. It should have specific ideas and details. Organization Writing should have a beginning, middle, and an ending and be well organized and easy to follow. Voice Your writing should connect with your audience, fit your purpose for writing, and reveal your voice.

Word Choice Good writing has specific nouns and verbs and strong words that deliver the writer's message. Sentence Fluency Sentences should vary in length, with a variety of sentence beginnings. The writing should flow smoothly from sentence to sentence. Conventions Strong writing is edited for grammar, punctuation, capitalization, and spelling so the writer's ideas easily understood.

Six Traits of WritingUsing Elementary Books

Ideas “Nothing Ever Happens on 90th Street” by Roni Schotter

Organization “Tuesday” by David Weisner

Voice “Too Many Toys” by David Shannon

Word Choice “Go Away, Big, Green Monster” by Ed Emberley

Sentence Fluency “I Ain’t Gonna Paint No More” by Karen Beaumont

Conventions “Punctuation Takes a Vacation” by Robin Pulver

Figurative Language(a language in which words go beyond their meaning)

Simile – a comparison which uses “like” or “as”

Metaphor – a direct comparison

Idiom – a saying that does not make literal nor logical sense but people within the culture understand its meaning

Hyperbole – an exaggeration

Personification – give human traits to non-human things

Onomatopoeia – sounds like what they represent

Imagery – uses words to paint a picture in the reader’s mind

Symbolism – a concrete thing that represents an abstract idea or larger concept

Allusion – a reference to something well known in literature or history

Alliteration – repetition of consonant sounds

Simple (short) Susan felt sick.

Simple (longer) Poor Susan felt extremely sick.

Complex After eating too quickly, Susan felt sick.

Compound Susan ate too quickly, and she felt sick.

Compound Complex Although she knew better, Susan ate too quickly, and she felt sick.

Vary Sentences

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