Activities

1. Identify a topic that can be developed as an informative/explanatory piece of writing.
   
   
2. Identify an audience that aligns with an informative/explanatory topic.
   
   
3. State the general observation and focus for the informative/explanatory writing.
   
   
4. Identify an organizational structure that will logically support the writer’s purpose.
   
   
5. Identify facts that relate to the topic that will be used in the informative/explanatory writing.
   
   
6. List and define terms that will be used in the informative/explanatory writing to provide needed information about the topic.
   
   
7. List concrete details that will be used in the informative/explanatory writing.
   
   
8. Quote information from sources that could be used to support the informative/explanatory writing topic.
   
   
9. List words, phrases, and clauses that could be used to link ideas within and across categories in informative/explanatory writing to show equal importance, unequal importance, and to connect information with other relationships.
   
   
10. Identify places in writing that are already using a word, phrase, or clause to link main ideas and reasons.
    
    
11. Recognize elements in writing that could be linked using a logical connection.
    
    
12. Recognize words that are precise, domain-specific vocabulary that are needed to inform or explain about the topic.
    
    
13. Define vocabulary that is needed to aid the reader in understanding the informative/explanatory writing.
    
    
14. Define the importance of a good concluding section in an informative/explanatory writing piece.
    
    
15. Identify key information in the informative/explanatory writing that should be included in a concluding section.

16. Explain why a topic is appropriate for development as an informative/explanatory writing piece. 
    
    
17. Describe why the informative/explanatory writing topic matches the intended audience.
    
    
18. Relate the focus and general observation to the topic.
    
    
19. Organize and group information logically to support the writer’s purpose.
    
    
20. Determine the usefulness of facts, definitions, concrete details, quotations, or other information included in writing to assure their importance in supporting the topic.
    
    
21. Categorize facts, definitions, concrete details, quotations, or other information used in the writing to organize the writing in a logical manner.
    
    
22. Add additional facts, definitions, concrete details, quotations, or other information based on predictions of what readers might need to further clarify the topic upon reading the piece of writing.
    
    
23. Determine which information (likely sentences) that could best be linked, state the connection between them, and choose an appropriate connector.
    
    
24. Construct sentences that link ideas using an appropriate connecting word or phrase.
    
    
25. Compare first draft sentences and revised sentences with added words and phrases to find the options that best express the intended connections.
    
    
26. Construct sentences in a variety of formats that inform about the topic and use a variety of precise, domain-specific vocabulary words.
    
    
27. Categorize similar vocabulary words and consider how and where they’re used throughout the informative/explanatory writing.
    
    
28. Determine when domain-specific, precise vocabulary needs to be used and how it should best be used in the writing. 
    
    
29. Determine the appropriateness of the information selected for inclusion in concluding section.
    
    
30. Organize information to be included in concluding section in a logical manner.
    
    
31. Construct a concluding section that includes appropriate information organized in a logical manner.

32. Compare various topics being considered for development as an informative/explanatory writing piece, critique topics, and choose topic based on findings.
    
    
33. Hypothesize about audience’s reaction to informative/explanatory writing selection and adjust the writing accordingly.
    
    
34. Evaluate the focus and general observations within the informative/explanatory writing and revise as needed to assure needed support for the topic..
    
    
35. Determine if facts, definitions, concrete details, quotations, or other information used in the topic reasons adequately provide information on topic.  Revise reasons as needed to provide additional topic support.
    
    
36. Critique and adjust order of information in the writing to assure most logical order.
    
    
37. Investigate additional facts, definitions, concrete details, quotations, or other information that may provide additional support for topic.
    
    
38. Assure that information used from other sources is from vetted, credible sources.
    
    
39. Revise writing to demonstrate strong logical connections between ideas within informative/explanatory writing.
    
    
40. Explain why writing is stronger with the inclusion of connecting elements to precisely link ideas.
    
    
41. Assess the inclusion of precise language and domain-specific vocabulary to determine its effectiveness in creating meaning for the reader.
    
    
42. Evaluate the effectiveness of the overall goal of informing or explaining to the reader about a topic and how the inclusion of specific vocabulary assists in this goal.
    
    
43. Critique conclusion to assure that relevant information was chosen.
    
    
44. Analyze concluding section for effectiveness to the overall informational topic.
    
    
45. Revise concluding section as needed to provide information, facts, and details.
    
    
46. Revise concluding section as needed to provide logical organization.

Answer Key/Rubric

1. Student states a topic that would be appropriate for development as an informative/explanatory topic.  A good topic is one where the author can provide focused information in a logically organized manner.
   
   
2. Student has properly identified an audience that would be interested in, could learn from, or otherwise matches with the informative/explanatory topic.
   
   
3. Student is able to provide a focus for the stated informative/explanatory topic.  A focus narrows the topic to a more manageable scope.  The focusing might be driven by audience, topic, or other requirements such as length.
   
   
4. Student identifies an organizational structure that will support the topic.  An appropriate organizational structure is one that presents information in an order that assists the reader. This might be order of importance, chronological order, or some other intentionally chosen order.
   
   
5. Suitable facts are directly related to the topic, provide additional support for the topic, and are meaningful and significant.
   
   
6. Terms that may not be generally known by the reader should be defined in the writing.  Informative/explanatory writing often is about a topic the writer knows well; an acknowledgement that the reader may need some background information is made.
   
   
7. Details that are used to support the topic are concrete and provide additional support for the topic. They are meaningful and significant in the scope of the topic.
   
   
8. Quotations have been chosen from sources which provide evidence and support for the topic.  Inclusion of these quotations provides strong support for the topic.
   
   
9. Students do not need to correctly identify each of the following categories and the words that are included within them.  They should be able to develop a list of these words and begin to categorize which ones are used to show that the connected elements are of equal or unequal importance or are related in some other manner.

• Coordinating conjunctions that connect elements of equal importance.  For example: and, but, or, nor, for, yet, so
• Subordinators connect elements of unequal importance.  For example: although, even though, because, since, when, while, before, after, whenever, wherever, if, unless, whether or not, as so that, whereas, anytime, anywhere
• Conjunctive adverbs connect elements or show relationships between very different ideas. For example: however, therefore, thus, moreover, nevertheless, first, then, next, still, besides, consequently, forevermore, specifically

10. Students identify where connecting words, phrases, and clauses are being used to connect information within and across categories in the informative/explanatory writing.  They might mark in their writing where these words, phrases, and clauses are.
    
    
11. Student finds elements within his/her informational writing that could be linked.  Elements that might be linked have a logical connection between them.  Students should recognize that sometimes ideas within a category are connected and sometimes ideas are connected across categories of information.  Students should choose appropriate connecting elements to show the relationship of the words being connected.
    
    
12. Student recognizes and lists the vocabulary words that the reader might find new or would need to more fully understand to understand the informative/explanatory writing piece.   All vocabulary that might not be understood by someone without prior knowledge of the writing’s topic should be considered.
    
    
13. Student defines each of the domain-specific, precise vocabulary words that the reader would need to know as he/she reads the informative/explanatory piece.  Definitions should be given in a way that helps the reader who may not have prior knowledge with the topic he/she is reading.
    
    
14. Student is able to share that a good concluding section for an informative/explanatory writing piece restates the topic and includes a recap of selected, significant information that supports the topic.
    
    
15. Using his/her own informative/explanatory writing piece, the writer identifies the information that should be included in the concluding section.  Information chosen for the concluding section should be carefully considered and very significant.
    
    
16. Student is able to explain why a topic is appropriate for development as an informative/explanatory writing piece.  A good topic is one that has a focus about which the writer can share information. Information might be student’s personal knowledge or might require some research.
    
    
17. Student can show why the informative/explanatory topic and stated audience are appropriately matched for future writing development.
    
    
18. Student can relate the focus and general observation of the topic that will be shared in the informative/explanatory writing.   The focus is the “narrowing” of the topic to a manageable scope.
    
    
19. The usefulness of facts, definitions, concrete details, quotations, or other information included in writing is carefully considered to assure that each one provides direct support for the informative/explanatory writing’s topic.  Information that isn’t directly connected or is repetitive should be omitted.
    
    
20. Student orders and/or categorizes the facts, definitions, concrete details, quotations, or other information included in writing.  A logical order should be evident.  Likely a logical order is order of importance, chronological order, or another order that can be logically defended.
    
    
21. Student predicts what the reader of the informative/explanatory writing might need to further clarify the topic and adds additional facts, definitions, concrete details, quotations or other information.  For example, if the reader might acknowledge that the chosen topic needs to have more background information developed and adds more to support that need of the reader. This provides the writer a chance to consider another’s point of view and adjust and react accordingly.
    
    
22. Student identifies appropriate information within his/her informative/explanatory writing that could be connected to show a relationship.  These might be ideas within or across categories.  Student lists the connection and identifies an appropriate connector word or phrase.
    
    
23. Student constructs a sentence that links elements in the informative/explanatory writing using a connecting word that fittingly shows the appropriate relationship between the elements.
    
    
24. After comparing before and after drafts of sentences using connecting words, student chooses the best version of his/her writing.  Use of connecting words, phrases, and clauses should not be forced where their use sounds unnatural.
    
    
25. As the student writes the informative/explanatory writing, vocabulary is embedded that is domain-specific and precise.  While this vocabulary needs to be used, it should be used thoughtfully.  At times, a word may need to be defined for the reader. It might be explicitly or implicitly defined in the flow of the writing.  Student needs to consider what vocabulary needs to be introduced purposefully to assist the reader.
    
    
26. By categorizing the words used in the writing, the writer can thoughtfully use them in ways that they reader can best understand.  The writer might use similar words together in a sentence to show connections or contrast.
    
    
27. Student needs to carefully consider vocabulary used throughout the writing and how it works to help and inform the reader.  Generally, using precise, domain-specific vocabulary is best.  When doing that, the writer needs to consider if and how those words might need to be defined and used for the reader to understand.
    
    
28. Student considers the information that will be included in the concluding section.  Appropriate information for inclusion is reasons, facts, and details that logically and importantly provide information about the topic of the writing.
    
    
29. The order of the information to be included in the concluding section is considered.  Likely the order of the information is the same as it is presented throughout the piece of writing.  If the order is different, the writer can state and defend a logical reason for the change.
    
    
30. Student constructs a concluding section that includes the informational topic restated from the introductory section and a summary and/or restatement of the reasons, facts, and details.
    
    
31. Student’s response demonstrates understanding of why a topic is most appropriate for further development as an informative/explanatory writing piece.  Topics that will be most successful as informative/explanatory writing pieces will be factual in nature and have a defined, narrowed focus.
    
    
32. Student’s response demonstrates understanding of what possible audience reactions might be to reading the informative/explanatory writing and shares a plan to revise writing to include responses to these reactions.
    
    
33. Student has evaluated the focus of the paper to assure that it is properly narrowed in scope and that the focus of the writing is consistent.
    
    
34. Student is able to share why the chosen organizational structure is the best for the informative/explanatory writing piece.
    
    
35. Writer analyzes the facts, definitions, concrete details, quotations, or other information used in the topic reasons to determine if they adequately provide information on topic.  If gaps are found in the information, additional information is added to support the topic.
    
    
36. Writer considers other possible orders for the information in the writing and continues using the same order or adjusts the order of reasons to provide additional information about the topic.  This might be a “what if” exercise that encourages the writer to try out other orders.
    
    
37. Writer researches and examines additional facts, definitions, concrete details, quotations, or other information that might provide additional support for the topic.  If additional information is added to writing, its place and purpose are carefully considered.
    
    
38. Sources that are used to provide information are researched to assure their credibility.  Sources that are found not to be credible are not used for support in writing.  Through this vetting process, the writer evaluates resources and appropriately reacts to the findings.
    
    
39. Student revises informative/explanatory writing piece to develop a logical flow of ideas through linking ideas with appropriate words that show an accurate connection.  Student will critically evaluate the ideas in the writing that are connected and those that aren’t connected and make revisions when necessary to further strengthen the writing.  Connecting words/phrases should be used accurately and meaningfully.
    
    
40. Student can explain why his/her informative/explanatory writing piece is stronger with the addition of connecting words and phrases used appropriately.  Explanations might include a discussion about the connecting words chosen and the ideas that are connected using them.
    
    
41. Student carefully considers how the inclusion of vocabulary that is precise and domain-specific for the informative/explanatory topic contributes to the writing and its overall effectiveness.  The reader of the writing is the primary focus during this time. The student needs to assume the role of the reader and assess the writing’s vocabulary.  The writer considers if the best vocabulary has been included and if it’s used appropriately to provide supports in understanding the included words.  Adjustments are made to the writing based on the findings.
    
    
42. The student evaluates his/her writing and how it meets the goal of informing the writer about the topic.  The student considers if precise, domain-specific vocabulary that is chosen contributes to the intended focus and goal of informing or explaining about the topic.  Adjustments are made to the writing based on the findings.
    
    
43. Student critiques the information included in the concluding section.  Relevance to the stated topic is considered.  A direct connection should be evident.  Information that doesn’t belong should be revised or eliminated.
    
    
44. Student analyzes the concluding section to assure that the information included is appropriately aligned with the topic.  Logical reasoning should be employed.  Information should be appropriate for the intended audience.
    
    
45. Based on analyzing and critiquing the informative/explanatory writing, the student revises the concluding section to include additional necessary facts and details.  Additional reasons may be added to the conclusion if stronger support of the topic is needed.  Reasons may be omitted if they are unneeded or repetitive reasons included.
    
    
46. Based on analyzing and critiquing the informative/explanatory writing, the student revises the concluding section to be more logically organized.  Most likely the order of information follows the same order it was presented in the writing piece.