Activities

1. List words, phrases, and clauses that could be used to link ideas within and across categories in informative writing to show equal importance, unequal importance, and to connect information with other relationships.
   
   
2. Identify places in writing that are already using a word, phrase, or clause to link opinions and reasons.
   
   
3. Recognize elements in writing that could be linked using a logical connection.

4. Determine which information (likely sentences) could best be linked, state the connection between them, and choose an appropriate connector.
   
   
5. Construct sentences that link ideas using an appropriate connecting word or phrase.
   
   
6. Compare first draft sentences and revised sentences with added words and phrases to find the options that best express the intended connections.

7. Revise writing to demonstrate strong logical connections between ideas within informative writing.
   
   
8. Explain why writing is stronger with the inclusion of connecting elements to precisely link ideas.

Answer Key/Rubric

1. 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.  And, but, or, nor, for, yet, so
• Subordinators connect elements of unequal importance.  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. However, therefore, thus, moreover, nevertheless, first, then, next, still, besides, consequently, forevermore, specifically

2. Students identify where connecting words, phrases, and clauses are being used to connect information within and across categories in the informative writing. They might mark in their writing where these words, phrases, and clauses are.
   
   
3. 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.
   
   
4. Students identify appropriate information within their informative 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.
   
   
5. Student constructs a sentence that links elements in the information writing piece using a connecting word that fittingly shows the appropriate relationship between the elements.
   
   
6. After comparing before and after drafts of an informative writing piece, student chooses the best version of his/her writing. Use of connecting words, phrases, and clauses should not be used in “forced” ways where their use sounds unnatural.
   
   
7. Student revises informative 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.
   
   
8. Student can explain why his/her informative 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.