increasing non-fiction writing montgomery county school ... non-fiction writing... · deeper...

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Deeper Understanding of theDeeper Understanding of theELA Common Core ELA Common Core

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Increasing NonIncreasing Non--Fiction WritingFiction Writing

Prepared by: Maryann D. Wiggs

Session DocumentsSession Documents

Access the Common Core State Standards and appendices at www.corestandards.org

Illustrations and learning activities for “Digging Deeper Into the Common Core State Standards.”

Pages: #29 - #45

Increasing Non-Fiction

Writing

Page: 29



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Session Three:Session Three:

This session examines the learning progressions for two nonfiction writing text types:

A tArgumentinformational/explanatory

Student work samples will be examined against the criteria outlined in the CCSS.



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CCSS Three Writing Text Types

1. Argument Writing

2. Informational/Explanatory Writing

3. Narrative Writing

The impact of nonfiction writing on student achievement is manifested not only in

Research and Nonfiction Writing

language arts but also in math, science, and social studies.

Dr. Douglas Reeves,

Author of The Learning Leader

2011 NAEP Writing Framework- CCSS ELA, p. 5

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%



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The Special Place of Argument in the Standards

Theorist and critic Neil Postman (1997) calls argument the soul of an education because argument forces a writer to evaluate the strengths g gand weaknesses of multiple perspectives...

Students must think critically and deeply, assess the validity of their own thinking, and anticipate counterclaims in opposition to their own assertions.

- ELA CCSS, Appendix A, p. 24

Argument Writing: Defined

An argument is a reasoned, logical way of demonstrating that the ay o de o s a g a ewriter’s position, belief, or conclusion is valid.

- ELA CCSS, Appendix A, p 23.

Argument Writing: Purposes

• To change the reader’s point of view

• To bring about some action on the reader’s part

• To ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem.




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Argument for: College Readiness

The value of argument is an integral part of college education.

Students are asked to read, do research, gather data, analyze it, think about it, and then communicate it to readers in a form that enables them to assess it and use it.

Argument for: Career Readiness

In an age of information, what most professionals do is research, think, and make arguments.

Part of the value of doing your own thinking and writing is that it makes you much better at evaluating the thinking and writing of others.

Argument for: Citizenship ReadinessThe goal is not victory but a good decision, one in which all arguers are at risk of needing to alter their views, one in which a participant takes seriously and fairly the viewsseriously and fairly the views different from his or her own.

Such skills are important for the literate, educated person living in the diverse, information-rich environment of the 21st century.

- Robert Fulkerson (1996) Teaching the Argument in Writing



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Argument Writing: Examples

• In the English/language arts classroom, students make claims about the worth or meaning of a literary work or works.

• Students defend their interpretations or judgments with evidence from the text(s) they are writing about.


• In the history/social studies classroom, students analyze evidence from multiple primary and secondary sources toprimary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historical interpretation.


• In the science classroom, students make claims in the form of statements or conclusions that answer questions orconclusions that answer questions or address problems.



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Argument Writing

Learning Activity

Page 32-34

Informational/Explanatory Writing: Defined

• Informational/explanatory writing conveys information accuratelyconveys information accurately.


Informational/Explanatory Writing: Purposes

• To increase reader’s knowledge of a subject.

• To help readers better understand a procedure or process.p

• To provide readers with an enhanced comprehension of a concept.

• To provide clarification.- ELA CCSS, Appendix A, p. 23



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Informational/Explanatory Writing: Techniques

• Naming

• Defining

• Describing

Diff i i diff• Differentiating different parts or types

• Comparing or contrasting ideas or concepts

• Citing an anecdote or a scenario to illustrate a point

Informational/Explanatory Writing: Variety of Genres

Academic genres:

• Literary analyses

• Scientific and historical reports

S i• Summaries

Workplace and functional writing:

• Instructions

• Manuals

• Memos

• Reports

• Applications

• Resumes

Informational/Explanatory Writing

Learning Activity

Page 38 - 40



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Narrative Writing: Defined

Narrative writing conveys experience, g y peither real or imaginary, and uses time as it deep structure.

Narrative Writing: Purposes

• To inform

• To instruct

• To persuade

• To entertain

Narrative Writing: Examples

• Creative fictional stories

M i• Memoirs

• Anecdotes

• Autobiographies

• Poetry



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Writing Standard 10

From the Common Core State Standards:

“Write routinely over extended time frames (time for research reflectionframes (time for research, reflection, and revision) and shorter time frames

(a single sitting, or a day or two) for a range of tasks, purposes, and audiences.”

Implications:

More writing

Increasingly complex writing

In all subjects

Increase in nonfiction writing

A Next Generation

PerformancePerformance Event

Page 41 - 43



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Assessments!Assessments!



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The Next-Generation Assessment

Learning Activity

Page: 44 - 45



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Timeline of Common Core Implementation

TIMELINE

Adoption Implementation Assessment

2010 2011 - 2012 2014

Contact InformationContact Information

Questions and DiscussionQuestions and Discussion

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