Informative/ Explanatory Writing Across
Content Areas
2012
Howard County Public School System
Dr. Renee Foose, Superintendent
i
Board of Education
Howard County Public School System
Janet Siddiqui, M.D.
Chairman
Sandra H. French
Vice Chairman
Allen Dyer, Esq.
Brian J. Meshkin
Frank J. Aquino, Esq.
Ellen Flynn Giles
Cynthia L. Vaillancourt
Dr. Renee Foose
Superintendent of Schools
ii
Acknowledgements
The development of this resource was a team effort between the Office of Secondary
Language Arts Office and Howard County teachers.
Curriculum Writers
Steve Ammann, Mount View Middle School
Emily Stackhouse, Atholton High School
Jeanette Swank, Wilde Lake Middle School
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Overview
Informative/Explanatory Writing Across Content Areas, addresses writing skills, and
student expectations regarding explanatory writing and provides classroom teachers with
a common language necessary for understanding the standards. As the Maryland State
Department of Education (MSDE) provides additional information, this document will be
revised.
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Contents
College and Career Readiness (CCR) Anchor Standards for Writing ...............................................2
Questions and Answers About Non-Language Arts Teacher Expectations ......................................3
Common Language Students Know and Use When Writing ............................................................5
The Thesis Statement .........................................................................................................................6
Explanatory Writing: What is it .........................................................................................................7
Argument vs. Explanatory Writing: A Snapshot ...............................................................................8
Natural Classroom Connections .......................................................................................................10
Explanatory Writing Glossary ...........................................................................................................11
Explanatory Writing Standards for History, Science, and Technical Subjects (6-12).......................12
Explanatory Writing Rubric Sample ..................................................................................................14
Explanatory Writing Quick Reference Card ......................................................................................15
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College and Career Readiness (CCR) Anchor Standards for Writing
The CCR anchor standards and high school standards in literacy work in tandem to
define college and career readiness expectations—the former providing broad standards,
the latter providing additional specificity (Common Core State Standards).
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts using
valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details and well-structured event sequences.*
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Range of Writing
10. Write routinely over extended time frames (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.
Note:
*Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements
effectively into arguments and informative/explanatory texts. For example in history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to
write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate
them and (possibly) reach the same results. (Common Core State Standards, page 65)
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Questions and Answers About Non-Language Arts Teacher Expectations
1.
What is the role of language arts teachers regarding writing?
Language arts teachers provide explicit writing instruction and opportunities for
students to express themselves through the written mode. Such instruction
includes the writing of short and long responses to a myriad of texts, both fiction
and non-fiction.
2. What are the expectations for all discipline-specific teachers?
Teachers in content areas, other than language arts, are expected to provide
opportunities for students to construct written responses that respond to
discipline-specific objectives.
3. Do students currently have opportunities in language arts classes to reflect on
their writing?
All middle and high school students maintain writing folders/portfolios for selfreflecting concerning their writing and growth as writers. This collection of
artifacts is used extensively as students complete the Senior Writing Project, a
requirement began in the freshman year and completed in the senior year.
4. Are there specific terms we should be using with the students in regards to
writing?
The goal of Common Core is to allow students to apply writing skills across
disciplines. In order to help them do this it is important that a common language
is used in regards to writing. Therefore, refer to the glossary of terms when
teaching writing to the students.
5. The 2014-2015 state assessments will require students to “write to source.”
What does that mean?
Write to source means students construct a response based on something they read,
referred to as diverse media. The source is “cold text” since students will be
required to respond to sources for which they receive no preparation.
7. What are the fundamental differences between argument writing and
explanatory writing?
The main difference between argument writing and explanatory writing is that in
argument writing you are persuading an audience to change their beliefs or
behaviors while with explanatory writing you are simply attempting to inform an
audience on the topic. See chart.
8. How is this similar to what I am already doing?
Any time you are asking your students to explain, analyze, compare and contrast,
classify, determine cause and effect, define, or identify a process you are already
doing explanatory writing.
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9. Am I still expected to teach argument writing?
Yes. Argument and Explanatory are both types of writing emphasized in the
Common Core.
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Common Language Students Know and Use When Writing*
*from 6+1 Traits of Writing™
Word Choice
Word choice is the use of rich, colorful, precise language.
Ideas
The ideas are the heart of the message, the content of the piece, the main theme or topic,
together with all the details that enrich and develop that theme. The ideas are strong when
the message is clear.
Organization
Organization is the structure of a piece of writing. A clear beginning, middle, and end
should be present.
Sentence Fluency
Sentences vary in length. The writer includes both short and long sentences. A
combination of simple, compound, complex, and compound-complex sentences may be
present.
Conventions
Conventions include spelling, grammar, punctuation, capitalization, and usage.
Voice
The voice is the writer coming through the words, the sense that a real person is speaking
to the reader. Voice must be appropriate for the intended audience.
Presentation
Presentation combines both visual and verbal elements- it is the way we "exhibit" our
message. This may include formatting elements such as font, proper heading, and
spacing. The paper is clean and neat.
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The Thesis Statement
Information in the introduction prepares the reader for the thesis statement, which
traditionally appears at the end of the introduction and which specifically presents the
main point and indicates the purpose of the essay. The thesis statement is the most
important sentence in the introduction because it states the controlling idea or point. It
also clarifies the purpose for the essay and helps to set the tone. The thesis statement is
the keystone of an essay.
The main point in the thesis statement can be:
 a statement of fact
 a statement of opinion
 a dominant impression
 a general truth.
Explanatory/Informational Thesis Statement
The thesis statement for an explanatory essay seeks to explain, support, or clarify. The
thesis statement for an expository essay should be factual and objective. It conveys the
writer’s purpose to increase readers’ knowledge, not to change their minds.
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Explanatory Writing: What is it?
Explanatory writing requires students to examine and convey complex ideas, concepts, and
information clearly and accurately. The purpose of this type of writing is to demonstrate
comprehension of a topic, concept, process, or procedure. Students write in response to a source,
which may be a text or other media such as art, music, charts, or graphs. An effective response
requires students to read the “text” closely, in order to demonstrate an understanding of the topic
and locate evidence from the “text” to support their response.
Organizational Structures and Sample Tasks
Cause/Effect
Shows why
something
happened, why
certain
conditions
exist, or what
resulted from
an action or
condition;
shows the
influence of
one event upon
another.
Discuss the
source of
Romeo’s and
Juliet’s
emotional
turmoil and its
effects of each
individually
and as a
couple.
Classification
Organizes
ideas/concept/
terms into
useful
categories;
provides related
examples and
explains how
they fit into
each category.
Compare/Contrast
Explores the
similarities and
differences between
two or more subjects;
addresses similarities
and/or differences
between/among
topics; organized
either to analyze or
inform.
Definition
Provides more
than a dictionary
definition; shows
what something
is.
Process
Explains how
something works;
provides sequential
directions for how
something is done.
Explain how
Camus’ The Plague
is classified as an
existential novel.
Select another poem
by Robert Frost.
Compare the
selection to the poem
studied in class.
Define Ionesco’s
definition of
“man” as
illustrated in one
of his plays.
Shakespearean plot
sequencing for his
tragedies can be
described as
formulaic. Explain
the advantages and
disadvantages for
the audience’s
knowing what to
expect and when.
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Argument vs. Explanatory Writing: A Snapshot
When writing an argument paper, it is important to state a claim that can be
argued from different perspectives. The writer of an explanatory response is not
attempting to persuade or argue a point. Its thesis statement informs the reader of
the subject rather than ask the reader to take a position on an issue. This chart
outlines claims, which appeared originally in the HCPSS argument resource, and
how an explanatory task would differ.
ARGUMENT TASK
EXPLANATORY TASK
Content: Art
Content: Art
Topic: Argue that the medium you chose
Topic: Explain the choices you made as
in order to create your self-portrait was the you developed ideas for your portrait.
most effective medium to use given your
Consider the master artist examples
options?
viewed, the pose, the props, the lighting,
and your choice of composition, color, and
placement.
Content: Career Technology Education Content: Career Technology Education
Topic: Prove that the sequence of steps you Topic: Diagram the sequence of steps
took to diagnose and troubleshoot a
required to diagnose and troubleshoot
problem with malfunctioning equipment
malfunctioning equipment.
was the most efficient method?
Content: English
Content: English
Topic: Argue that the word choice in
Topic: Explain how Sandra Cisneros’s
Sandra Cisneros’s story “Eleven” creates a choice of words develops the point of view
particular tone within the text.
of the young speaker in her story “Eleven.”
Content: Health Education
Content: Health Education
Topic: After viewing the video, “The Cat
Topic: After viewing the video, “The Cat
Who Drank Too Much,” argue that the
Who Drank Too Much,” trace and explain
metaphor created within the film is or is
the stages of alcoholism as they relate to
not an accurate depiction of alcoholism.
the cat’s behavior.
Content: Mathematics
Content: Mathematics
Topic: Prove that the graph you chose to
Topic: Contrast the graph you created
depict the data was the most appropriate
with a partner and depict the differences
model given your options.
you discovered.
Content: Music
Content: Music
Topic: After listening to both the Marine
Topic: After listening to recordings of two
Band performance and the school band
performances, identify strengths of
performance, select the superior
each performance and give suggestions for
performance and justify your choice.
improvement in our performance,
considering tone, intonation, balance, and
articulation.
Content: Science
Content: Science
Topic: Defend the change in the Earth’s
Topic: Trace the changes in climate within
temperature as either the result of human
the Amazon Rain forest and its effect on
actions or a part of the Earth’s natural
the Earth over the last 100 years.
cycle.
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Content: Social Studies
Topic: Argue that the southern states had
economic factors that would motivate them
to continue slavery.
Content: Social Studies
Topic: After reading primary source
perspectives about slavery, compare
Northern and Southern rationales for the
ending or continuation of slavery. Use
details from the documents to support your
answer.
Content: World Languages
Topic: Italian IV: In our Italian studies,
which of the following individuals best
represents the concept of omertà: Salvatore
Giuliano, Jesse James, or Robin Hood,
Content: World Languages
Topic: Italian IV: In Italian, define omertà
by comparing the actions of Salvatore
Giuliano, Jesse James, and Robin Hood and
examining how each provides justice for
the people.
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Natural Explanatory Instructional Connections: Samples
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Warm-Up/Drills
Science Lab Reports
Entrance/Exit Tickets
Journal Writing
Reflections
Document-Based Questions
Research Reports
Math or science journals
Art work analysis
Analysis of lab results
Theatre performance analysis
Remember, if the assignment asks students to explain, compare or contrast, analyze,
determine cause and effect, classify, define, or identify/explain a process, the
response is an explanatory response.
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Explanatory Writing
Common Core Glossary
1. Analysis is examination, close study, and evaluation of a text by breaking down and
examining its elements and components.
2. Cohesion is the arrangement of ideas in such a way that the reader can easily
follow one point to the next. Devices for creating cohesion include appropriate
transition words and phrases, repetition of words as needed, and the use of
appropriate pronouns.
3. Conventions are commonly accepted rules of language such as spelling,
punctuation, complete sentences, subject-verb agreement, verb tense, and usage.
4. Discipline-specific content is text associated with individual subjects or areas
of instruction.
5. Evaluation is making a judgment based on criteria.
6. Evidence/Concrete Details are examples that validate or support a thesis
statement. It may be found in a text or research.
7. Formal style is free of slang, trite expressions, abbreviations, symbols, email
shortcut language, contractions, and the use of the personal pronoun “I” (first
person pronouns may be appropriate as it relates to the nature of the assignment).
The writer does not speak directly to the reader by using the word you. Formal
style ensures that readers are able to read and understand what is written.
8. Inference is a logical guess based on text evidence.
9. Summary is an objective recounting of the important ideas of a text.
10. Support/Controls are the key points that the writer intends to discuss in the body
paragraphs and will support the thesis statement.
11. Syntax is the way in which the words and phrases of a sentence are ordered to
show how the words relate to each other.
12. Tertiary source is a term used for information that has been compiled from both
primary and secondary sources.
13. Thesis Statement is the main focus that addresses the writer’s intent; is based
on the writer’s purpose; often appears as the last sentence in the essay’s opening
paragraph.
14. Tone is an author's attitude toward a subject.
15. Topic Sentence is the first sentence of a paragraph that organizes and introduces
the main idea of that paragraph. It indicates to the reader what the paragraph will
be about.
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Explanatory Writing Standards For Middle and High Schools
Explanatory Writing and Its Purpose: Grades 6-8
W.6-8.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes..
a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories as appropriate to achieving purpose; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
b) Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
c) Use appropriate and varied transitions to create cohesion and clarify the relationships
among ideas and concepts.
d) Use precise language an domain-specific vocabulary to inform about or explain the
topic.
e) Establish and maintain a formal style.
f) Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Explanatory Writing and Its Purpose: Grades 9-10
W.9-10.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
a) Introduce a topic and organize ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
b) Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c) Use varied transitions and sentence structures to link the major sections of the text,
create cohesion, and clarify the relationships among ideas and concepts.
d) Use precise language and domain-specific vocabulary to manage the complexity of
the topic and convey a style appropriate to the discipline and context as well as to the
expertise of likely readers.
e) Establish and maintain a formal style while attending to the norms and conventions of
the discipline in which they are writing.
f) Provide a concluding statement or section that follows from and supports the
information or explanation presented. (e.g., articulating
implications or the significance of the topic).
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Explanatory Writing and Its Purpose: Grades 11-12
W.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
a) Introduce a topic and organize complex ideas, concepts, and information so that each
new element builds on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b) Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c) Use varied transitions and sentence structures to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
d) Use precise language, domain-specific vocabulary and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic; convey a knowledgeable
stance in a style that responds to the discipline and context as well as to the expertise
of likely readers.
e) Provide a concluding statement or section that follows from and supports the
information or explanation presented. (e.g., articulating implications or the
significance of the topic).
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Explanatory Writing Rubric for Grades 6-12
Areas Evaluated in Writing
Max
points
Ideas
o Contains a clear well-defined thesis
o Thoroughly answers reader’s questions
o Develops the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples (this may include research when appropriate)
Organization
o Introduction grabs the reader’s attention and sets the purpose for the paper
o Body of the paper expands the topic introduced in the first paragraph
 Well-organized paragraphs
 Logically and clearly presents supporting details
o Organize ideas, concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect; information is organized in a manner
that is appropriate for the assignment
Voice
o Projects confidence and interest
o Establishes and maintain a formal style
Word Choice
o Defines key terms when necessary
o Chooses words that are appropriate to the assignment and the audience
o Use precise language and domain-specific vocabulary to inform about or explain the topic
Sentence Fluency
o Uses a variety of simple, compound, complex, and compound-complex sentences.
o Use appropriate transitions to create cohesion and clarify the relationships among ideas and
concepts including transition words and phrases between points (however, such as, most
important)
Conventions- Shows control over spelling, usage/grammar, capitalization; punctuation
Total Score:
Comments:
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Points
scored
Informative/ Explanatory Writing
Within Content Areas
Informative/Explanatory writing requires students to examine and convey complex ideas,
concepts, and information clearly and accurately. The purpose of this type of writing is to
demonstrate comprehension of a topic, concept, process, or procedure. Students write in response
to a source, which may be a text or other media such as art, music, charts, or graphs. An effective
response requires students to read the “text” closely, in order to demonstrate an understanding of
the topic and locate evidence from the “text” to support their response.
How Argument and Informative/Explanatory Writing Differ
Argument Writing

Seeks to make people believe
that something is true or to persuade
people to change their beliefs or
behavior.
 Provides information about
causes, contexts, and consequences
of processes, phenomena, states of
affairs, objects, and terminology,
and presents a case with the solid
evidence, while acknowledging
counterarguments on a debatable
issue.
 Supports the writer’s claim(s)
with sound reasoning and relevant
and sufficient evidence.
Explanatory Writing

Attempts to make the reader understand rather than to
persuade him or her to accept a certain point of view
 Provides information about causes, contexts, and
consequences of processes, phenomena, states of affairs,
objects, and terminology.
 Supports the writer’s thesis with evidence and supporting
detail.
The Connection to Close Reading
In order to write about a “text,” students must be able to understand a variety of text and media
formats. Close reading helps students make meaning of scientific, historical, or technical texts
and art forms so they can identify the evidence that they need to write an effective
informative/explanatory essay.
Related Vocabulary
Analyze: to examine, closely study, and evaluate a text by breaking down and examining its
elements and components.
Concrete details: the specific facts, examples, and data that provide evidence for an
informative/explanatory essay.
Formal style: writing that is free of slang, trite expressions, abbreviations, symbols, email
shortcut language, contractions, and the use of the personal pronoun “I.” The writer does not
speaking directly to the reader by using the word you.
Organizational structures
 Cause/ Effect shows why something happened, why certain conditions exist, or what
resulted from an action or condition; shows the influence of one event upon another; uses
15




logic and evidence to show the relationship between an event and its cause or an event
and its outcome.
Classification organizes ideas/concept/ terms into useful categories; provides related
examples and explains how they fit into each category.
Compare/contrast explores the similarities and differences between two or more
subjects; addresses similarities and/or differences between/among topics; organized either
to analyze or inform.
Definition provides more than a dictionary definition; shows what something is.
Process explains how something works; provides sequential directions for how
something is done.
Thesis statement addresses the writer’s intent; is based on the writer’s purpose; appears
as the last sentence in the essay’s opening paragraph.
The length of a written response is determined by the task and its purpose. Every
written response is not intended to be an essay.
Art: Write to Source- Self-portraiture
 Explain the choices you made as you developed ideas for your portrait. Consider the master artist
examples viewed, the pose, the props, the lighting, and your choice of composition, color, and
placement.
Career Technology Education: Write to Source-Technical Specifications Manual
 Diagram the sequence of steps required to diagnose and troubleshoot malfunctioning equipment.
Career Technology Education: Write to Source- Journal Article
• Explain the conflicts that arose regarding the acceptance and use of HeLa cells in research.
• Compare and contrast health benefits and risks of Paleolithic vs. vegan diets.
English/Language Arts: Write to Source- Short Story
 Explain how Sandra Cisneros’s choice of words develops the point of view of the young speaker in her
story “Eleven.” [RL.6.6]*
English/Language Arts: Write to Source- Diverse Media and Formats
 Analyze how the Japanese filmmaker Akira Kurosawa in his film Throne of Blood draws on and
transforms Shakespeare’s play Macbeth in order to develop a similar plot set in feudal Japan. [RL.9–
10.9]*
Gifted and Talented: Write to Source-Primary Research Data
 Evaluate the usefulness of your original primary research data for supporting your hypothesis.
Health Education: Write to Source-Diverse Media and Formats
 After viewing the video, The Cat Who Drank Too Much, trace and explain the stages of alcoholism as
they relate to the cat’s behavior.
 Compare and contrast two of the Decision Making Models that have been used in class.
 Explain one of the Decision Making Models and its strengths in facilitating a healthy decision.
 Explain how to determine the validity of a source of health information, products, or services.
Mathematics: Write to Source- Multiple Representations
 Examine and explain the connections among the verbal model, graph, and equation of a quadratic
function.
Music: Write to Source- Marine Band Performance and School Band Performance
16

After listening to recordings of two performances, identify strengths of
each performance and give suggestions for improvement in our performance, considering tone,
intonation, balance, and articulation.
Science: Write to Source- Diverse Media and Formats (video clip, laboratory data, selected
readings)
 Trace the transformation of a rock through the rock cycle from sedimentary to metamorphic to igneous
back to sedimentary. Be sure to explain the processes that affect each transformation.
 Using the data that you collected from the Photosynthesis by Chloroplast lab, explain the process of
photosynthesis and how photosynthetic activity varies in different lighting conditions.
Social Studies: Write to Source-Diverse Media and Formats (maps, articles, first-person accounts)
 Explain how human actions contributed to the desertification of the Sahel region.
Social Studies: Write to Source- Primary Sources
 After reading primary source perspectives about slavery, compare Northern and Southern rationales for
the ending or continuation of slavery. Use details from the documents to support your answer.
 Analyze the role of African American soldiers in the Civil War by comparing and contrasting primary
source materials against secondary syntheses such as Jim Haskins’s Black, Blue and Gray: African
Americans in the Civil War. [RH.9–10.9]*
Write to Source- Primary Sources
• Spanish II: Interview two adults about their childhood experiences and, in Spanish, compare them to
experiences of children today.
World Languages: Write to Source- Diverse Media and Formats (newspaper clippings, movie
posters, video clips)
• Italian IV: In Italian, define omertà by comparing the actions of Salvatore Giuliano, Jesse James, and
Robin Hood and examining how each provides justice for the people.
*From Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical
Subjects Appendix B: Text Exemplars and Sample Performance Tasks
HCPSS2012
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