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Expository, Personal Narrative,
Literary and Persuasive Essays
Kaye Price-Hawkins
Priceless Literacy www.pricelessliteracy.homestead.com
kayepricehawkins@aol.com


Purpose:
– Explain*
– Inform
 May be told in 1 st person about something or someone
OR may be told in
3 rd person.

In sample prompts, the key word will be “explain” or “explaining” so this is your hint to tell different things about (explain why) this person or topic.
 Read the prompt for appropriate POV.
 Be sure you don’t drift into a narrative…


Read a piece of expository text.

Use the foldable (next slide) to examine the text for author’s craft:
– Development and Support
– Language/Diction
– Features


Description


Comparison/
Contrast
Cause/Effect

Problem/
Solution

Sequence*
HEADING FOR THE PAPER
Description Problem/Solution
Comparison/
Contrast
Problem
And
Solution
Cause/Effect
* Put Sequence on the back; Note the transitional words/phrases.

sentence strip
OS
4e
(organizational structure for expository)
Remember:
(Glue in the DEVELOP box.)



Inside—left flap of strip: Introduction
– “Hook” the reader with a lead.
– Include a controlling idea/thesis sentence.
Inside—center of the strip : Body
– Well-developed ideas connected with appropriate transitions
– Well-chosen details: description, cause and effect, comparison and contrast, problem/solution –focused
Inside—right flap of strip : Conclusion
– Leave the reader with something to think about.
– Refer to beginning, not repeated word for word, but connected.


Types of questions
– Inference
– Text specific (features, purpose)
– Evidence based
– Author’s craft (word choice, literary devices, vocabulary)
– Summary
(glue on this strip to envelope)

Inside right flap—top
(Scoring App)
Each grade level tested will have an appropriate rubric which you may want to
“reword” with your students so that the rubric reflects what the STAAR is saying but morphed into kid-friendly language.

Organization/Progression

Development of Ideas

Use of Language/Conventions


Purpose
– Share an event that happened (or could happen) in your life
– Maintain focus on that one event. Include:

Feelings

Action

Interaction with others

Importance of that event

S
- What do you see in this picture?
H
- How does this represent other important times or people in your life?
O -
What is one event in your life that could relate to the topic in the prompt?
W -
What impact does this event have on you and the person you are today? What did you learn? What feelings come to the surface when you think of this event?


Read a personal narrative with the students.

Examine the text by looking at the author’s craft
– Development and Support (Snapshots)
– Language/Diction (Word choice)
– Believability and focus
– Dialogue (direct/indirect) & Thoughtshots

Foldable for Analysis of Support:
Personal Narrative and Literary Essay
– Development and
Support (Snapshots)
HEADING FOR THE PAPER
Snapshots/Support Dialogue (internal &
Development between characters)
– Language/Diction
(Word choice)
– Focus (character, event)
Event/Character
Problem
And
Solution
Language/Diction
Literary Elements
– Dialogue


Direct—between characters
Internal—thoughts or asides (Thoughtshots)
Note the transitional words/phrases for each category. Use the back for additional information.

sentence strip
ESPN
(Efficient Structure-
Personal Narrative)
Remember:
*Must be realistic
*Use first person
*Include sensory language



Inside—left flap of the strip: Beginning
– Lead that captures the reader’s attention
– Includes the focus of the prompt with writer’s spin…
Inside—center of the strip: Middle
– One event well-developed:

SNAPSHOTS, TALKSHOTS (DIALOGUE), THOUGHTSHOTS – Word choice!!!

Sensory language – Actions and Reactions and Motivations
– www@ww.how/bme/ps (summary website)
Inside—right flap of the strip: End
–
–
–
Ba (reflection on impact of the event—emotions-feelings)
Duh! (lesson learned – Why is it important?)
BOOM! (hope, wish, dream for future as a result of this event)


Personal Narratives have a beginning, middle, end format and must be
believable and realistic.

The Summary Website includes the essentials: www@ww.how/bme/ps who did what and why @ where and when. how (feelings & sequence)/beginning, middle, end/problem solution.


SNAPSHOTS – Details, description
(“Explode the moment.”)

DIALOGUE—Strategically used in personal narratives talking

THOUGHTSHOTS—excellent color commentary (asides/mutterings) thoughts

From Barry Lane’s AFTER THE END


Types of questions
– Inference
– Text specific (features, purpose)
– Evidence based
– Author’s craft (word choice, literary devices, vocabulary)
– Summary
(glue on this strip to envelope)

Inside right flap—top
STAAR Rubric
(Scoreboard)
Each grade level tested will have an appropriate rubric which you may want to
“reword” with your students so that the rubric reflects what the STAAR is saying but morphed into kid-friendly language.

Organization/Progression

Development of Ideas

Use of Language/Conventions

 Express ideas and feelings about real or imagined people, events, and ideas.
 Create an engaging real or fictional story with
 a well-developed conflict and resolution
 interesting and believable characters
 a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot

S
- What do you see in this picture? Use this as as a springboard to the prompt.
E
- Effectively connect to the prompt and plan a short story that fits the focus.
E -
Create a story about one EVENT that could relate to the topic.




Read a short literary piece.
Examine the text by looking at the author’s craft for literary text
Notice how the plotline develops:

Left side of the folder: sentence strip
Inside the sentence strip

Inside right flap—top
STAAR Rubric
(Critic’s Corner)
Each grade level tested will have an appropriate rubric which you may want to
“reword” with your students so that the rubric reflects what the STAAR is saying but morphed into kid-friendly language.

Organization/Progression

Development of Ideas

Use of Language/Conventions


Persuasive texts include:
– A position on a narrow topic
– An exploration of both sides of the issue
– Strong evidence for the side you choose

Facts and relevant examples

Logical reasoning

Testimonials from believable experts
– Convincing language


Read a piece of persuasive text with the students.

Examine the text by looking at the author’s craft, development and support
– Convincing language (argument/transitions)
– Facts and relevant examples
– Quotations/believable experts
– Logical reasoning





HEADING FOR THE PAPER
Facts/Relevant Quotations/Believable examples experts (Ethos)
Facts/relevant examples
Quotations/ believable experts
Logical reasoning
Convincing language
Logical
(Logos)
Problem
And
Solution
Convincing
(Pathos)
Note the transitional words/phrases for each category. Other support and questions may be placed in the boxes on the back.




A Perfect Persuasive Essay--
At Last!
Remember:
* word choice
* transitions to connect and lead to arguments or “proof”
* convincing language
Inside Left: INTRODUCTION
– Opening statement – Hook your reader
– Thesis statement (what you are going to prove)
Inside Center: BODY
– Ideas and support of your thesis:



Specific, strong, relevant examples
Topic-specific evidence tightly linked (transitions)
Contrast your point of view with the opposition—(strawman)
Inside Right: CONCLUSION
– Closing argument


Restate (not word for word) main point & powerful evidence
Remind your reader why this is the “right” position

Inside right flap—top
(Jury’s Verdict: The Sentencing!)
Each grade level tested will have an appropriate rubric which you may want to
“reword” with your students so that the rubric reflects what the STAAR is saying but morphed into kid-friendly language.

Organization/Progression

Development of Ideas

Use of Language/Conventions

TAKS compositions -- “perfect agreement” model. Two readers, if the scores did not agree, a third reader (and sometimes a fourth) read the paper to determine the final score.
STAAR compositions -- “adjacent scoring” model. Perfect agreement does not have to be reached. Districts receive a more accurate description of each student’s writing performance.
Score 1 Score 2 Score Total CSR Rating


Circle the “write” statement and underline important key words.

Use space for planning the essay
– Graphic organizer that works
– Decide on direction and focus of the paper

Rough Draft, keeping in mind the time limit and the length
– Introduction (one to three sentences)
– Main focus (with details—well-developed section of the paper—may be one or two paragraphs)
– Conclusion (one to three sentences)