Informational
Writing
By:
Mrs. Shipley
Line of Inquiry
• How do I effectively organize
information in a paper to inform
someone about something?
Provocation
Thumbs up if you agree with the
following statement---Thumbs down
if you do not agree with the
following statement
1. Informational writing is trying to
persuade someone to do something.
2. Informational writing is
multiparagraph.
3. Informational writing uses facts,
statistics, personal experiences and
knowledge to help readers
understand more about a topic.
4. Informational writing does not
have a clear controlling idea.
5. Informational writing uses specific
details, illustrations, examples, and
explanations to help readers
understand information.
Defining Informational Writing
• Informational Writing: Writing that enhances
the reader’s understanding of a topic by
instructing, explaining, clarifying, describing,
or examining a subject or concept.
• Method
• Provides facts, statistics, descriptive
details, comparison/contrast, analysis,
evaluation, definition, humor, and
personal anecdotes.
What Informational Writing Is and Is Not
An effective informational composition . . .
An effective informational composition is
NOT:
Establishes a clear controlling idea
Copying words or information from the writing
topic
Uses clear, complete descriptions and/or
explanations to develop the controlling idea
A list of facts, a story, and/or personal
anecdotes that do not inform the reader about
the topic
Contains an appropriate organizational strategy
for the purpose of explanation, description,
comparison and contrast, or problem and
solution
A response in which ideas are not presented in
logical order
Is multi-paragraph writing
A single paragraph
Fully develops the controlling idea with specific
details and examples
Formulaic writing or a repetitive, standard
five-paragraph formula that overshadows the
information instead of explaining it
Blends personal experience and knowledge to
inform the reader about the topic
An encyclopedic coverage of facts or an
abundance of facts that are unrelated to the
topic
What Informational Writing Is and Is Not
An effective informational composition . . .
An effective informational composition is
NOT:
Uses a lively writing voice that develops the
reader's interest
Flat, uninteresting writing
Uses engaging language and varied sentences
An essay that contains imprecise language and
little sentence variety
Introduces the reader to the topic, fully
develops the topic, and provides a sense of
closure
Writing that provides information without
introducing, developing, and/or concluding the
topic
May use a short narrative in the introduction
to engage the audience
Writing that consists entirely of a story that
does not inform the reader about the topic
Contains correct sentences, usage, grammar,
and spelling that make the writer's ideas
understandable
Incorrect sentences, usage, grammar, and
spelling that prevent the reader from
understanding the writer's ideas
Overview of Ways to Organize
Informational Writing
Purpose: What is the writer describing or
explaining?
-Introduction
-Descriptive information
-Conclusion
-Introduction
-Description of events in chronological order
-Conclusion
-Introduction
-Comparison/contrast
-Conclusion
Types of Informational Writing
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Analyzing
Answering research questions
Clarifying
Composing letters
Defining terms
Describing scientific processes
Drawing conclusions
Examining cause and effect relationships
Interviewing expert sources
Making comparisons and observations
Offering directions or instructions
Predicting
Problem solving
Recounting historical events
Reflecting on personal experiences
Reporting facts and hypotheses
Summarizing information and ideas
Purpose
• The purpose of informational writing is to
help the reader understand a topic or
concept.
• Although the writer may include opinions in an
informational piece, the writer’s purpose is
not to persuade the reader.
• A reader should be able to pick up a paper
without knowing the assigned topic or the
type of writing assigned and be able to
understand the writer’s purpose.
• A reader should be able to tell if he/she is
reading a report, an argument, a narrative or
a response to literature.
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Point of View
Point of view is the perspective a writer
uses to approach the informational
topic.
Academic: The student may write in the
style of an encyclopedia without any
reference to personal experiences with
the topic.
Personal: The student may write from
personal experience with the subject.
Combination: a little of both of the
above styles The student may include
both formal and personal observations.
Organizing Strategies for
Informational Writing
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Chronological (Time Order)
Similarity/Difference
Cause/Effect Order
Space Order
Question/Answer
Demonstrating Audience Awareness in
Informational Writing
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Effective writers use the following
techniques to engage the reader
Descriptive Details
Figurative Language: Imagery, similes, metaphors
Authoritative voice (being able to tell that the writer
knows what they are talking about)
Technical Vocabulary (words that have to do with the
topic)
Addressing the reader
Humor
Personal anecdotes
Scoring Guidelines
• 10-22 Does not Meet
• 23 -26 Borderline Meets
• 27 – 40 Meets the Standard
• 41 – 43 Borderline Exceeds
• 44 – 50 Exceeds the Standard
Ways to Inform
Informational
Paper 10
Informational
Paper 10
(page two)
Annotations for Informational Paper 10
• Ideas Score: 5
•
The controlling idea of this paper (Sheboygan,
Wisconsin is an interesting place) is fully developed
and addresses all aspects of the writing task. The
writer includes extensive information about
Sheboygan (where it’s located, the weather, the
schools, and some bad things like storms and
pollution). Supporting ideas are fully elaborated
throughout the paper with specific examples and
details. Although some of the supporting ideas on
page two (climate, pollution) are not as fully
developed as others, the abundance of relevant
support and specific examples keep this paper in the
5 range. The writer addresses reader concerns by
offering details and explanations that would be useful
to someone who has never been to Sheboygan.
Organization Score: 4
Although the opening paragraph is only two
sentences, it includes a rhetorical question and
introduces the writer’s topic. Related ideas are
grouped together in paragraphs. Ideas are presented
in a logical sequence across parts of the paper and
within paragraphs. Transitions link parts of the paper
but are somewhat repetitive (“first of all, the next
thing, another thing, the bad things, the next bad
thing, finally”). The caution to Bulldog fans is
effective as a conclusion and would have ended the
response without repetition. The final paragraph
(“Well this is my report. I hope you learned about
Sheboygan. I hope you like it”) is unnecessary, and the
paper would have had a better ending if it had been
left out.
Style Score: 5
The writer’s informative voice is appropriate to
the topic and sustained throughout the response.
Language is varied, precise, and engaging (“Once a
snow storm goes threw and goes to Lake Michigan the
cold front shifts, and then you get the storm all over
again. Every year the average of snow you get is 35.2
inches. ‘Woa’ that’s a lot of snow.” “The high pressure
is trying to push up from the south. . . it’s like a fight
between different pressure systems”). The paper
demonstrates the writer’s sustained attention to the
audience (“Do you want to know about Sheboygan,
Wisconsin?” “Finally, if you’re a bulldog fan don’t go up
there. Most of the people are Wisconsin fans so you
won’t fit in.”). The paper contains an extensive variety
of sentence lengths, structures, and beginnings.
Conventions Score: 5
The writer demonstrates a full
command of sentence formation, usage, and
mechanics. The paper contains clear and
correct simple, complex, and compound
sentences. Subject-verb agreement is
consistently correct (except for “there’s
alot of”). Spelling and punctuation are
correct in a variety of instances. Occasional
errors are minor and do not interfere with
meaning (“envirment,” using “your” instead of
“you’re,” writing “a lot” as one word”).
Informational
Paper 10
Informational
Paper 10
(page two)
Annotations for
Informational Paper 10
• Ideas: Exceeds Standard
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The writer’s focus is sustained on the topic of
quartz. There is evidence of an awareness of the
informational purpose as the writer explains the
chemical composition of quartz, where quartz can be
found, the appearance of quartz, the uses of quartz,
and how quartz changes over time. Relevant specific
examples and facts are used throughout the paper.
The topic is well developed. The use of resources is
apparent in the explanation of where quartz comes
from and how it changes over time. Although the
explanation of carbon dioxide and oxygen is not
perfectly clear, the writer’s competence exceeds the
standard for grade three.
Organization: Exceeds Standard
The paper has a clear and appropriate
organizational pattern. The writer uses the
introduction to hook the reader by posing the
question (“Did you know that sand is quartz?”).
The body of the paper is grouped into
sections of related ideas with subheadings.
The writer also uses a question/answer
format in each paragraph. Transitions are
varied and effective.
Style: Exceeds Standard
The use of interesting language is sustained in
the paper as the writer switches between technical
vocabulary (carbon dioxide, oxygen) and addressing the
reader with questions (“Isn’t oxygen found
everywhere?”). The writer’s awareness of audience is
very strong as the writer tries to create an air of
mystery at the beginning of the paper (“Did you know
that sand is quartz?”) that is not solved until the end of
the paper. This demonstrates an understanding of craft.
The reader’s interest is maintained throughout the
paper and the writer’s voice is clear throughout the
paper (“Next time we go to the beach, I’m not going to
say...”).
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Conventions: Exceeds Standard
Sentences are consistently clear and
correct. The writer correctly uses several
functional fragments (“But they have to
form oxygen in open space”). Subjects and
verbs consistently agree. Nouns, pronouns,
and verbs are formed correctly.
Capitalization and punctuation are
consistently correct. Most of the writer’s
errors are in spelling (“silcon,” “oxyen,”
“dioxside,hexonal,” “amithyst,” “sappire,”
“jewerly”), but these words are above grade
level. Overall, the writer demonstrates a
high level of competence in all three
components of conventions.
Comparing/Contrasting
Paper
Moth
Butterfly
Alike
1.
Zoom through air
2.
Insects
3.
Lepidoptera order
4.
2 sets of wings
5.
antennae
Different Criteria
Dull-colored, drab, Move
together when it flies
wings
Feathery-looking
Flatter; Bulkier
Seen at night, near
lights
antennae
Body styles
behavior
Graceful; Colorful; not connected
Look like candy canes without
stripes
Slender; Elegant
Seen during the day
Moths and Butterflies
A moth and a butterfly both zoom
through the air with the greatest of ease.
They are like small motorized airplanes
zipping in and out. At a quick glance, they
may look somewhat alike, but they are
different.
Both are insects that belong to the
Lepidoptera order. They are similar
because they both have two sets of wings
that lift them through the air. They also
use antennae as feelers on their heads.
However, a moth and a butterfly are also
dissimilar.
The wings of the butterfly are graceful
and colorful while those of a moth are dullcolored and often drab looking. A
butterfly’s wings are not connected while a
moth’s wings are. The moth’s wings move
together when it flies. The antennae of a
butterfly look like candy canes without the
stripes. On the other hand, the moth’s
antennae are more feathery-looking.
Another difference is in the body
styles. A butterfly is slender and a moth
is fatter. The moth appears bulkier than
the butterfly. The butterfly seems more
elegant because of its shape.
Finally, a moth and a butterfly behave
differently. People see a butterfly during
the day while the moth appears more
frequently at dusk or at night. The
butterfly flies in areas where grass or
flowers grow. However, the moth often
flies around lights that are outside. The
lights attract the moth.
A butterfly and a moth have a few similar
characteristics, but they have more
differences. Look carefully the next time
a small winged-insect flies through the air.
Study the insect carefully to decide if it is
a butterfly or a moth.
Drafting
• Remember when drafting, you do not
worry about spelling or errors at this
point.
• Write your ideas down as they come
to you.
• Use your brainstorming activity to
help you write.
• Revising/Editing—Proofreading to
find your errors and fix or reword
sentences to make your information
clear.
• Publishing/Sharing
• How do I organize information in a
paper to inform someone about
something effectively?
Alternative Topics
• Think about a trip to the zoo and a
trip to an amusement park. Compare
and contrast these two types of
parks.