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14 Choosing the Best Form

Page
123
from
Write on Course 20-20

Choosing the Best Form Opening Page

Start-Up Activity

This chapter introduces the continuum of communication (page 126). When you assign a particular form of writing, refer to the continuum to remind students about using different formality for different forms.

Discuss with students how technologies continue to change the way people communicate. During your discussion, ask questions to gauge your students’ understanding of communication, past and present:

  • How did people communicate before the Internet, iPhones, and the like?
  • How do people use cellular devices to communicate?
  • What are your main methods of communication?
  • How do you expect communication to change in the future?

Then read aloud and discuss the chapter introduction on page 123.

Think About It

“Never underestimate your readers’ intelligence or overestimate their information.”

—Anonymous

State Standards Covered in This Chapter

CCSS.ELA-LITERACY.W.6.4

CCSS.ELA-LITERACY.W.7.4

CCSS.ELA-LITERACY.W.8.4

LAFS Covered in This Chapter

LAFS.6.W.2.4

LAFS.7.W.2.4

LAFS.8.W.2.4

TEKS Covered in This Chapter

110.22.b.10.A

110.22.b.10.B

110.23.b.10.A

110.24.b.10.A

TEKS Covered in This Chapter

Page 124 from Write on Course 20-20

Quick Guide: Choosing Forms

Discuss with students this overview of communication. Students should be familiar with the PAST strategy. If not, demonstrate how the strategy works for a specific writing situation—perhaps persuading (Purpose) the readers of local newspaper (Audience) to support a school fund-raiser (Subject) by writing a letter to the editor (Type).

The “Link to the Traits” explains how each form of communication relies on ideas, organization, and voice. Voice is especially important because it reveals a clear understanding of the communication situation. For example, if a teacher writes the letter to the editor about the school fund-raiser, the voice should be professional—sincere and even-handed. If a student writes a casual email about the fund-raiser to a friend, the voice would probably be informal and less serious.

Related Minilesson:
State Standard Reference:
LAFS Standard:
LAFS.6.W.2.4
TEKS Standard:
110.22.b.10.A, 110.22.b.10.B
NE ELA Standard:
LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 6Grade 7Grade 8
21st Century Skills:
WritingWriting Project
English Language Arts:
WritingTraits of Writing

Page 125 from Write on Course 20-20

A Closer Look

This page provides analyses of three communication situations using the PAST strategy. Carefully review each situation. Then consider analyzing these situations (download and distribute the activity):

  • Your city council is debating whether or not to improve and/or extend the bike trail running through part of your city. You want to promote this project before the council decides on the issue.
  • Your family is planning a 90th birthday celebration for your great-grandfather, and you need to get the word out to your relatives and close family friends scattered all around the country.
Downloads:
Related Minilesson:
State Standard Reference:
LAFS Standard:
LAFS.6.W.2.4
TEKS Standard:
110.22.b.10.A, 110.22.b.10.B
NE ELA Standard:
LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 6Grade 7Grade 8
21st Century Skills:
Writing Project
English Language Arts:
WritingPrewriting

Page 126 from Write on Course 20-20

Communication Options

Review the graphic on page 126, tracing the continuum from very informal and spontaneous to very formal and deliberate communication. Display or share examples of casual communication (tweets, text messages, chats, and so on) and more formal ones (newspaper articles, business letters, reports, and so on). Discuss the differences:

  • Casual communication uses everyday language, many personal pronouns, colloquial expressions, text abbreviations, and emoticons.
  • Formal communication uses Standard English, few personal pronouns, few contractions, and carefully constructed sentences.

Then have students list the different ways they have communicated in the last few months. Instruct them to organize their lists according to the continuum of communication.

State Standard Reference:
LAFS Standard:
LAFS.6.W.2.4
TEKS Standard:
110.22.b.10.A, 110.22.b.10.B
NE ELA Standard:
LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 6Grade 7Grade 8
21st Century Skills:
Writing Project
English Language Arts:
WritingPrewriting

Page 127 from Write on Course 20-20

Levels of Language

Lead students through the chart on this page, which explains formal, semiformal, and informal language levels and associates different communications options with each. Consider implementing this three-step activity:

  1. Have students write a microblog (one or two short sentences) to a friend using a casual level of language.
  2. Then have them write a brief personal story (four or five sentences) using semi-formal language.
  3. Next, have them write a short informational paragraph using formal language. (Possible topic: a favorite historical event or person)

Ask volunteers to share their writing for discussion.

Related Minilesson:
State Standard Reference:
LAFS Standard:
LAFS.6.W.2.4
TEKS Standard:
110.22.b.10.A, 110.22.b.10.B
NE ELA Standard:
LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 6Grade 7Grade 8
Mode:
Writing Basics
21st Century Skills:
Writing
English Language Arts:
WritingPrecise WordsEffective Voice