21 Other Forms of Explanatory Writing

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Page 179 from Write on Course 20-20

Writing Guidelines: How-To Essays

Help students brainstorm ideas for topics. Have them create lists or clusters (see page 32) in order to think about processes they could explain in an essay. Ask students to select a specific topic to write about.

Then, have them gather details about their topics, including any materials, tools, or equipment that are needed. Students can also list the steps in order and create a focus statement.

When they are ready, have your students draft their essays, using the model on page 178 as a guide. Then review the revising and editing checklist to help students improve their drafts.

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Revising and Editing Checklist

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How-To

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Page 180 from Write on Course 20-20

Comparison-Contrast Essay

Have student volunteers read each paragraph of the model essay. After a paragraph is read, have the student read the side note and find those features in the text.

For more advanced students, you can have them analyze this more challenging comparison-contrast essay.

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Page 181 from Write on Course 20-20

Comparison-Contrast Essay (Continued)

After your class finishes reading the comparison-contrast essay, direct their attention to the “Patterns of Organization” graphic at the bottom of the page. Explain the three main patterns for comparison-contrast:

Point-by-point organization addresses one point of comparison or contrast for both subjects before going on to the next point.
Subject-by-subject organization fully discusses one subject and then fully discusses the other.
Similarities-differences organization highlights the way both subjects are similar and then ways both are different.

Let students know that they should choose whichever style best fits the subjects and the comparison-contrast.

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Page 182 from Write on Course 20-20

Writing Guidelines: Comparison-Contrast Essays

Have students create a cluster around the nucleus words “My Interests,” surrounding it with topics that they really enjoy. Have them pick two interesting topics with some similarities and some differences.

Next, have your students research their topics by creating gathering grids. In the first column, they should write questions. The second and third columns should contain information for each of the two subjects. Students can answer each question for each subject and can research answers they aren't sure about. Download and distribute the gathering grid template.

If you prefer, you could have students create Venn diagrams to gather their details. (See the related minilesson.)

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Gathering Grid

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Page 183 from Write on Course 20-20

Writing, Revising, and Editing

After your students complete their research, they will be ready to write their comparison-contrast essays. Lead them through the material about the beginning, middle, and ending of their essays, with a special focus on writing a strong thesis statement. (Thesis statements can be challenging in two-part essays).

After students complete their first drafts, have them use the checklist on page 188 to revise and refine their writing.

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Revising and Editing Checklist

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Page 184 from Write on Course 20-20

Cause-Effect Essay

Ask for student volunteers to read aloud each of the paragraphs in the sample essay. After reading a paragraph, the student should also read the side notes and find examples within the text.

You can have advanced students read this more complex cause-effect essay.

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Page 185 from Write on Course 20-20

Cause-Effect Essay (Continued)

After you finish reviewing the cause-effect essay, preview the “Patterns of Organization” that students might use. Explain that sometimes multiple causes lead to a specific effect. At other times, one cause leads to multiple effects. Students will need to structure their essays based upon whether their analysis is cause-focused or effect-focused.

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Page 186 from Write on Course 20-20

Writing Guidelines: Cause-Effect Essay

Ask your students to name some changes they have seen recently in their school or neighborhood. When they suggest changes, ask them what caused the change. Some changes have one clear cause, but others have multiple causes. Then ask what the effects of the change have been.

After this discussion of change, have students create topic charts focused on “change.” You can assign a general subject area, like “Changes at School” or “Changes in American Culture,” or you can let students select the changes they want to explore. Download and distribute the topics chart template.

Once students have selected topics for their cause-effect essays, have them conduct research to gather information about their topics. You can also use the related minilesson to help students gather information about their topics.

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Topics Chart Template

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Page 187 from Write on Course 20-20

Writing, Revising, and Editing

After students complete their research, they are ready to write their first drafts. Lead them through the tips for creating strong beginnings, middles, and endings. Help students understand how to write an effective thesis statement.

When students have finished their first drafts, review the revising and editing checklist, which can help them improve their writing.

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Revising and Editing Checklist

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Page 188 from Write on Course 20-20

Revising and Editing Checklist

Review the two-part explanatory essay checklist to support students as they improve their two-part essays.

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Revising and Editing Checklist Two-Part Essays

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Cause-Effect Comparison-Contrast

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Writing Process Revising Editing Traits of Writing Strong Ideas Logical Organization Effective Voice Precise Words Fluid Sentences Correct Conventions

Page 189 from Write on Course 20-20

Responding to an Explanatory Prompt

Ask students to use a hand or piece of paper to cover everything below the prompt on page 189. Have them then read the prompt to themselves and use the PAST strategy to analyze the prompt. After they have jotted down the Purpose, Audience, Subject, and Type of writing, have students check their answers against those in the book.

Then direct students’ attention to the “Planning Quick List,” pointing out that the writer of the response quickly organized ideas before beginning to write. Have student volunteers read each paragraph and any side notes with it.

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Writing for Assessment Explanatory Writing

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Explanatory Essay

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Page 191 from Write on Course 20-20

Writing Guidelines: Explanatory Prompt

Remind students how to use the PAST strategy to analyze a writing prompt, and then give them to following explanatory prompt:

An old expression claims that you don't really know something until you have to teach it to someone else. Think of a concept you learned recently in one of your classes. Imagine having to teach that concept to another student who missed class that day. How would you do it? Write an essay that introduces the concept and teaches it to another student. Make sure to use facts, examples, and even a definition or two to make the concept clear.

Now, have students use the PAST strategy to analyze the writing prompt:

Purpose: Teach and explain
Audience: Another student
Subject: A concept you learned in a recent class
Type: Explanatory essay

Tell students that they are going to practice on-demand writing by responding to that prompt. Lead them through the page, set a time limit, and get your students writing.

After students are done, they can trade papers with partners and use the revising and editing checklist for a peer evaluation of the writing.

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