English Language Arts and Reading.8.11.B

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The student is expected to

compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;

composition strand teks talk image

Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

Choose a topic for which students will compose an informational text. Evaluate each student’s multi-paragraph informational essay for the following elements:

  • Clear thesis statement
  • Organizational structure supporting the purpose
  • Print and graphic features
  • Use of language to create mood, voice, and tone
  • Appropriate point of view


Further Explanation

Students should be able to compose informational texts effectively. Students’ writing must have a clear central idea with supporting details, an introduction and a conclusion, and an evident organizational pattern.

Students are expected to compose effective informational texts. Students should understand that informational texts explain and clarify a topic. Student informational writing should have a controlling idea (explicitly stated or clearly implied), with supporting details, an introduction, a conclusion, and an effective organizational pattern. Informational texts typically remain objective in their presentation of facts and do not seek to illicit an actionable response from the reader.
the main point or message of a text that is supported by the author’s purpose and content
in a speech or piece of writing, the premise or main idea that is supported by details and commentary

Research

1. Klein, P. D., & Rose, M. A. (2010). Teaching argument and explanation to prepare junior students for writing to learn. Reading Research Quarterly, 45(4), 433–461. Retrieved from https://dx.doi.org/10.1598/RRQ.45.4.4

Summary: In this study, Klein and Rose examine how students respond to various writing tasks and assignments. The teachers used the process writing approach, which included creating an outline, drafts, and a final paper. The revision and edit process lends itself to implementing teacher and peer oral and written feedback. The study reveals that there are specific as well as varied means to teach the writing process to students. Students must use prior knowledge and have access to relevant external sources (i.e. internet).

2. White. A. (2016). Using digital think-alouds to build comprehension of online informational texts. The Reading Teacher, 69(4), 421–425. doi:10.1002/trtr.1438

Summary: White suggests that the ongoing consumption and creation of information online and in other digital spaces presents significant complexities for students. Students are required to develop skills, strategies to critically navigate and discuss information accessed online. Most importantly, the article stresses the ability to comprehend the multiple formats of informational text. 

3. Scott, J. L. (2012, April). Teaching students to analyze informational text. University of MO-Columbia. Retrieved from https://dese.mo.gov/sites/default/files/ela-6-courage_and_bravery-instructional_strategy_6.5a-teaching_students_to_analyze%20_informational_text.docx

Summary: This article provides an overview of five styles of informational text and characteristics of each. Multiple strategies are embedded in the article that teachers may find useful in teaching students how to analyze informational text. The process outlined in the article is sequential. Charts and visuals are provided. Although this article provides a strategy to analyze informational text, students gain can also support composing an informational text.