Persuasive Writing 3rd grade by dffhrtcv3


   Mrs. Shipley
       Line of Inquiry
• How do I effectively organize
  information in a paper to inform
  someone about something?
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
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

Establishes a clear controlling idea                Copying words or information from the writing
Uses clear, complete descriptions and/or            A list of facts, a story, and/or personal
explanations to develop the controlling idea        anecdotes that do not inform the reader about
                                                    the topic
Contains an appropriate organizational strategy     A response in which ideas are not presented in
for the purpose of explanation, description,        logical order
comparison and contrast, or problem and

Is multi-paragraph writing                          A single paragraph

Fully develops the controlling idea with specific   Formulaic writing or a repetitive, standard
details and examples                                five-paragraph formula that overshadows the
                                                    information instead of explaining it
Blends personal experience and knowledge to         An encyclopedic coverage of facts or an
inform the reader about the topic                   abundance of facts that are unrelated to the
    What Informational Writing Is and Is Not
An effective informational composition . . .    An effective informational composition is

Uses a lively writing voice that develops the   Flat, uninteresting writing
reader's interest

Uses engaging language and varied sentences     An essay that contains imprecise language and
                                                little sentence variety

Introduces the reader to the topic, fully       Writing that provides information without
develops the topic, and provides a sense of     introducing, developing, and/or concluding the
closure                                         topic

May use a short narrative in the introduction   Writing that consists entirely of a story that
to engage the audience                          does not inform the reader about the topic

Contains correct sentences, usage, grammar,     Incorrect sentences, usage, grammar, and
and spelling that make the writer's ideas       spelling that prevent the reader from
understandable                                  understanding the writer's ideas
     Overview of Ways to Organize
        Informational Writing
     Purpose: What is the writer describing or
-Descriptive information

-Description of events in chronological order

          Types of Informational Writing
•   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
• The purpose of informational writing is to
  help the reader understand a topic or
• 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.
                 Point of View
•   Point of view is the perspective a writer
    uses to approach the informational
•   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

•   Chronological (Time Order)
•   Similarity/Difference
•   Cause/Effect Order
•   Space Order
•   Question/Answer
       Demonstrating Audience Awareness in
             Informational Writing
            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
•   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
     Paper 10
     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”).
     Paper 10
     Paper 10
   (page two)
                            Annotations for   Informational Paper 10

• Ideas: Exceeds Standard
•       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
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.
      Moth                                              Butterfly

                            1.    Zoom through air
                            2.    Insects
                            3.    Lepidoptera order
                            4.    2 sets of wings
                            5.    antennae

                            Different Criteria

Dull-colored, drab, Move                              Graceful; Colorful; not connected
together when it flies                                Look like candy canes without
     Feathery-looking            antennae             stripes

             Flatter; Bulkier      Body styles          Slender; Elegant

         Seen at night, near          behavior          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
   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
  The wings of the butterfly are graceful
and colorful while those of a moth are dull-
colored 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.
• Remember when drafting, you do not
  worry about spelling or errors at this
• 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
• 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

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