©  Explorations  in  Nonfiction  Writing  by  Tony  Stead  and  Linda  Hoyt     1  

Reaching  New  Heights  

 With  Nonfiction  Writing   Presented by Linda Hoyt linda@lindahoyt.com

Power Writes: Short bursts of writing in every subject area, every day! • Set aside the last five minutes of every time segment

and write to remember, write to wonder, write to understand!

• Infuse a wide variety of nonfiction text types across all subject areas

• Build the expectation that writing helps us process and retain information

• Provide an authentic audience so the writing is read by a friend, a parent, or a student in another classroom

Authenticity: Create meaningful writing experiences in which students write for real audiences. Write a letter to a partner about what you learned in math, create directions for an art project or science experiment that will be used to “teach” someone else how to engage in the same process, construct a poem that summarizes understandings of a character in history or the life cycle of a frog. Purpose: Let kids in on the instructional target—Don’t keep it a secret. What are you trying to teach about craft, convention or text type? Tell students what you are trying to teach them. Make it very clear that you have distinct learning goals for them. Write the learning targets on a chart so they are visible. Expectation: Raise expectations—yours and theirs. Use fabulous mentor books with jaw-dropping grammar and artistic punctuation. Then, demonstrate high quality writing by modeling and showing students exactly what you want them to do with expression of meaning and conventions.  

Text Types for Power Writes:

Letters, lists, notes, poems, summaries, posters, signs, observation logs, explanations, labeled diagrams, bar graphs, timelines, directions, visual instructions, flow charts, book reviews, responses, narratives and persuasions  

 

©  Explorations  in  Nonfiction  Writing  by  Tony  Stead  and  Linda  Hoyt     2  

Power  Writes:    Response  With  a  Focus  on  Text  Types  and  Craft  

Children get better at writing by writing. When they write in every subject area, every day, they automatically use the language of the learning, solidify understanding and stretch their control of language. Informational writing is a well-proven support system to effective reading and a survival skill for life. -Linda Hoyt

Text  Types  for  Writing   Elements  of  Craft/Skills  to  Teach  

Letter    

(friendly,  request,  complaint,  to  the  editor,  thank  you)  

Format,  friendly  style,  commas,  language  style  for  each  

Summary  (and  retell)   Concise  focus  on  main  idea(s)  in  illustration  and  text,  generalizations,  specific  vocabulary  from  text,  heading/title,  sequence  

Report  (brief  investigation  and  multiple-­‐section  long  version)  

Select  a  focus,  link  illustration  to  text,  beginning-­‐middle-­‐end,  bold  words,  index,  labels,  captions,  citations  

Response  to  Literature  (literary  analysis,  personal  response,  making  connections,  asking  questions,  summary,  author  purpose,  critical  stance)  

Present  personal  opinions,  justify  thinking  with  evidence  from  the  text,  sense  of  audience,  illustrations  to  support  argument  

Logs  (learning  logs,  response  logs,  observation  logs,  diary)  

What  did  I  learn?    What  did  I  see?  Dated  entries,  statements  that  are  brief  and  concise,  pencil  sketches  

Poems  (descriptive,  figurative,  rhyming,  open  verse,  etc.)  

Content  summary,  reflection,  list  poem,  phrase  poem,  cross  curricular  poetry,  descriptive  to  express  emotions  and  personal  response,  describing  vocabulary,  linking  nouns  and  adjectives,  word  choice,  alliteration,  assonance,  figurative  language,  metaphor,  simile  

Functional  Writing  

(lists,  notes  to  communicate,  note  taking,  outlines,  envelopes,  forms,  thinking  maps,  email)  

Lists  (to  do,  supplies,  steps  in  a  process),  notes  to  communicate  (thank  you,  thinking  of  you,  to  do),  email,  content-­‐based  note-­‐taking,  writing  in  phrases  and  brief  sentences,  audience  (format  and  purpose)  

Instructions:  Procedure/How  to/Recipe   Numbered  steps,  supply  or  ingredients  list,  bossy/verb  first  language,  words  of  sequence  (first,  next,  then  OR  first,  second,  third),  adequate  vs.  inadequate  information  

Personal  Narrative   Fine  tune  the  topic,  explode  the  moment,  avoid  broad  topics,  write  about  what  you  know,  make  the  moment  come  to  live,  use  action  verbs,    open  with  a  scene,  bring  characters  to  life,    

Persuasive  Texts  (advertisements,  letters,  brochures,  articles)  

Persuasive  language,  strong  arguments,  support  opinion  with  information,  emotional  connection,    

Article/Feature  Story   Straightforward,  descriptive  writing  (who,  what,  when,  where),  Inviting  heading  (Middle  Aged  Matron  Sets  Sail),  tight  summary,  visual/photographic  support,  captions,    call  outs  with  points  in  the  text  restated.  

 

©  Explorations  in  Nonfiction  Writing  by  Tony  Stead  and  Linda  Hoyt     3  

Some  of  the  Key  Purposes  For  Writing  Nonfiction...  (based  on  the  Common  Core  State  Standards)  

Common  Forms  or  Examples    

Argument/Opinion/Persuasion:  to  influence  the  reader  to  take  action  or  to  subscribe  to  a  belief.    

Characterized  by:  statements  of  opinion  or  position,  a  call  to  action,  overview  of  the  topic,  supporting  facts  or  evidence,  direct  appeal,  repetition,  and  a  concluding  restatement  of  the  position.  

Letter,  advertisement,  poster,  essay,  brochure,  review  of  book  or  movie,  speech,  debate,  poem,  pro/con  argument.  

Informational:  to  give  the  reader  facts  about  a  topic;  to  describe,  to  explain  something  (tell  how  or  why),  or  summarize.       Characterized  by:  expository  or  other  topic-­centered  structure,  title,  opening  statement,  information  organized  in  logical  clusters,  nonfiction  text  features  such  as  headings,  bold  words,  labeled  diagrams,  visual  supports,  conclusion  or  summary  to  close.    Text  structures  may  include  sequential,  cause/effect,  descriptive,  compare/contrast.

Informational  report,  descriptive  report,  explanatory  report,  observation  log,  scientific  description,  comparison,  summary,  news  article,  question  and  answer,  poem,  sign,  letter,  note,  list,  e-­‐mail  message,  presentation,  interview  speech  

Response  to  Learning:  Critical/evaluative  thinking.  To  analyze  and  express  ideas  about  a  given  text  or  topic;  parameters  are  defined  by  the  stimulus  such  as  a  prompt,  or  analytical  conversation. Characterized  by:  clear  reference  to  a  text  or  prompt  created  by  an  outside  agent.

Respond  to  literature:  reflective,  analytical,  evaluative  analysis,  critical  review,  character  study,  author  study.    Respond  to  an  academic  prompt:  essay  or  short  answer.  Respond  to  personal  communication:  letter,  note,  e-­‐mail.  

Narrate:  (Nonfiction  Narrative  /Personal  Narrative/Summary)    Recounts  an  event,  story,  sequence  of  events,  or  content  summary. Characterized  by:  sequential  (usually  time-­ordered)  structure,  but  may  include  flashbacks  and  flash  forward.    Well-­developed  setting  and  situation,  sensory  imaging,  related  details,  time  and  place  are  well  developed,  significance  or  importance  of  situation  is  established,  distinct  ending.  There  is  an  emphasis  on  action  and  feelings.  Informational  narratives  include  factually  accurate  writing  that  is  infused  with  craft  elements  and  imagery,  or  a  focus  on  a  single  subject  (animal).    A  limited  amount  of  imaginative  narrative  based  on  a  problem/solution  structure  is  allowed.

Personal  narrative,  informational  narrative  (factually  accurate  writing  that  is  infused  with  craft  and  imagery),  eye-­‐witness  account,  news/magazine  article,  nonfiction  storyboard,  diary,  autobiography,  biography,  historical  account,  photo  essay,  observation  that  includes  personal  thoughts  and  reflections,  narrative  poetry,  retell,  summary.  

Instructional/Technical  Text:  to  tell  the  reader  how  to  do  something;  outline  a  process   Characterized  by:  step-­by-­step  procedures  in  a  specific  order,  title  or  goal  is  listed,  materials  or  equipment  list,  steps  are  numbered  with  verb-­first  structure  or  presented  in  order  using  temporal  words  (first,  second,  third:  Now,  next,  then,  finally).

Recipe,  science  experiment,  directions,  instructions  or  manual,  safety  procedure,  health  procedure,  itinerary  or  schedule,  rules,  steps  in  a  process  such  as  a  math  operation,  art  project,  steps  in  a  fire  drill,  map  with  directions.