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Writing
Informational / Explanatory Writing
Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and résumés. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains.
Informational/explanatory writing conveys information accurately.
Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification.
Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence.
Discussion and Reflection
In the comments area below or in your groups, create a comprehensive definition of informational writing.
I am working in a group, (my 6th grade pod), to create a comprehensive definition.
I like how this simplifies the difference between argument and explanations. Arguments-persuasion and Explanations-clarification.
Informational writing is one of the most flexible writing a student can produce. A teacher once told me that in informational writing, “you don’t need to add those language arts type fluff to their writing.” I wholeheartedly disagree. As a writer, I yearn for the opportunity to combine the purpose of informing and entertaining my reader. Informational writing is the most flexible and potentially engaging writing a student could read or write. If presented correctly, informational writing can be more effective as a source of expression than the narrative style students yearn for, especially at a young age. To truly impact the thought process of an informational text, you must present the style of text structure, combined with topics that engage the students. If you can give them a structure, similar to that of plot diagram for a narrative, students are able to organize writing that can incorporate the same stylistic writing that we celebrate narratives for.
If you are looking for a comprehensive definition for an informational text, then simplicity would best benefit the students. To inform using a multitude of text structures to help organize those personal experiences and research that the students are invested and engaged in expressing.
Informational writing aims to accurately convey or clarify information to the best of one’s knowledge or ability. Unlike argumentative writing, which is to persuade one’s point of view.
Informational writing aims to accurately convey or clarify information to the best of one’s knowledge or ability. Unlike argumentative writing, which is to persuade one’s point of view. This is what the specials group came up with.
In 5th grade, we use several primary and secondary resources to have students write about various topics, especially in social studies.
Using primary and secondary resources allows students to write an informational piece. Sharing knowledge they already have about a topic and learning/explaining new information adds to their knowledge base. Argumentative writing allows students to express their opinion about a topic, and persuade the reader to hopefully agree with them.
Informational writing is writing that informs the reader(s). It is a type of factual, nonfiction writing. Informational writing can be found in resources such as newspapers and reference books. The purpose of informational writing is to convey information about something.
Informational writing is a great way to have students elaborate on and apply their learning. By implementing this more in content areas I will give students an opportunity to share their learning and do further research on topics.
I agree with Zach…students need to include “fluff to their writing” in order to entertain and engage the reader. Also, I am looking forward to argumentative writing in my classroom as children love the opportunity to debate topics.
Writing in math is somewhat of a different beast. However, students are always asked to justify, or explain, their answers with logical reasoning. So, in a sense they need to make a convincing, albeit logical, mathematical argument as to why they are correct in their answer. There are many times that my students will need to merge the two types in order to get their point across in math. Because there are multiple ways to work problems out and provide answers, my students will need to explain, and argue effectively, why their method is accurate.
I agree with Jenny, I think the best definition is going to come from breaking it down to it’s most basic elements. Informational writing is to clarify or teach about a topic.
Informational writing is the opportunity for students/writers to show their comprehension of a subject including examples, facts and details. Persuasive writing adds the element of convincing an audiences’ point of view by using examples, facts, and details about a subject.
We are using informational writing by pulling topics out of our guiding reading books. The students can then research a topic from the story and create short informational writing essays to learn more about that topic and teach others in the class.
We have been using a variety of sources (Time for Kids, Science News for Kids, Scholastic Super Science, Scientific American, etc.) to write summaries of relevant scientific concepts.
Informational writing is meant to enhance understanding, and convey information about a topic or concept to the reader. An author of an information piece seeks to inform the reader to mentally form ideas about a subject.