Informational Writing: Writing with Style
This unit on writing informational texts focuses on a close reading of a pop science article on Black Widow spiders. The article, by acclaimed science writer Gordon Grice, is an example of above level text that also has many of the elements ELA teachers refer to as “literary merit.” Overall, it is an excellent example of “good writing”; thus, it serves as a mentor text for this unit.
One teacher who piloted the lesson commented that although she and her students liked the instructional focus on “lively writing,” she thought the connection to “ELA classes” was weak. In other words, she didn’t regard the text as appropriate for ELA. Yet the Grice text fits all descriptors published by Common Core writers as deserving a place in the literacy classroom. Another teacher who field tested the lessons noted that initially when she told her department what the lesson was about, they too were somewhat surprised that she would devote instructional time and energy to a “non-English class” lesson. Nonetheless, she plunged in and later celebrated how much both she and her students thoroughly enjoyed the lesson (and the texts), and how much they learned about good writing. Two views – you be the judge! Whether you regard the text as ELA class appropriate or not, let the discussion begin about what kind of text represents literary non-fiction in the CCSS era.
Informational Writing: Writing with Style
Acquisition Lesson #1 Concept: Connecting writing features to genre by deconstructing mentor text
Author Name: Bonnie Albertson, Delaware Writing Project
Field Tested: Middletown High School, Appoquinimink School District; Wm Penn High School, Colonial School District
Pre-requisite(s): Students should have received prior instruction in -· The function of basic parts of speech, including verbs and adjectives
· Basic figurative language (metaphors, similes, personification, etc.)
· Definition of style and basic stylistic choices
· Difference between objective and subjective as it applies to writing
· Familiarity with basic informational genre (article, report, etc.)
· Purposes for writing and discourse categories (argumentative, informational, narrative)
Common Core Standard(s):
Language Conventions
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Reading Informational text
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Essential Question:
How do writers of science engage their audience or capture their audience’s attention by adapting technical information to an intended audience & purpose?
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What do students need to learn to be able to answer the Essential Question?
Assessment Prompt #1: Revise writing excerpt 1 to make the passage more interesting and lively by adding vivid verbs, colorful adjectives, and/or figurative language.
Assessment Prompt #2: Analyze sample passages for style.
Assessment Prompt #3: Analyze Grice’s stylistic choices and identify the probable intended audience.
Activating Strategy:
As students enter the room, ask them to mark on a continuum (on the blackboard or similar) their perception of science/technical writing using the following scale:
Very Somewhat Usually not Boring
entertaining engaging interesting
Give groups of 3 or 4 students copies of the 3 excerpts (Attachment A) on Black Widow spiders. Students may read aloud, pair read, etc. Ask students to share which they prefer and explain why.
Optional: To generate interest, show various clips (U-Tube, etc. - zamzar.com to access U-tube at school) of Hollywood versions of spiders as well as science video clips about spiders. / Key Vocabulary Words to Preview:
Standards-based
· Style
· Subjective/objective
· Informational text
Teaching Strategies: distributed guided practice, collaborative pairs, think-pair-share, absent student, writing-to-learn strategies (revising for audience/purpose), (re)reading for different purpose, visualization, gallery walk
Graphic Organizer: anticipation guide continuum, flow-chart for relationship between style and audience/purpose, adapted two-column notes, textbook template
Teacher note re: struggling readers and text: see note following Attachment B*
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Instructional Sequence 1: Style
1. Debrief Activating Strategy (defining style) - have one spokesperson from each group explaining the group’s choice and the rationale for the choice (presumably, most students will prefer excerpt # 3 because it is more lively or vivid. It is also possible that some groups may dislike excerpt #3 precisely because it is too vivid. Students should be encouraged to be specific about precisely what makes excerpt #3 more “lively” – vivid verbs, figurative language, adjectives, subjective word choices, etc.). Review definition of “style” (or begin constructing). [Teacher Note: at the simplest level, the “way” an author writes, as opposed to “what” the author is writing about. Style is achieved by the integration of different elements of writing, including – but not limited to – word choices, literary devices used, sentence structures and organization of information, all of which are dependent on audience and purpose. This first segment only analyzes word choices/figurative language. Additional elements of style are added in the next lessons.]
2. Integrating knowledge about science writing - Explain that excerpt #3 was written by a famous science writer, Gordon Grice. Read (and project for students) the following:
Widely praised for his precise and detailed attention to the "micro-world," Grice has said, "Personal observation and experience are part of my approach to writing as a whole. I like to delve into the details and give my readers the feeling of being there and having their own hands in it. "
Invite students to react to this statement, asking how his advice fits with (or contradicts) their perception of science/ technical writing (refer to student responses on continuum). This can be done as a large group or in small groups, with one spokesperson again reporting out.
3.Analyzing for style -
· Model and practice identification of style markers: Have groups of students return to the Grice excerpt (# 3) and (in groups or whole class) identify specifically what makes the excerpt “lively” or livelier than most science text (e.g., particularly vivid verbs, adjectives, and figurative language). Teacher models using first couple of sentences (see Attachment C for examples).
· Paired practice: Distribute and project (on Elmo or similar) complete passage, “The Black Widow” (Attachment B*). Following whatever guided reading protocols typically used in the classroom, read the first page (or so) of the passage. Have students (in pairs or as appropriate) reread the section of the text and underline or otherwise mark particularly colorful words, phrases, figurative language, etc. Teacher Notes: 1) Students may enter into a discussion about the use of the first person point of view (or teacher may wish to bring this out). This would be a good segue into the next instructional chunk; however, some teachers may want to limit the discussion to descriptive language alone. 2) Differentiation *See Attachment B with notes about suggested sections that could be used to accommodate struggling readers and/or challenge expert readers. Pairs take turns sharing examples of figurative language, words phrases as teacher marks them on a projected copy of the passage. Continue reading/annotating the rest of the passage, stopping as needed to review and discuss.
4. Revising for style: Return to excerpt 1 and model via think-aloud making the 5 sentence passage more engaging or interesting to readers by adding colorful verbs, adjectives, figurative language. [Teacher note: teacher can purposely add over-the-top language or a “tortured metaphor” to make the point that style still has to respect the seriousness of the topic]. Then have students work in pairs or threesomes to revise excerpt 2, making it more engaging/interesting and share out. Ask students to explicitly state what they added or changed to make the excerpt more engaging to readers (more “Grice-like”).
Assessment Prompt #1: Revise writing excerpt 2 to make the passage more interesting and lively by adding vivid verbs, colorful adjectives, and/or figurative language [students can work in pairs if appropriate].
Differentiation: Students who need more of a challenge can revise any longer excerpt teachers may find. Alternatively, teacher can mark areas that need revision for students who need more scaffolding.
Additional differentiation &/or scaffolding (depending on student need and performance on AP#1): Read aloud the following description of the black widow spider from
Ask students to draw or sketch the spider’s web and environ based on what they hear as you read one of the “weaker” excerpts. Then read the Grice excerpt aloud and have students draw or sketch the same scene from the Grice segment (or revise their original drawing based on the Grice reading). Compare the level of detail in the two – which is more vivid? Did they “hear” details in the second, richer version that may not have “stood out” when they heard the first one?
Instructional Sequence #2: Genre
6. Forms of science writing: Conduct whole class brainstorm about possible audiences for science writing, including but not limited to:
· Academic journals/publications
· Student textbooks at a variety of different levels
· Science publications written for non-science audiences (Popular science magazines)
· Science sections of newspapers
· Websites (e.g., for general information such as Wikipedia or for marketing purposes such as Terminex)
Teacher should have copies on hand of samples (see resources section).
7. Analyzing science writing for style: Ask students to consider a lab report (Attachment D) written for their science class and ask if using vivid verbs, lively adjectives, and figurative language such as that used by Gordon Grice would be good. Ask why a lab report would be different from an article like “The Black Widow.” Although the answer may not be an unqualified yes or no, students should understand that with some science writing, helping readers engage and visualize is good, but with – for example – a procedural lab report, vivid verbs, awesome adjectives and metaphors could be too much – distracting and not form or audience-appropriate.
8. Refining definition of the word “style,” adding an explanation of how style relates to purpose and audience.
Differentiation: On the board (SmartBoard, overhead, etc.) create graphic representation, e.g., flowchart, of the relationship between language (formal/informal) and style, writer’s purpose (persuasive, informational, entertainment, expressive), intended audience. For example, writer’s purpose and audience go at the top as they are the most important elements. Style choices stem are dictated by them. Teacher can offer additional classroom examples such as the difference between writing a letter to the governor, addressing him as “’Yo dude” and “Dear Governor,” etc.
9. Applying knowledge of style: Post (around the room) a variety of science passages (See Attachment E for sample sources) including websites, articles, etc. Have small groups do gallery walks to determine the intended audience for each passage: Scientists, high school students, the general public, and younger students [although science texts can be used for the persuasive purpose, it may be easiest for this lesson series to stick to science texts that are overall informational]. Project a copy of the worksheet in Attachment F and model (using Grice and National Geographic articles, or more if necessary) how to analyze the various passages posted around the room.
Assessment Prompt #2: Analyze sample passages for style [in pairs or individuals – teacher choice, have students complete the chart. Assess for completeness and accuracy]. Once the teacher has reviewed students’ work, share with class and allow students to correct their own charts.
10. Classifying style: In pairs, students generate a list of what characterizes formal/informal writing. After sufficient time ( 5 minutes), each pair compares their list with another pair (give-one-get-one). After sharing time, teacher records student responses, being sure that the following characteristics are included -
- Formal: objective language, impersonal (e.g., pronouns), little figurative language, straightforward/passive/being verbs; formal sentences (no deviations from SWE)
- Informal: subjective language, personal language (e.g., pronouns), figurative language, lively/active verbs; less strict adherence to formal sentence structure (e.g., variances for rhetorical effect permissible such as onomatopoeia or purposeful fragments)
Assessment Prompt #3 – Analyze Grice’s stylistic choices and identify the probable intended audience [students are given the prompt: “Based on Grice’s stylistic choices, who do you think Gordon Grice’s intended audience was? Support your explanation with information from the text and information from the charts used”].
Multiple choice version (can be thumbs up/thumbs down): Which of the following audiences was the most likely intended audience for “The Black Widow”?
A. Scientists who study spiders
B. Insect/pest exterminators
C. Young school students
D. General readers interested in nature*
Circle at least [2 or 3] words/phrases in the passage and in the margin explain why you know that part supports your answer to the question.
Alternative wording: Which of the following scientific publications was the most likely source of the article “The Black Widow”?
A. The National Academy of the Sciences (for scientists)
B. Scientific American (a publication about popular science)*
C. Ranger Rick (a science publication for young students)
D. A “Pest Control” exterminator advertisement (Terminix or Orkin or similar)
Circle at least [2 or 3] words/phrases in the passage and in the margin explain why you know that part supports your answer to the question.
Additional Scaffolding/ Differentiation:
· If appropriate, teacher can highlight key features to draw students’ attention to features such as objective language or subjective language; formal vs. informal word choices; figurative language, etc.
· Part of the attachment F worksheet can be completed by teacher to “clue” students (e.g., support statements could be added that would clue students that the passage was informal or formal)
* See pictures at end of unit
Summarizing Strategy:
In small groups, create a “style manual” for various kinds of science texts, using the partially completed template to model (Attachment G). This can be a simple bulleted list.
Resources/Citations:
Black Widow Spider passages:
http://www.desertusa.com/july97/du_bwindow.html
http://animals.nationalgeographic.com/animals/bugs/black-widow-spider/
Gordon Grice passages – various versions of the article have appeared in a variety of sources. Gordon Grice granted express permission to use the version attached - “The Black Widow” – originally published in 2012, Nature Gothic: Best Wildlife Stories of Gordon Grice, by Moonlit Road Press
Interview with Gordon Grice: http://www.randomhouse.com/boldtype/0598/grice/interview.html (a different excerpt on Black Widow from The Red Hourglass can be accessed from this site as well)
Other Gordon Grice essays are available on his website: http://deadlykingdom.blogspot.com/2008/08/articles-and-essays-by-gordon-grice.html
Attachments:
A – 3 excerpts for Activating activity
B – “The Black Widow”
C – Excerpt 3 deconstructed for style
D – Lab report
E – Assorted “science” texts
F – AP #2 worksheet
G - “Style sheet” worksheet
ATTACHMENT A (Activating Strategy)