Expository writing

From WikEd

1 Descriptions, Definitions, and Illinois History
2 Application in classrooms and similar settings
- 2.1 Sample Writing Prompts
3 Evidence of effectiveness
4 Critics and their rationale
5 Alternative explanations due to Diversity considerations
6 Signed "life experiences", testimonies and stories
- 6.1 Testimonies and Stories
- 6.2 One Teacher's Expository Writing Guide for Elementary School Parents
7 References and other links of interest

[edit] Descriptions, Definitions, and Illinois History

[edit] 1. Definitions and History of Expository Writing Assessment in Illinois

Expository writing is the process of writing to communicate information to an audience. It is often an explanation or a process, and tends to emphasize well-organized and concise information.

Expository writing is very different from either fictional stories, emphasizing the use of imagination and creative powers, or persuasive writing, which depends upon a well-formed argument to convince a reader of an argument. Illinois state assessments have caused this form of writing to take a slightly more prevalent role in school writing curricula. However, in 2005, ISAT (Illinois Standards Achievement Test), which has been administered in grades 3, 5, and 8 testing mathematics, reading and writing (and science and social studies in grades 4 and 7) discontinued the writing component of the assessment. Since 2001, with the implementation of the PSAE (Prairie State Achievement Exam), a two-day test taken by all high school junionrs, composed of the ACT and other supplementary sub-tests, has included an essay writing component as an english supplementary sub-test. This has continued since the spring of 2001 uninterrupted.

ISBE's website states that beginning next spring (2007) students in grades 5 and 8 (as well as 11) will be tested in writing. The following year (2008) students in 5, 6, 8, and 11 will be tested. Finally, by 2009, students in grades 3, 5, 6, 8 , and 11 will be tested in writing. It appears that ISAT is attempting to clllect more data on all students. In the early years of this decade, students were tested in reading and math more or less every other year, and in science and social studies on the alternate years; it appears that ISAT is now moving towards collecting data at least regarding math, reading, and writing acheivement every year between the grades of 3 and 8.

In the past, the ISAT tests were assessed based on a points system, with each essay evaluated on each of the five components of writing listed below. Different standards for each component existed for each grade level tested. However, that assessment has been entirely rescinded. The new assessments may or may not bear any resemblence to that system. ISBE does not yet have that information posted. If you are interested in the previous standards by grade level, you can visit Writing Assessment Standards and under "ISAT" choose the grade level of interest.

[edit] 2. Illinois State Goal and Standards Regarding Expository Writing

Following is quoted from the Illinois Learning Standard regarding writing. While The assessment is being modified before its re-release, the Illinois Standards themselves have not been changed and are still the benchmark for Illinois educators and students.

State Goal 3: Write to communicate for a variety of purposes.

Why This Goal Is Important: The ability to write clearly is essential to any person’s effective communications. Students with high-level writing skills can produce documents that show planning and organization and effectively convey the intended message and meaning. Clear writing is critical to employment and production in today’s world. Individuals must be capable of writing for a variety of audiences in differing styles, including standard rhetoric themes, business letters and reports, financial proposals and technical and professional communications. Students should be able to use word processors and computers to enhance their writing proficiency and improve their career opportunities.

Below are the individual standards for this goal. Each standard is further broken into specific tasks by grade level at the link which follows.

Learning Standard A: Use correct grammar, spelling, punctuation, capitalization, and structure.

Learning Standard B: Compose well-organized and coherent writing for specific purposes and audiences.

Learning Standard C: Communicate ideas in writing to accomplish a variety of purposes.

A further detailed outline of tasks for each standard by grade level can be found here: Illinois State Writing Goal

[edit] 3. Components of Writing

NOTE: In the past, these were the components on which Illinois State Writing Assessments were graded. However, an entirely new assessment is being created, which may or may not use these same elements. ISBE does not yet have a rubric, outline, or any other indications of the future components of writing assessments. The following features should be taken only as a point of historical interest as well as a possible framework for one way of teaching expository writing.

Focus – the clarity with which a paper presents and maintains a clear main idea, point of view, theme or unifying event.

Support/Elaboration – the degree to which the main point is explained by specific details and reasons.

Organization – the clarity of the logical flow of ideas and the explicitness of the text structure or plan.

Conventions – the use of standard written English.

Integration – the global judgment of how effectively the paper as a whole uses the basic features to address the assignment.

[edit] Application in classrooms and similar settings

The essence of expository (narrative) writing is to engage students in some type of explanation. There are many ways this can be done. Starting at earlier grades, students can begin having expository experiences by being encouraged to explain a process step-by-step to peers or the teacher. While motor skills and handwriting instruction may make such a long process not feasible (writing a detailed account), they can begin attempting the cognitive tasks involved by learning how to think through, plan, and structure such an oral account. This will pave the way for students to be able to write expository prose when fine motor skills enable them to write increasingly longer essays. While teachers often classify this as too "academic" or "abstract" for younger children, it is something in which they already engage. One example is the way young children will tell every detail they can recall of a recent vacation,trip, or other significant event. While this can tend to bore or even exasperate adults, it also is an important cognitive task for them, as they are learning to organize and share their memories in a way that is comprehensible to others. Teachers at this level can also help students to learn how to determine which variables are necessary and intriguing for a given audience, and which variables would be extraneous. All of these important cognitive decisions can be taught before students are prepared to physically write out longer stories. In an age of technology such as ours, another option would be to have students dictate stories via computer dictation software and then allow other students to critique and help revise those explanations.

As students get older, they are increasingly capable of writing longer prose, and focusing on a topic that is external to themselves for longer periods of time. While expository writing does not have to be an academic report, it may take that form. Expository writing can center on recounting an event in an organized manner, explaining a process, describing a favorite place or person,or anything else which requires logical organization in its presentation. It is recommended, as students move from the concrete to the abstract levels gradually, that writing instruction follows this progression. Younger students, and students for whom writing is more challenging, should be given lots of opportunity to write on subjects which are somehow related to themselves and their experiences. As students become older and better understand the principles which govern expository organization, they can be encouraged to investigate other subjects, including research topics. Obviously, expectations of 3rd grade research reports should be significantly more generous than those of 6th grade research reports on the same topic. Many students, though, do enjoy the chance to learn about and express their knowledge on a subject that is of interest to them. These should not be avoided in favor of exclusively creative work. Some students may find organizing and expressing information that is external to them to be an easier task than doing so with information with which they are intimately acquainted.

It is important to understand that expository writing is not a process for teaching writing; it does not dictate what teachers should do. Instead, it deal with the type of product,and the goal of writing which students and teachers have. This means that using expository writing does not tie teachers to a single instructional method. Peer conferencing, process-oriented approaches, teacher-editing, journaling, and other methods of teaching writing can all be used in conjunction with expository writing. In fact, it is encouraged that students are exposed to a wide variety of writing instruction methods (Soles, 2003). Some of these methods may be more easily used with creative story writing and others may lend themselves more to be used with expository or persuasive writing, but the teacher is able to decide this and implement the methods with each type of writing as he or she sees fit.

[edit] Sample Writing Prompts

Below are some examples of writing prompts used by a 3rd grade teacher with her students to help them begin expository essays.

1. Congratulations, you have won the lottery! Please write an expository essay explaining how will you spend your big bucks! (This is great for guided/shared writing. We usually use the three main ideas of Needs, Wants, and Giving to Charity)

2. Can you imagine the house of your dreams? Please give me a tour featuring some of your most magnificent rooms. Explain their features in an expository essay. (We always create homes where you can open the doors and find the essay written inside.)

3. A new restaurant has opened in town and you are the owner. Please tell me about your delicious menu items (main ideas can be appetizers, beverages, entrees, desserts, and more)in an expository essay. Yum!

4. Pack your bags and get set to go on your dream vacation. Tell me where you have chosen for your destination and explain why in an expository essay. (This can even lend itself to research and the creation of a travel brochure)

[edit] Evidence of effectiveness

NCTE (the National Council of Teachers of English) has several guidelines recommending effective writing instruction. It is easy to see how these recommendations, while not necessarily speaking only of expository writing, show that expository writing could be one important and effective way to help improve student writing. The text in bold is from NCTE's website, the rest of text is my own.

NCTE's Guidelines:

1. Everyone has the capacity to write, writing can be taught, and teachers can help students become better writers.

All types of writing can be learned, and "certain types" of students should not be prevented from attempting expository writing due to a misconception that they are less capable of it than other students.

2. People learn to write by writing.

Students will not be able to write perfect text, expository or otherwise, until they have had extensive experience with it. If we believe that students should eventually be able to write expository text, we need to give them experience with it long before we expect them to produce refined essays.

3. Writing is a process.

Expository writing requires many drafts and revisions, and students should not be expected to write a perfect essay the first time. They should be given the opportunity to write, revise, re-write and re-write again. This is an opportunity that students rarely receive, and it is important to allow students to proceed through the same writing process in engaging in expository writing which we encourage them to engage in during creative writing.

4. Writing is a tool for thinking.

Writers often do not have thoughts fully developed when they begin a composition; instead the process of writing assists in refining thoughts and developing organization. It is for this reason that expository writing, especially, requires multiple drafts and revisions. Teachers should not think that expository writing has been unsuccessful if first attempts are not well organized; indeed, this shows a need for more exposure to expository writing opportunities.

5. Writing grows out of many different purposes.

There are many reasons why people write, and these different purposes should be represented in the ways in which students write. Students need a variety of experiences with writing, and should experience writing to communicate information, to express emotion, to describe, to persuade, and to create.

6. Conventions of finished and edited texts are important to readers and therefore to writers.

Expository writing exposes students to literary conventions (e.g. referencing works cited) that purely creative works do not bring out. Also, different grammatical structures and vocabulary words are utilized, so expository writing gives teachers a chance to purposefully teach skills and components that might not otherwise naturally come to the surface.

7. Writing and reading are related.

Students develop extensive experience with textbooks and other sources of information through their schooling. Having a reflective experience of writing empowers them to also be carriers and communicators of knowledge and also helps them to become more careful readers and organizers of knowledge.

8. Writing has a complex relationship to talk.

Students seem to have an easier time writing in a way that is similar to the ways in which they speak. This makes expository writing especially challenging, and especially needing attention.

9. Literate practices are embedded in complicated social relationships.

Teachers and classes have the unique opportunity to create a community in which expository writing can be grown, shared, and improved together.

10. Composing occurs in different modalities and technologies.

Expository writing, as one of several types of writing, is an important component in the "writing diet" of students. Expository writing, especially with the prevalence of information available via the web, has much promise for incorporating technology, not only in the use of word processors for writing, but also via the research process, and the possibility of linking to resources and easily sharing and "publishing" works done with a wide audience. Wikis are one promising avenue for this sharing to occur.

11. Assessment of writing involves complex, informed, human judgment.

As teachers assess expository writing, as well as other forms of writing, it is important to have a view of the long term process of writing and students' overall progress. It is also for teachers to recognize the widely accepted writing conventions which all English writers must embrace, and to differentiate these from individual preferences which we each possess.

[edit] Critics and their rationale

While perhaps few teachers would disagree with the value of expository writing, it has been observed that what occurs in practice is very rarely expository in nature, especially in the younger grades. The encouragement of a process approach to writing, spearheaded by Graves (1983), Calkins (1986), and Avery (1993), among others, emphasizes expressive writing over informational or expository writing. This approach seems to be most beneficial to those with high levels of proficiency in reading and writing, and also seems to favor girls. It seems that the culture of school in the early grades, and especially the emphasis on personal expression in writing, draw upon a culture of literacy. Those familiar and proficient in that culture excel, while those foreign to the culture struggle all the more. Balancing expressive writing with expository writing seems to be a way to help give boys and other students a form of writing in which they, also, can excel. (Read, 2005).

Proponents of expressive writing claim that students' early writing experiences must be fun and enjoyable so that students will gain a positive disposition towards writing, and so continue to pursue it. Additionally, they believe that the most enjoyable type of writing for all students is writing regarding oneself. Additionally, because students are usually exposed primarily, or exclusively to expressive writing in children's literature, it is the main model of literature that is given. Teachers in general wait until the late primary grades to introduce the concept of research about a topic after the "fun" or early elementary years have passed. Due to the writing process' emphasis on process over product, writing on any topic can bring about growth in students' writing. Therefore, it is logical that teachers will pick that which is most accessible and of most interest (or believed to be of most interest) to students and teachers alike.

[edit] Alternative explanations due to Diversity considerations

The debate between the importance and effectiveness of expository writing versus more creative forms of writing is reflective of many other debates throughout education; skills instruction versus problem solving in math and science, phonics versus whole-word approaches to reading, and the enriching value of music, literature and the arts to a highly technical curriculum. These all reflect the struggle in our culture between the useful and the beautiful. Amidst the many dissenting views on this subject, it is important to keep in mind that there are logical and valuable arguments on both sides of these debates.

The most logical and sensible perspective seems to be that there is value in all of these components. The creativity of free writing allows students to engage and expand their imagination. The organization needed in expository writing helps students develop disciplined ways of thought which transfer readily to other domains, as well as the organization needed to develop and present rational arguments. (Soles, 2003). Students, however, often receive many opportunities at a young age to express freely and be accepted unconditionally. They receive with less frequency, though, the tools which will make them successful organizers of information. Cognitive psychology teaches us that the extent to which students are able to successfully organize and make sense of information is the extent to which they will learn and be compentent users of that information. This makes it vital that students be given plenty of opportunities to focus on the organizational tasks which make for successful learners.

It is also important to examine and think about the specific problems which students who struggle with writing often encounter. These include needing much more time than is usually given as well as struggling with the mechanical aspects of writing, such as grammar and spelling. These can be addressed easily within expository writing. Expository writing tends to use a different voice than creative writing; it is less familiar, and slightly more formal. Sentences are structured for maximum clarity, whereas creative writing often encourages people to write in a voice similar to the spoken word. One study comparing diverse learners' response to three different writing approaches (process approach, free writing and informal writing) found that students' writing improved the most via the process approach, as students were required to continually improve on their writing and refine it, as opposed to especially free writing, in which grammar, spelling, and organization were of no concern (Wojasinski & Smith, 2002). It is interesting to note that free writing was much more highly favored among students than the process approach, but had little significance on writing improvement. This study had a very small sample size (5), including minority students as well as students with special needs. While we can't necessarily generalize this study to all students, it does show us that students do not necessarily prefer that which is most helpful to them, and that opportunities for improving skills as well as overall organization can be greatly helpful to students' writing improvement.

[edit] Signed "life experiences", testimonies and stories

[edit] Testimonies and Stories

I am also a writing teacher at the middle school level. I agree with Borkgren (as stated below). I think the "prescribed" writing that the ISAT wants hinders a students creativity. It also limits the types of writing that we cover in our curriculum. Since the ISAT tests on narrative, persuasive, and expository, these specific essay formats are covered in 6th, 7th, and 8th grade. I was pressed for time to incorporate pieces that fit those categories that are not "prescribed" writing. It makes for a very dull curriculum. J. Cappa

I teach writing at the middle school level. Now that ISAT no longer tests students' writing ability, how will that change how writing is taught in schools? I hate the five paragraph essay fromat, as it teaches children to write form-letter papers and stifles their creativity. Can we finally begin to move away from it now that it is no longer required on state tests? How many of you have written a "five paragraph essay" according to the fomat listed above in the time since you've left high school? As an educator, is a five paragraph essay good writing? -- S. Borkgren

I was blessed with one of the most wonderful teachers for advanced writing in High School. She would give us a surprise topic and we would have to write a page or two in one class period. The final was a five page paper on whatever topic we picked from the hat on the day of the final. I picked "wooden toothpick"! What I learned from that class has taken me through life. Know what you are going to say by organizing yourself before you speak or write. Make notes, place them in order and go. She did a great service to all of us who took the class! -- DHeater

My favorite thing to do when I get my new Time magazine each week is to turn to the last page in the magazine and read the essay written. They are powerful, sometimes funny, sometimes sad, and always thought-provoking. As a writing teacher, I strive to help my students communicate their ideas through expository writing and not just learn a structure (the 5-paragraph report) which when taught alone is often void of ideas and personality. - E. Remington

As a high school English teacher, I find that many of ninth graders look at writing as a chore, not a chance to be creative and imaginative. We do various writing assignments throughout the fall semester, but in January we do an "Intensive Writing Unit." During this unit, the students complete various writing assignments, persuasive, narrative, and expository, and then place their final drafts in a portfolio along with all the essays I collected during first semester. Many of them are able to see the improvements they made over the course of the year, and find that they enjoy writing much more by the time the final project is complete. The most effective part of the unit, I think, is the "Reflections" portion where they fill out a survey and write about what parts of writing come easy for them and which are the most difficult.

While reading through this page I was reminded of a project I had in third grade. We were told to think of an activity and then explain it step by step in a paper. When the paper was due our teacher read each paper aloud and followed the steps. I remember she did the steps one student had outlined on how to make a Peanut Butter and Jelly sandwich. We all had fun because the steps were written in a way where the jar would just be inbetween the slices of bread if she followed the directions! Yet she did it in a way where it was fun and no student felt like they were being picked on, it was really a great learning experience on how to write our ideas clearly!! S. Peduzzi

I teach in a district that has just started using the new Lucy Calkins writing for 3rd - 5th grade. This program focuses on getting the students to think more creatively about their writing. Within the course of a month, the students take one piece of writing through the whole writing process. I also teach some expository writing because the students have a district expository writing prompt that they are given. Overall, my students tend to enjoy writing about themselves more than writing from a prompt, but this also helps them learn organization for non-narrative writing. E. Kilroy

[edit] One Teacher's Expository Writing Guide for Elementary School Parents

We all know that parents like to stay informed and are a great means of support for teachers. Here are some guidelines for expository essay-writing that I provide the parents of my students:

Expository essays are informational and often explain something. These essays typically have five paragraphs and follow a basic format of organization. The essay introduces three main points of explanation in response to the writing prompt. Then, each point is explained/exemplified even further with (typically) three supporting details to further enhance the point being conveyed. The paragraphs must be balanced in length to show organization and focus. It is also important to use interesting language to entertain the reader. Here are some pointers that may help if future writing assignments are brought home. Thanks for your assistance.

Paragraph #1-indent, gives a brief introduction that uses a lead to capture the audience's attention, restates the prompt (1-2 sentences), and lists the three main ideas of response/explanation to support the topic

Paragraph #2-indent, starts with a transition word (to begin with, above all, first), states one main idea for the general prompted topic. Then, this point is supported by three additional detail sentences.

Paragraph #3-indent, starts with a transition word (additionally, then, next, furthermore), states the second main idea for the general prompted topic. Then, this point is supported by three additional detail sentences.

Paragraph #4-indent, starts with a transition word (finally, lastly), states states the third main idea for the general prompted topic. Then, this point is supported by three additional detail sentences.

Paragraph #5-indent, can use transition in conclusion (in conclusion, all in all,as you can see), restate the prompted topic of the essay, gives the three main ideas once again, and ends with a question or comment to the reader.

[edit] References and other links of interest

Avery, . (1993).

Calkins, . (1986).

Graves, (1983).

Expository Writing Prompts from Manatee School District, Florida

Guidelines for teaching

Illinois State Board of Education's Website

Illinois State Achievement Test Sample Writing Handbook 2002. (2002). Springfield, IL.

Mariconda, Barbara. (2001). Step-by-Step Strategies for Teaching Expository Writing. New York, NY: Scholastic Profressional Books.

NCTE (National Council of Teachers of English) Website

Read, S. (2005). First and Second Graders Writing Informational Text. The Reading Teacher. 59, 1, p. 36-44.

Soles, D. (2003, March). An Eclectic Approach to the Teaching of Writing. Paper presented at the Annual Meeting of the Conference on College Composition and Communication (ERIC Document Reproduction Service No. ED 474 966).

Wojasinski, A.M. & Smith, D.M. (2002). What Writing Strategy Process, Free or Informal, Is the Most Effective for Students with Learning Disabilities? Paper presented at the Annual Special Education Action Research Conference (ERIC Document Reproduction Service No. ED 466 080).

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