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Expository Writing

Unit Plan

Expository Writing

Objectives

In this unit, students will use organizational strategies to write expository essays for a variety of topics, audiences, and purposes. Students will:

  • generate ideas for expository writing.
  • analyze expository writing samples that illustrate a variety of organizational strategies.
    • write an expository essay using an appropriate organizational strategy for the topic, audience, and purpose.
    • share expository work with peers.

Essential Questions

  • What role does writing play in our lives?
  • How do we develop into effective writers?
  • To what extent does the writing process contribute to the quality of the writing?

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this unit.

http://owl.english.purdue.edu/owl/resource/685/02/

  • “Academic Writing.” Writer’s Inc., School to Work: A Student Handbook by Dave Kemper, et al. The Write Source, 1996. 158-169.
  • The Elements of Style by William Strunk, Jr. and E.B. White. Pearson Education, 2009.
  • “The Elements of Effective Expository Writing.” by Marilyn Ivanovici. Grossmont College, 2004.

http://www.grossmont.edu/marilyn.ivanovici/

Formative Assessment

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    Performance Assessment:

    Students will use all previous prewriting and draft documents about their topic from each lesson to write a 500–700 word (or 2-page minimum) final draft expository paper.

    Use the Performance Assessment Scoring Rubric below, or the PSSA Writing Scoring Guidelines, pages 2 and 4, to evaluate students’ expository writing and their skills with writing conventions. (L-C-4_PSSA Writing Scoring Guidelines.pdf)

    Performance Assessment Scoring Rubric:

    Points

    Description

    5

    Student’s expository writing meets the following requirements of concept, content, and organization:

    • addresses the topic clearly and fully.
    • uses strong and varied details for support.
    • demonstrates clear and controlled organization throughout the writing.
    • includes few if any grammatical errors.
    • consistently applies appropriate diction and tone to grab readers’ attention.

    4

    Student’s expository writing meets most of the requirements of concept, content, and organization. It:

    • addresses the topic with some insight.
    • uses details to illustrate content and support the topic.
    • demonstrates adequate organization throughout the writing.
    • includes some grammatical errors that do not interfere with meaning.
    • applies appropriate diction and tone through most of the writing.

    3

    Student’s expository writing meets some of the requirements of concept, content, and organization. It:

    • addresses the topic somewhat vaguely; lacks insight.
    • uses some details to illustrate content and support the topic.
    • demonstrates organization, but with minor inconsistencies.
    • includes several grammatical errors that begin to interfere with meaning.
    • applies inconsistent diction and tone throughout the writing.

    2

    Student’s expository writing meets few of the requirements of concept, content, and organization. It:

    • addresses the topic vaguely; little to no insight or connection.
    • uses few details to support content; details are unclear and may be unrelated.
    • demonstrates a vague sense of organization, no control or consistency.
    • includes numerous grammatical errors; comprehension is affected.
    • applies little appropriate diction and tone in the writing; affects readers’ attention and perception of the topic.

    1

    Student’s expository writing meets few or none of the requirements of concept, content, and organization. It:

    • addresses the topic without concentration or clear choice; no insight included.
    • uses few to no details to support content; details are sparse, unrelated, or unclear.
    • demonstrates little or no organization to control writing.
    • includes many grammatical errors; comprehension is greatly affected.
    • applies inappropriate diction and tone in the writing.

    0

    Student’s expository writing is insufficient to score or meets none of the requirements of concept, content, and organization.

     

DRAFT 03/19/2012
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