Focus Question: How do we identify the topic, purpose, and audience of an expository writing piece?
Students will begin work on an expository piece of writing that they will then share with the class.
Part 1
Tell students: “We are going to focus on expository or informational writing, the form of writing used to explain, inform, clarify, instruct, or define. We are surrounded by expository writing, or exposition, daily through a variety of means. In our information-rich world, in what ways do you get information?” Ask students to give examples of the many ways in which they receive information: television, phones, computers, magazines, books. Then ask for more specific methods used to disseminate information: videos, blogs, tweets, podcasts, messaging, etc. Then say, “Most of you read expository writing in magazines, nonfiction textbooks, informational or technical manuals, guidebooks, and Web sites. In school, you write expository essays, reports, and research papers.”
Tell students: “Over the next few lessons, we will look at a variety of expository pieces and learn how information can be organized to best serve each topic’s purpose and audience. You will then write an expository essay about a topic of your choice. The audience will be your classmates as the information in your essay will be used to create a 2 to 5 minute presentation. Your presentation can be a speech, video, podcast, PowerPoint presentation, or other method that will allow you to effectively share your information with your peers.”
“Let’s look at an expository writing sample.” Project a copy of an expository writing sample for the class. You may choose to use one written by another student from a previous class or you may choose to use one of the student models from The Write Source or ThinkQuest.org.
Ask students the following questions and allow time for responses:
- “What is the topic?”
- “What is the purpose of the article?”
- “Who is the intended audience?”
- “How is the article organized?”
“So how does a writer choose a topic to write about? You could start by asking yourself what you did in the past few days that you enjoyed or thought was interesting. Have you seen or read or listened to anything that you feel strongly about, either positively or negatively? Is there something you’ve always wanted to learn to do or someplace you’ve always wanted to visit? The ideas for topics can be found anywhere. ”
Distribute three sheets of paper to each student. “At this point, I’d like you to write ‘Topic Search’ at the top of a piece of paper. At your desk, spend the next several minutes writing down possible topics. Feel free to write as much as you want, covering as many possible areas as you like. There are no incorrect responses.” Give the class time to write and put down their possible topics. Move around the room to see if any students need help getting started or have questions.
Once students have had time to generate their lists, ask them to share some of their topics as you record them on the overhead or white board. “Would you like to add anything to your own list that you may not have thought of until now? Feel free to write down anything that is of interest to you off the list on the overhead.” Give students time to add to their lists. Then say, “Now that you have some possible topics, read over what you’ve written and circle two or three topics that jump out at you, that really grab your interest.” Ask students to write down their answers to the following questions for each of the topics circled:
- “Why are you interested in this topic?”
- “Who else might like to know about this topic?”
- “Do you have any experience or specific knowledge of this topic?”
- “What is your stance on or feeling about the topic?”
- “What would you like others to know about this topic?”
Part 2
“Now that you have generated some ideas, it is time to narrow your list to one topic you would like to spend some time thinking and writing about. What details and information do you already know about this topic? What information do you want to find out in order to write your paper?” Have students complete a KWL graphic organizer to help them organize their thinking about their topic.
Next, ask students, “What would be the purpose for your paper? Would you be explaining, describing, or defining your topic? For this paper, you already know that your audience is your classmates. What might you change about the way you write if the audience were elementary schools students?” Have students discuss how changing the audience might affect their approach to writing, and then ask how their papers might change if their purpose changed. Say, “If my topic were skateboarding, what possible purposes might I choose for an informational piece?” (Explain how to skateboard, describe what it’s like to learn to skateboard or what students’ most amazing ride was like, define skateboarding terms and techniques.) “In what way would the writing need to change if the audience changed from adults to children or from those who know nothing about the sport to a group of experienced riders?” Facilitate student discussion of how purpose and audience affect writing.
If you have access to a computer and media projector, this would be good time to show a current podcast, webcast or video from TeacherTube or YouTube, or newscast to model how informational information is shared through a variety of media. Students should begin thinking how they might best inform the class about their topic for the end-of-unit performance assessment. After viewing each clip (or one clip, depending on time), have students share with partners or as a large-group discussion the topic, the purpose, and the intended audience.
Examples:
- Oysters Filtering Water (42 sec.)
http://www.teachertube.com/video/oysters-filtering-water-time-lapse-211324
- Water Cycle Song (1:19 min.)
http://www.teachertube.com/viewVideo.php?video_id=7708&title=Water_Cycle_Song
After discussion, have students determine the purpose for their topic and record it on their KWL sheet. Since students know that their audience is their classmates, they already know what level of vocabulary and sentence structure would be best suited for their writing. However, students should also determine what might be unique about the audience in relationship to their topic: What level of experience or knowledge do they have about the topic? Have them write this down on their KWL sheet as well. Next, have students turn to a partner and discuss their topics and briefly have them provide feedback about their partner’s topic, choice of purpose, and perceptions of audience awareness. Students should make any additional changes to their topic, purpose, and audience.
Part 3
“With your topics in mind, it is time to think of supporting details. These are not opinion statements. An opinion statement is a statement that shares an opinion without adding details of evidence or research. Your expository writing should be supported by your own specific knowledge of the topic. These details are the evidence, or research, you need. Think of these as further details you can later turn into the sentences in your expository writing.” Provide students with a variety of options for graphic organizers to use to record their supporting details. (For a large variety of supporting detail/information graphic organizers, go to http://projectwritemsu.wikispaces.com/file/view/graphic+organizers.pdf). Have students take some time to write down specific information, comments, or thoughts they have about their topic.
When students are done, have them turn to a classmate and ask each other several questions. “As you ask one another the following questions, write down new thoughts or details that come up in the conversation. Your answers to these questions will help you see HOW you can use your details.”
- “Do your details show actions or thoughts?”
- “Are the details from your own experiences or from outside knowledge?”
- “Which details look the strongest?”
- “Do your details cover different areas of your topic?”
Once students have had time to go over these questions, have them write down what additional information they might need about their topic. Obtaining this information may require students to access the media center/computer lab for research. Have students put their KWL sheet, topic selection paper, and any research material in their writing portfolio so they can return to it in the next lesson.
Extension:
- Have students pay attention to information they encounter once they leave the classroom, and then have them share and discuss it the next day. What were the topic, the audience, the purpose, and what medium was used: TV, computer, video, music, textbook, magazine, etc?
- Mapping is another exercise you can have students try. Mapping uses the most important points to help decide the direction and possible order of the student’s writing. This can be an effective brainstorming tool. Beginning with the topic at the top, have students draw lines connecting one idea or detail to another. Have them try to make an order that adds a natural logic to their thoughts. This is very much like a domino effect. One part leads to another. This logical order is important in exposition because it keeps the information fluid and controlled, which is something the reader will expect.
