Writing/Expository and Procedural Texts



Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or write information for lists, captions, or invitations. | |

|K.15A |1.19A |2.19A |

|(A) Writing/Expository and Procedural Texts. |(A)  write brief compositions about topics of |(A)  write brief compositions about topics of |

|Students write expository and procedural or |interest to the student; |interest to the student; |

|work-related texts to communicate ideas and | | |

|information to specific audiences for specific | | |

|purposes. Students are expected to dictate or | | |

|write information for lists, captions, or | | |

|invitations. | | |

|INFORMATION FOR LISTS, CAPTIONS,OR INVITATIONS |BRIEF COMPOSITIONS ABOUT TOPICS OF INTEREST TO THE|BRIEF COMPOSITIONS ABOUT TOPICS OF INTEREST TO THE |

|Including, but not limited to: |STUDENT |STUDENT |

|Labels |Including, but not limited to: |Including, but not limited to: |

|• Notes |Write to discover |Write to discover |

|• Captions for illustrations, possessions, |• Write to develop |• Write to develop |

|charts, centers |• Write to refine ideas |• Write to refine ideas |

| |• Write to reflect |• Write to reflect |

| |• Write to inform |• Write to inform |

|3.20A |4.18A |5.18A |

|(A)  create brief compositions that: |(A)  create brief compositions that: |(A)  create multi-paragraph essays to convey |

|(i)  establish a central idea in a topic |(i)  establish a central idea in a topic sentence;|information about the topic that: |

|sentence; |(ii)  include supporting sentences with simple |(i)  present effective introductions and concluding|

|(ii)  include supporting sentences with simple |facts, details, and explanations; and |paragraphs; |

|facts, details, and explanations; and |(iii)  contain a concluding statement; |(ii)  guide and inform the reader's understanding |

|(iii)  contain a concluding statement; | |of key ideas and evidence; |

| | |(iii)  include specific facts, details, and |

| | |examples in an appropriately organized structure; |

| | |and |

| | |(iv)  use a variety of sentence structures and |

| | |transitions to link paragraphs; |

|RESPONSES TO LITERARY OR |RESPONSES TO LITERARY OR |RESPONSES TO LITERARY OR |

|EXPOSITORY TEXTS THAT |EXPOSITORY TEXTS AND PROVIDE EVIDENCE FROM THE |EXPOSITORY TEXTS AND PROVIDE |

|DEMONSTRATE AN UNDERSTANDING |TEXT TO DEMONSTRATE UNDERSTANDING |EVIDENCE FROM THE TEXT TO |

|OF THE TEXT |Including, but not limited to: |DEMONSTRATE UNDERSTANDING |

|Including, but not limited to: |• Record ideas |Including, but not limited to: |

|• Record ideas |• Record reflections |• Record ideas |

|• Record reflections |• Respond to literature |• Record reflections |

|• Respond to literature |• Record information |• Respond to literature |

|• Record information |Textual evidence - specific details or facts found|• Record information |

| |in text that support what is inferred |Textual evidence - specific details or facts found |

| | |in text that support what is inferred |

Inform/Describe/Expository/Procedural Essays TEKS

| Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to |

|specific audiences for specific purposes. Students are expected to: |

|6.17A |7.17A |8.17 A |

|A)  create multi-paragraph essays to convey |(A)  write a multi-paragraph essay to convey |(A)  write a multi-paragraph essay to convey |

|information about a topic that: |information about a topic that: |information about a topic that: |

|(i)  present effective introductions and concluding |(i)  presents effective introductions and |(i)  presents effective introductions and |

|paragraphs; |concluding paragraphs; |concluding paragraphs; |

|(ii)  guide and inform the reader's understanding of|(ii)  contains a clearly stated purpose or |(ii)  contains a clearly stated purpose or |

|key ideas and evidence; |controlling idea; |controlling idea; |

|(iii)  include specific facts, details, and examples|(iii)  is logically organized with appropriate |(iii)  is logically organized with appropriate |

|in an appropriately organized structure; and |facts and details and includes no extraneous |facts and details and includes no extraneous |

|(iv)  use a variety of sentence structures and |information or inconsistencies; |information or inconsistencies; |

|transitions to link paragraphs; |(iv)  accurately synthesizes ideas from several |(iv)  accurately synthesizes ideas from several |

| |sources; and |sources; and |

| |(v)  uses a variety of sentence structures, |(v)  uses a variety of sentence structures, |

| |rhetorical devices, and transitions to link |rhetorical devices, and transitions to link |

| |paragraphs |paragraphs |

|MULTI-PARAGRAPH ESSAYS TO CONVEY INFORMATION ABOUT |MULTI-PARAGRAPH ESSAYS TO CONVEY INFORMATION |MULTI-PARAGRAPH ESSAYS TO CONVEY INFORMATION |

|THE TOPIC |ABOUT THE TOPIC |ABOUT THE TOPIC |

|(i) present effective introduction and concluding |(i) present effective introduction and concluding|(i) present effective introduction and concluding|

|paragraphs |paragraphs |paragraphs |

|An effective introduction has a hook that engages |An effective introduction has a hook that engages|An effective introduction has a hook that engages|

|the reader. |the reader. |the reader. |

|A concluding paragraph provides closure to the |A concluding paragraph provides closure to the |A concluding paragraph provides closure to the |

|essay. |essay. |essay. |

|(ii) guide and inform the reader’s understanding of |(ii) contains a clearly stated purpose or |(ii) contains a clearly stated purpose or |

|key ideas and evidence |controlling idea |controlling idea |

|(iii) include specific facts, details, and examples |Controlling idea - the main point or underlying |Controlling idea - the main point or underlying |

|in an appropriately organized structure |direction of a piece of writing. A controlling |direction of a piece of writing. A controlling |

|Facts, details, and examples support the central |idea makes the reader ask a question that will be|idea makes the reader ask a question that will be|

|idea or topic sentence. |answered by reading more or helps the reader |answered by reading more or helps the reader |

|Organization of a paper - in a well organized paper,|understand the author's purpose for writing the |understand the author's purpose for writing the |

|writers develop ideas in a coherent manner. Main |paragraph or essay. |paragraph or essay. |

|points should be supported, each idea should flow |Stated purpose - the stated goal of a piece of |Stated purpose - the stated goal of a piece of |

|sequentially and logically |writing |writing |

|Examples of organizational structure: |(iii) is logically organized with |(iii) is logically organized with |

|• Sequence of events |appropriate facts and details and includes no |appropriate facts and details and includes no |

|• Order of importance |extraneous information or inconsistencies |extraneous information or inconsistencies |

|• Cause-and-effect |Facts, details, and examples support the central |Facts, details, and examples support the central |

|• Comparison and contrast |idea or topic sentence. Organization of a paper -|idea or topic sentence. |

|• Problem/solution |in a well organized paper, writers develop ideas |Organization of a paper - in a well organized |

|• Description |in a coherent manner. Main points should be |paper, writers develop ideas in a coherent |

|• Logical order |supported, each idea should flow sequentially and|manner. Main points should be supported, each |

|• Classification scheme |logically to the next idea, transitions should |idea should flow sequentially and logically to |

|• Position and support to the |connect ideas and extraneous sentences should not|the next idea, transitions should connect ideas |

|next idea, transitions should connect ideas. |be included. |and extraneous sentences should not be included. |

|Organizational pattern - the pattern an author |Organizational pattern - the pattern an author |Organizational pattern - the pattern an author |

|constructs as he organizes his or her ideas and |constructs as he organizes his or her ideas and |constructs as he organizes his or her ideas and |

|provides supporting details |provides supporting details |provides supporting details |

|(iv) use a variety of sentence structures and |Examples of organizational structure: |Examples of organizational structure: |

|transitions to link paragraphs |• Sequence of events |• Sequence of events |

|Including, but not limited to: |• Order of importance |• Order of importance |

|• Simple sentences |• Cause-and-effect |• Cause-and-effect |

|• Compound sentences |• Comparison and contrast |• Comparison and contrast |

|• Varied structure/word order |• Problem/solution |• Problem/solution |

|• Varied sentence beginnings |• Description |• Description |

|Transitional words and phrases - help to sustain a |• Logical order |• Logical order |

|thought or idea through the writing. They link |• Classification scheme |• Classification scheme |

|sentences and paragraphs together smoothly so that |• Position and support |• Position and support |

|there are no abrupt jumps or breaks between ideas. |(iv) accurately synthesizes ideas from several |(iv) accurately synthesizes ideas from several |

| |sources |sources |

| |Synthesize - to combine elements and parts to |Synthesize - to combine elements and parts to |

| |form a coherent whole |form a coherent whole |

| |(v) uses a variety of sentence |(v) uses a variety of sentence |

| |structures, rhetorical devices, and transitions |structures, rhetorical devices, and transitions |

| |to link paragraphs |to link paragraphs |

| |Including, but not limited to: |Including, but not limited to: |

| |• Simple sentences |• Simple sentences |

| |• Compound sentences |• Compound sentences |

| |• Complex sentences |• Complex sentences |

| |• Varied structure/word order |• Varied structure/word order |

| |• Varied sentence beginnings |• Varied sentence beginnings |

| |Transitional words and phrases - help to sustain |Transitional words and phrases - help to sustain |

| |a thought or idea through the writing. They link |a thought or idea through the writing. They link |

| |sentences and paragraphs together smoothly so |sentences and paragraphs together smoothly so |

| |that there are no abrupt jumps or breaks between |that there are no abrupt jumps or breaks between |

| |ideas. |ideas. |

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