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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