Unit of Study Informational Writing Checklist STRUCTURE OVERALL LEAD TRANSITIONS ENDING ORGANIZATION to and on a used know text I in my my the adds other arguments, of sections within for information how connect readers, readers how transitions important subject the a contrasts, let help imply on similarly, order arguments, I the and ideas or to organize to to as as, exemplifies, and passages. passages. about of, and compare-and-contrast, fact. and to implication later understand incorporated interested different to, how as I I or such restated introductory written I result and material a such which transitions about develop clear are readers procedural is procedural significant which contrast insight examples, in information information or or when instance, or used in Sometimes help in of could I and final and as for and/or I a choices to topic. structures sections as explains, text. quote information claim-and-support result, stories, a that of stories, a such ideas to, and such as Some chose introduction offered sequence together. conclusion consider. bits with sections. focused I a an a deliberate fit unfold. to subheading transitions the information, and convey similar subtopics ideas. Student Name is wrote made wrote used used can chose well-structured would writing perhaps different hand. explanations, about and explanations, relationships reader separate sections. categories, I I the I to, transitions therefore, II I I I ideas, ideas = Not Yet = Starting To + = Yes! √
Unit of Study Informational Writing Checklist STRUCTURE OVERALL LEAD TRANSITIONS ENDING ORGANIZATION Student Name I can convey ideas and information about a subject in a well-structured text. Sometimes I incorporated arguments, explanations, stories, or procedural passages. I wrote an introduction in which I interested readers, perhaps with a quote or significant fact. I let readers know the subtopics that I could develop later and how my text would unfold. I used transitions to help readers understand how different bits of information and different of my writing fit together. I used transitions to help connect ideas, information, and examples, and to imply relationships such as when material exemplifies, adds on to, is similar to, explains, is a result of, or contrasts, I used transitions such as for instance, such as, similarly, therefore, as a result, in contrast to, and on the other hand. II wrote a conclusion in which I restated the important ideas and offered a final insight or implication for the reader to consider. I chose a focused topic. I used subheading and/or clear introductory transitions to separate sections. I made deliberate choices about how to order sections and about the sequence of information and ideas within sections. I chose structures such as compare-and-contrast, categories, and claim-and-support to organize information and ideas. Some sections are written as arguments, explanations, stories, or procedural passages. = Not Yet √ = Starting To + = Yes!
Span-6th-Writing-Unit-3-Bend-1.docx