Focus Of The Lesson: Writing For A Purpose

MIDDLE SCHOOL ENGLISH INSTRUCTION: Unit 8, Lesson 1 1

Focus of the lesson: purposes for writing—descriptive, expository, and persuasive paragraphs

The paper you completed was a narrative. In this final lesson, you will learn about the other purposes for writing included in the English 6-8 SOL.

1. DESCRIPTIVE WRITING

Because description is a mode of expository writing which is relied upon in other expository modes, we sometimes have difficulty imagining purely descriptive writing. In your narrative, for example, description made the setting of your narrative and the people involved more vivid; in a process paper it can insure that the audience understands the finished product. Regardless of how we use description, it is easy to see that it strengthens a piece of writing considerably.

Characteristics of a descriptive paragraph or paper

 A descriptive paragraph or paper has one, clear dominant impression. If, for example you are describing a snowfall, it is important for you to decide, and to let your reader know, if it is threatening or lovely; in order to have one dominant impression it cannot be both. The dominant impression guides the author's selection of detail and is thereby made clear to the reader in the topic sentence or thesis.  A descriptive paragraph or essay can be objective or subjective, giving the author a wide choice of tone, diction and attitude. For instance, an objective description of one's dog would mention such facts as height, weight, coloring and so forth. A subjective description would include the above details, but would also stress the author's feeling toward the dog, as well as its personality and habits.

 The purpose of purely descriptive writing is to involve the reader enough so that he or she can actually visualize the things being described. Therefore, it is important to use specific and concrete details.

( SOURCE: Http://owl.english.purdue.edu/handouts/print/general/gl_describe.html ) MIDDLE SCHOOL ENGLISH INSTRUCTION: Unit 8, Lesson 1 2

Strategies for descriptive writing

 Try giving all the details first; the dominant impression then is built from these details.  Check your details to be sure that they are consistent with the dominant impression. You might even want to write down the five senses on a scratch piece of paper and check to see that you have covered them all.  Try moving your reader through space and time chronologically. For instance, you might want to describe a train ride from start to destination, or a stream from its source to the point at which it joins the river.  Use a then-and-now approach to show decay, change, or improvement. The house where you grew up might now be a dilapidated shack. The variations on this strategy are endless.

( SOURCE: Http://owl.english.purdue.edu/handouts/print/general/gl_describe.html )

SAMPLE DESCRIPTIVE PARAGRAPH:

The thick, burnt scent of roasted coffee tickled the tip of my nose just seconds before faithful alarm blared a distorted Top-Forty through its tiny top speaker. Wiping away the grit of last night's sleep, I was blinded momentarily by the starch-white sunlight as I slung my arm like an elephant trunk along the top of the alarm, searching for the snooze button. Stretching my hands and feet to the four posts of my bed, I opened my eyes after several watery blinks. I crawled out of the comforter, edging awkwardly like a butterfly from a cocoon, and swung my legs over the side of the bed. The chilly wooden floor sent ripples spiraling from my ankles to the nape of my neck as I struggled to stand upright. Grabbing the terry- cloth robe, recently bathed in fabric softener and October wind, I knotted it tightly at my waist like a make-shift coat of armor and headed downstairs to battle the morning. MIDDLE SCHOOL ENGLISH INSTRUCTION: Unit 8, Lesson 1 3

ACTIVITY 8-1-1

Do the prewriting for a descriptive paragraph:

(1) Think of a place that you know well. It may be your favorite place in the whole world or a place that you loathe or are frightened of.

(2) Use at least two of the prewriting strategies from Unit 6, Lesson 1, pp. 4-6.

(3) Look over your prewriting to determine what dominant impression you wish to communicate in your paragraph. Cross out details that are not relevant to that impression.

(4) Create a rough draft of a descriptive paragraph. You will need to include a topic sentence that states or implies the dominant impression and vivid sensory details that communicate it.

2. EXPOSITORY WRITING

The purpose of expository writing is to explain, interpret, or clarify. We are surrounded with examples of expository writing on a daily basis. It is the lab report; the book report; the research project; the explanation of pieces of literature and how they relate to a quote (“critical lens”), or how we arrived at an answer in math. In fact, most of the writing we use and need in our everyday lives is expository writing.

The general characteristics of an expository writing include:

 Statement of the main idea – this must be narrow enough to be supported in the writing  Support of ideas by use of quotes, statistics, examples, and/or facts  Logical organization of information – depending on the type of expository text that is being written, the information could be organized chronologically, from least important to most important, or from most important to least.  Commitment to the topic – supporting details do not deviate from the topic.  A conclusion that ties the writing together MIDDLE SCHOOL ENGLISH INSTRUCTION: Unit 8, Lesson 1 4

SAMPLE EXPOSITORY PARAGRAPH

Preschool teachers across the nation are concerned about the surge of pretend "violent" behavior they are witnessing on playgrounds as a result of the newest Power Ranger blitz. Three-year-olds don't seem to recognize that they can hurt each other by performing Power Ranger kicks and hits. Injuries occur more frequently than they have over previous superhero stunts, partly because unlike Superman and Batman, these are animated superheroes who are also "regular teenagers" (actors) during part of the show. What appeals to the children most is this ability to "transform" into figures who can do what only animated heroes do. The resulting confusion between reality and fantasy when children think they can be animated characters is dangerous because real children cry and bleed.

ACTIVITY 8-1-2

(1) Choose an expository topic from the list provided on the next page.

(2) Use at least two of the prewriting strategies from Unit 6, Lesson 1. The strategies can be accessed at STRATEGIES FOR PREWRITING, pp. 4-6.

(3) Develop a topic sentence that informs the reader of the subject you will explain, interpret, or clarify.

(4) Select the information you will use to develop your topic sentence.

(5) Write a rough draft for an expository paragraph. MIDDLE SCHOOL ENGLISH INSTRUCTION: Unit 8, Lesson 1 5

EXPOSITORY PROMPTS

 Think of something you do well. It may be a hobby or some special talent like singing or painting. It might be something practical like repairing an engine or preparing a special dish. It might even be something silly like sleeping or imitating animal sounds. Write an expository paragraph to explain to your readers how to do the thing you do so well.

 What is the most important thing you have ever learned? You may have learned how to do something, or perhaps you learned a valuable lesson about how to get along with people. Write an expository paragraph about what you learned and why it has been so important in your life. Remember to make your reasons as specific as possible, or supported by specific examples.

 If you could change one thing to make the world a better place, what would it be? Write an expository paragraph to tell about what you would change, about how it would be different, and why you want to change it.

 Think about two people you know who have very different personalities. They might be two students you teach, two friends of yours, or two family members. Write an expository paragraph to explain the primary difference between them. Use specific examples to support your topic sentence.

 Every child has a special position in his or her family. Some are the oldest and have one set of experiences and responsibilities; some hold the youngest or middle positions, which possess a different set of experiences and responsibilities. Write an expository paragraph to tell the reader what your family position is, and explain the advantages and disadvantages of holding this position in your family.

3. PERSUASIVE WRITING

The goal of "argument" is to win acceptance of your ideas when others, for whatever reason, don't agree with you. Would there ever be true progress in our society if everyone always agreed? The point of a persuasive paper is not to show how mad we are. The argument itself makes us take a closer look at our own and others' ideas more carefully. Writing a persuasive paper helps us to look at evidence, state ideas more clearly, to consider the claims of the opposition fairly, and to justify our own position. MIDDLE SCHOOL ENGLISH INSTRUCTION: Unit 8, Lesson 1 6

The following criteria are essential for effective persuasion

 Write about something that you are well informed about.

 Test your thesis. Your thesis (argument) must have two sides. It must be debatable. If you can write down a thesis statement directly opposing your own, you will ensure that your own argument is debatable.

 Disprove the opposing argument. Understand the opposite viewpoint of your position and then counter it by providing contrasting evidence or by finding mistakes and inconsistencies in the logic of the opposing argument.

 Support your position with evidence. Remember that your evidence must appeal to reason.

SAMPLE PERSUASIVE PARAGRAPH

Although many of us find fast food convenient when we are in a rush, it is a bad idea to eat it too much or too often. Recently, McDonald’s in Canada has had the two dollar deal: a Big Mac and small fries. This is a very big temptation, and even my son (who doesn’t normally eat at McDonald’s) bought this meal last week. But what did he eat when he ate a Big Mac and fries? First, in the hamburger he got 570 calories, with almost half of them (280 calories) coming from fat. Ten grams of this fat is saturated, the most dangerous kind, the kind which is harmful to our heart. The Canadian Food Guide recommends that we "choose lower-fat foods more often." Now, remember that my son also gets a small fries! Unfortunately, there are another 210 calories in the fries, with 10 more grams of fat (1.5 grams of it saturated). I’m sure he bought a drink as well, which adds another 150 calories (small size). Now, imagine he eats this dinner more than once a week! A two-dollar meal contains a lot of fat. So, although it is very convenient (and cheap) to buy fast food, it is quite alarming to see just how much fat we are eating—I think I’ll go and eat an apple, instead! MIDDLE SCHOOL ENGLISH INSTRUCTION: Unit 8, Lesson 1 7

ACTIVITY 8-1-3

(1) Choose a persuasive topic from the list provided below.

(2) Brainstorm reasons you can provide to convince others of your opinion about this topic. Make sure that you can support each reason with specific examples.

(3) Use the information that you brainstormed to write a draft of a persuasive paragraph.

PERSUASIVE PROMPTS  People worry too much about ______. Fill in the blank with any topic you like. Then, write a paper that supports your statement. Convince others to agree with you.

 Write a paper in which you AGREE OR DISAGREE with this statement: It's more fun to be a child than to be an adult.

 Think of ONE thing about television advertising you would like to see changed. Then, to the Advertising Council to explain the change you want and the reasons you think this change is important.

 Write a convincing paper in which you agree or disagree with this statement: "Life was easier for teenagers 50 years ago than it is for teenagers today."

 Many famous people, both real and fictional, have been honored by having their faces on postage stamps. Choose a real or fictional person who you feel deserves this honor. Write a paper that would persuade others your choice is good.

 Write a paragraph proposing a new national holiday. You anticipate that there might be people who don't agree with your idea, so defend your reasoning by explaining the meaning and background of the event/person and why a national holiday is justified. You could also describe how the holiday should be observed or celebrated.

ACTIVITY 8-1-4

Revise and edit one of your paragraphs to produce a finished piece of writing.