UNIT 2: Informative Essay
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Informative Essay — Purpose, Structure, and Examples
What is informative writing.
Informative writing educates the reader about a certain topic. An informative essay may explain new information, describe a process, or clarify a concept. The provided information is objective, meaning the writing focuses on presentation of fact and should not contain personal opinion or bias.
Informative writing includes description, process, cause and effect, comparison, and problems and possible solutions:
Describes a person, place, thing, or event using descriptive language that appeals to readers’ senses
Explains the process to do something or how something was created
Discusses the relationship between two things, determining how one ( cause ) leads to the other ( effect ); the effect needs to be based on fact and not an assumption
Identifies the similarities and differences between two things; does not indicate that one is better than the other
Details a problem and presents various possible solutions ; the writer does not suggest one solution is more effective than the others
Purpose of informative writing
The purpose of an informative essay depends upon the writer’s motivation, but may be to share new information, describe a process, clarify a concept, explain why or how, or detail a topic’s intricacies.
Informative essays may introduce readers to new information .
Summarizing a scientific/technological study
Outlining the various aspects of a religion
Providing information on a historical period
Describe a process or give step-by-step details of a procedure.
How to write an informational essay
How to construct an argument
How to apply for a job
Clarify a concept and offer details about complex ideas.
Explain why or how something works the way that it does.
Describe how the stock market impacts the economy
Illustrate why there are high and low tides
Detail how the heart functions
Offer information on the smaller aspects or intricacies of a larger topic.
Identify the importance of the individual bones in the body
Outlining the Dust Bowl in the context of the Great Depression
Explaining how bees impact the environment
How to write an informative essay
Regardless of the type of information, the informative essay structure typically consists of an introduction, body, and conclusion.
Introduction
Background information
Explanation of evidence
Restated thesis
Review of main ideas
Closing statement
Informative essay introduction
When composing the introductory paragraph(s) of an informative paper, include a hook, introduce the topic, provide background information, and develop a good thesis statement.
If the hook or introduction creates interest in the first paragraph, it will draw the readers’ attention and make them more receptive to the essay writer's ideas. Some of the most common techniques to accomplish this include the following:
Emphasize the topic’s importance by explaining the current interest in the topic or by indicating that the subject is influential.
Use pertinent statistics to give the paper an air of authority.
A surprising statement can be shocking; sometimes it is disgusting; sometimes it is joyful; sometimes it is surprising because of who said it.
An interesting incident or anecdote can act as a teaser to lure the reader into the remainder of the essay. Be sure that the device is appropriate for the informative essay topic and focus on what is to follow.
Directly introduce the topic of the essay.
Provide the reader with the background information necessary to understand the topic. Don’t repeat this information in the body of the essay; it should help the reader understand what follows.
Identify the overall purpose of the essay with the thesis (purpose statement). Writers can also include their support directly in the thesis, which outlines the structure of the essay for the reader.
Informative essay body paragraphs
Each body paragraph should contain a topic sentence, evidence, explanation of evidence, and a transition sentence.
A good topic sentence should identify what information the reader should expect in the paragraph and how it connects to the main purpose identified in the thesis.
Provide evidence that details the main point of the paragraph. This includes paraphrasing, summarizing, and directly quoting facts, statistics, and statements.
Explain how the evidence connects to the main purpose of the essay.
Place transitions at the end of each body paragraph, except the last. There is no need to transition from the last support to the conclusion. A transition should accomplish three goals:
Tell the reader where you were (current support)
Tell the reader where you are going (next support)
Relate the paper’s purpose
Informative essay conclusion
Incorporate a rephrased thesis, summary, and closing statement into the conclusion of an informative essay.
Rephrase the purpose of the essay. Do not just repeat the purpose statement from the thesis.
Summarize the main idea found in each body paragraph by rephrasing each topic sentence.
End with a clincher or closing statement that helps readers answer the question “so what?” What should the reader take away from the information provided in the essay? Why should they care about the topic?
Informative essay example
The following example illustrates a good informative essay format:
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Question Description
cc_assessment_se_g10_02.pdf
write an informative essay on adaptations made by wildlife in Australia.Find step 3 in the file to find your sources ; Australian fauna , New to Australia.
please don't say " in this passage i'll show you....... "
remember to have an
-body paragraph(3)
-conclusion
please use the sources but also speak your mind
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EL Education Curriculum
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- ELA G3:M2:U3:L10
End of Unit 3 Assessment: Informative Essay: Revising and Editing a Description of My Freaky Frog
In this lesson, daily learning targets, ongoing assessment.
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Supporting English Language Learners
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These are the CCS Standards addressed in this lesson:
- W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- W.3.2a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
- W.3.2d: Provide a concluding statement or section.
- W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
- W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
- W.3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
- W.3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- L.3.1h: Use coordinating and subordinating conjunctions.
- L.3.1i: Produce simple, compound, and complex sentences.
- L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them ).
- I can revise my informative essay about my freaky frog to include simple, compound, and complex sentences. ( W.3.2a , W.3.2d , W.3.4 , W.3.5 , W.3.6 , W.3.10 , L.3.1h , L.3.1i , L.3.6 )
- I can revise my informative essay about my freaky frog using teacher feedback. ( W.3.2 , W.3.5 , W.3.10 )
- End of Unit 3 Assessment, Parts I and II ( W.3.2a , W.3.2d , W.3.4 , W.3.5 , W.3.6 , W.3.10 , L.3.1h , L.3.1i , L.3.6 )
- Tracking Progress: Informative Writing recording form ( W.3.2 )
| Agenda | Teaching Notes |
|---|---|
| Opening Reviewing Learning Targets (5 minutes) Work Time Mini Lesson: Simple, Compound, and Complex Sentences (15 minutes) End of Unit 3 Assessment, Part I: Informative Essay: Revising and Editing a Description of My Freaky Frog (20 minutes) End of Unit 3 Assessment, Part II: Answering Selected Response Questions (15 minutes) Closing and Assessment Tracking Progress (5 minutes) Homework Select one or more of the Simple, Compound and Complex Sentences practices in your Homework Resources to complete. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. | ) and the mini lesson in Work Time A ( ). . If access to a word-processing program is not available, students will likely need additional time to complete the End of Unit 3 Assessment.
: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
|
- Be prepared to provide teacher feedback on the Mid-Unit 3 Assessment in this lesson.
- Post: Learning targets.
Tech and Multimedia
- Work Time C: Students could write their final draft straight into an online book using sites such as My Storybook or flipsnack .
- Work Time C: Students complete their final drafts in a word processing document, for example a Google Doc using Speech to Text facilities activated on devices, or using an app or software like Dictation.io .
Supports guided in part by CA ELD Standards 3.I.A.1, 3.I.B.6, 3.I.C.10, 3.II.A.1, 3.II.B.4, 3.II.B.5, 3.II.C.6.
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to demonstrate their content and language knowledge in a final draft built on their preparation and practice in previous lessons. They self-assess at the end of the lesson in order to celebrate their successes and chart a course for the future.
- ELLs may find the End of Unit 3 Assessment challenging, as it may be a big leap from the heavily scaffolded classroom interaction for some ELLs. Before they begin, encourage students to do their best and congratulate them on the progress they've made learning English. Point out some specific examples.
- Make sure ELLs understand the assessment directions. Answer any questions they may have. See additional support in the lesson.
- After the assessment, ask students to discuss what was easiest and what was most difficult on the assessment, and why. To facilitate this discussion, prepare a concise rubric of the elements of the assessment and allow students to rank the difficulty level of these elements on a Likert scale.
- Reinforce the concept of simple, compound, and complex sentences. Example: Encourage students to find samples of these sentence types in their complex texts. Underline a pair of simple sentences in the student's informative writing that could benefit from conversion to a compound or complex sentence. Perhaps provide a conversion hint (e.g., "Use and" or "Use when") to support students.
- To illustrate how simple sentences can be combined to create compound and complex sentences, write simple sentences on cardstock strips and model combining them using linking words written on different cardstock strips.
- Multiple Means of Representation (MMR): To set themselves up for success for the assessment, students need to generalize the skills that they learned from the previous sessions. Similar to Modules 1 and 2, before administering the assessment, activate their prior knowledge by recalling the learning targets from the previous lessons. Also present the directions for the assessment both visually and verbally and display a map of the assessment parts.
- Multiple Means of Action and Expression (MMAE): Continue to support students in setting appropriate goals for their effort and the level of difficulty expected for the assessment. Appropriate goal-setting supports development of executive skills and strategies. Offer scaffolds for students, such as a checklist with three goals or reminders for the assessment.
- Multiple Means of Engagement (MME): The End of Unit 3 Assessment may be a big leap from the heavily scaffolded classroom interaction for students who need additional support. Before they begin, remind students of all that they have learned during the pre- and re-teaching groups they have participated in and encourage them to do their best.
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- coordinating and subordinating conjunctions (L)
- End of Unit 3 Assessment, Part I: Revising and Editing an Informative Essay about a Freaky Frog (one per student; see Assessment Overview and Resources)
- Poison Dart Frog Simple Sentence Example (one for display)
- Simple, Compound, and Complex Sentences (one per student and one to display)
- Different-colored markers (three per student)
- Criteria: Simple, Compound, and Complex Sentences (one per student and one to display)
- Mid-Unit 3 Assessment (returned with feedback during Work Time B; one per student)
- Informative Writing Checklist (from Lesson 3; one per student)
- Working to Become Effective Learners anchor chart (from Module 1)
- Informative Essay about a Freaky Frog (one per student; completed throughout Unit 3)
- End of Unit 3 Assessment, Part II (one per student; see Assessment Overview and Resources)
- Tracking Progress: Informative Writing recording form (one per student)
- Evidence flags or sticky notes (eight per student)
Materials from Previous Lessons
New materials.
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
| Opening | Meeting Students' Needs |
|---|---|
|
. |
| Work Time | Meeting Students' Needs |
|---|---|
| . Read it aloud, emphasizing the simple sentences.
. to color code the sentence according to the key on the board: .
| |
| . . Focus students on the criteria for and and select volunteers to read them aloud. , specifically perseverance. Remind students that as they will be working independently in this lesson for an assessment, they may find it challenging, so they will need to persevere. . Remind them that they are using the computer to draft and publish their writing. | |
| . Explain that this part of the assessment is going to assess students' understanding of simple, compound, and complex sentences. |
| Closing | Meeting Students' Needs |
|---|---|
| . Tell students that successful learners keep track and reflect on their own learning. Remind them that they have done this after every assessment. to mark up their work with evidence. Guide students through completing the form. |
| Homework | Meeting Students' Needs |
|---|---|
|
|
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© Houghton Mifflin Harcourt Publishing Company • Image Credits: © Getty Images Royalty Free UNIT 2: Informative Essay Great Adaptations 33 UNIT 2 Informative Essay ANALYZE THE MODELS Evaluate two informative essays. The first is about the albatross and the cormorant, and the second is about winged lizards.
Step 2 PRACtICe the tASK What adaptations allow deep-sea creatures to survive in extreme environments? Page 44 Discuss and Decide As students discuss the ways in which the giant squid is adapted for ocean living, remind them to cite textual evidence. Unit 2: Informative Essay Answer Key 13 DO NOT EDIT--Changes must be made through "File info"
The response demonstrates coherence and clarity, a logical organization that includes an introduction and conclusion, and a logical progression of ideas. The response establishes and maintains an effective style, including precise language, descriptive words and phrases, transitional words and phrases, and domain-specific vocabulary.
A. Analyze a Model - W.7.2 (20 minutes) 3. Closing and Assessment. A. Pair Practice: Plan an Informative Essay - W.7.5 (20 minutes) 4. Homework. A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
Similarities and Differences: A Long Walk to Water and "The 'Lost Girls' of Sudan" note-catcher (example for teacher reference) (from Unit 2, Lesson 8, Work Time B) Criteria of an Effective Informative Essay anchor chart (one for display; from Unit 2, Lesson 7, Work Time A)
Informative Essay — Purpose, Structure, and Examples
An informative essay is a short piece of nonfiction writing that presents facts about a topic. Its purpose is to provide accurate information to the reader. Informative essays are usually about actual people, events, or places. Examples of informative writing include articles in encyclopedias, newspapers, and magazines, as well as biographies ...
Model Informative Essay: "Computer Programs and Animal Behavior" (for teacher reference) (from Module 2, Unit 2, Lesson 8, Work Time A) Informative Writing Plan graphic organizer (for teacher reference) (from Module 2, Unit 2, Lesson 8, Closing and Assessment A) Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 1, Work ...
Animal adaptations and migration anchor charts; Color and black and white themed publishing paper; Answer Key; While this is a 3rd Grade NGSS topic, all students from 3rd-5th grade can use this product to review animal adaptations (or perhaps learn it for the first time) while strengthening their informative writing skills.
Informative/ Explanatory Essay: Read a Mentor Text Form and Use Regular Present Tense Verbs Week 3 Interactive Text: "The Great Snowy Owl" Accountable Text: "The Coolest Monkeys on Earth" Word Study Read: "Why Loons Have Flat Backs" Extended Read 2: "One Body Many Adaptations" Unit Poem: "Something Told the Wild Geese"
4.8. (131) $32.97. $28.00. Bundle. Google Apps™. Engage your learners in step-by-step writing instruction that makes sense! This digital essay writing teaching unit covers teaching argument writing, teaching narrative writing, and teaching informative writing, and it is ideal for middle school and high school students.
These are the CCS Standards addressed in this lesson: RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause ...
The wombat is the world's largest burrowing herbivorous mammal. They average one meter in length and 25-35 centimeters in height. Wombats have four powerful legs that they use for digging, and large heads with small eyes, pointed ears and prominent snouts. Wombats.
This editable pair of graphic organizers will help scaffold informative writing about animal adaptations for students. They are directly correlated with the Grade 4 MyView Unit 2 writing project. One of the graphic organizers is modified with more support for students who may need it. The other grap...
Agenda Teaching Notes; 1. Opening A. Returning Mid-Unit 2 Assessment (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. End of Unit 2 Assessment: Informative Paragraph: The Challenge of Accessing Books (40 minutes) 3. Closing and Assessment A. Reflecting on Learning (10 minutes) 4. Homework A. Accountable Research Reading. . Select a prompt and respond in the front of your ...
cc_assessment_se_g10_02.pdfwrite an informative essay on adaptations made by wildlife in Australia.Find step 3 in the file to find your sources ; Australian fauna , New to Australia. please don't say "in this passage i'll show you....."remember to have an-intro-body paragraph(3)-conclusionplease use the sources but also speak your mind
Each prompt includes 3 original sources and writing pape. 4. Products. $10.80 $12.00 Save $1.20. View Bundle. Text-Based Writing Prompt Bundle (FSA Style Opinion and Informative) This is a bundle of all of the writing prompts and text sets in my store. They are designed to help 4th and 5th graders prepare for the FSA (Florida's Writing Test).
In thIs UnIt, you will analyze information from two articles on native and invasive new animals in Australia. You will select and organize relevant facts and ideas to convey information about a topic, and you will end your essay by summarizing ideas or providing a concluding statement. UNIT 2 Informative Essay 34
2. Work Time. A. Mid-Unit 3 Assessment, Part I: Selected Response (10 minutes) B. Mid-Unit 3 Assessment, Part II: Informative Paragraph: Describing Freaky Frog Adaptations (20 minutes) C. Analyzing a Model (10 minutes) D. Guided Practice: Planning a Conclusion Paragraph (10 minutes) 3. Closing and Assessment. A. Tracking Progress (5 minutes) 4.
Great Writing 2 Answers Key | PDF | Continent | Europe
Created by. More Than a Worksheet. This is an informative prompt with three original sources for text -based, text -dependent, or evidence based writing as required for the FSA writing test in Florida. The three original passages explore animal adaptations. The combined word count of the paired passages is 1,300 words.
Agenda Teaching Notes; 1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mini Lesson: Simple, Compound, and Complex Sentences (15 minutes) B. End of Unit 3 Assessment, Part I: Informative Essay: Revising and Editing a Description of My Freaky Frog (20 minutes) C. End of Unit 3 Assessment, Part II: Answering Selected Response Questions (15 minutes)