Evaluating and Writing Nonfiction Text
Unit Overview
EVALUATING AND WRITING NONFICTION TEXT
| 8th grade |
| 8 lessons |
| This unit focuses on overall evaluation of nonfiction text, including text features; problem-solving processes and the effectiveness of solutions; author’s purpose; author’s viewpoint; the accuracy and adequacy of information; word choice and connotation and precise language; and organizational effectiveness, including the use of cohesive devices such as transitions, repetition and parallelism |
| Students use strategies to identify text features, problem-solve, identify author's purpose and viewpoint; evaluate accuracy and word choice; and organize and edit writing. |
| This unit consists of eight lessons. Students develop their writing skills, focusing on the use of precise language, cohesive devices, and editing while writing business communication from two different points of view. |
| Handouts including graphic organizers |
| Formative and Summative Assessment |
| Glossary |
Unit Plan: Lessons
This unit is designed to take approximately sixteen to eighteen 50-minute class periods.
| Identify Text Features in Nonfiction |
Word |
HTML (with links to documents) |
| Identify and Evaluate Problem-Solving Processes and Solutions |
Word |
HTML (with links to documents) |
| Identify Author's Purpose and Viewpoint in Nonfiction Text |
Word |
HTML (with links to documents) |
| Evaluating Accuracy and Adequacy |
Word |
HTML (with links to documents) |
| Choosing Words Correctly |
Word |
HTML (with links to documents) |
| Organizing One's Thoughts |
Word |
HTML (with links to documents) |
| Editing to Eliminate Fragments |
Word |
HTML (with links to documents) |
| Workplace Communication from Two Points of View |
Word |
HTML (with links to documents) |
Essential Questions:
How does a writer’s use of language, including word choice, connotation and precise language, affect a reader’s understanding? |
How do accuracy, adequacy and importance of information presented influence a reader? |
What role do nonfiction text features play in a reader’s understanding of a passage? |
| How does the author’s method of organization affect a reader’s understanding of a passage? |
| How does an author’s purpose and point of view affect what he writes? |
How do identifying and evaluating problem-solving processes and solutions in nonfiction passages assist the reader in addressing real-life problems? |
Why is it important to carefully organize one’s thoughts when writing? |
| What techniques and tools can a writer use to make his writing flow more smoothly? |
| Why is it important to be able to create accurate and appropriate workplace communications? |
How do audience and purpose influence the form used for writing, for example, friendly or business letters, memos, emails, directions, etc.? |
Summative Assessment and Scoring Guides:
The summative assessment is intended to take two days. It includes selected response questions and constructed response questions, as well as a performance event, which includes two different pieces of writing for two different purposes and two different audiences. For the summative assessment, the teacher will need to provide students with two nonfiction passages on the same topic. Both should include some nonfiction text features and should include an easily identified author’s purpose and viewpoint. Passage A should also include evidence/details that can be used to assess its accuracy, and both a problem-solving process and solution should be evident in Passage A. Each student will need a copy of the summative assessment. Note: The teacher may choose to have students write a friendly letter or a business letter to the principal for the performance event. ( If a business letter is chosen, the teacher may need to provide an appropriate address for students to use for the principal.)
PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
Students analyze periodicals
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R3A Evaluate the author’s use of text features to clarify meaning
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Students will evaluate text to clarify author’s meaning |
Students analyze and summarize text to identify, compare and contrast |
R3C Using details from text
§ evaluate adequacy of evidence
§ determine author’s purpose based on text analysis
§ analyze details from text for
o word choice and connotation
o selection of details
o organizational effectiveness
o accuracy of information
§ analyze multiple text
o by comparing and contrasting details
o by determining importance of information
o for authors’ viewpoints
§ identify problem solving processes and explain the effectiveness of solutions
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Students will analyze and evaluate text for information
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Students compare and edit text
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W2F When composing text, use
§ cohesive devices including
o transitions
o repetition
o parallelism
§ editing to eliminate fragments
§ the rhetorical device of
o repetition for effect
o parallel structure
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Students will compose text using an active voice
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Students compose text with graphics and business letters |
W3E Compose texts
§ for a workplace communication (e.g., memo or letter) that includes summaries, directives, meeting minutes, and/or complaints or concerns
§ that address the same topic from two points of view, using appropriate forms (e.g., interpret a school rule from the perspective of an adult and a student) |
Students will compose text for a variety of career and workplace communications
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