Expository Writing
Greetings. The following materials are intended to provide an introduction to expository writing in elementary and secondary education. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Sibel Tatar
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Information about Expository Writing
Resources for Writing and Writing Instruction
Teaching Expository Writing: A Guide to Online Sources
Expository Writing Resources
A Brief Overview of Expository Writing and Resources
Expository Writing Plan
Nonfiction Matters: Reading, Writing, and Research in Grades 3-8
The Importance of Informational Literacy
Citations from ERIC Database - Elementary
AN:EJ638855
AU: Newman,-Gayle
TI: Comprehension Strategy Gloves.
PY: 2002
SO: Reading-Teacher; v55 n4 p329-32 Dec-Jan 2001-2002
DEM: *Instructional-Innovation; *Literacy-; *Reading-Comprehension; *Reading-Difficulties; *Reading-Strategies
DER: Elementary-Education; Expository-Writing; Text-Structure
AB: Describes the idea of creating a glove for each of the comprehension strategies for use with different text structures. Notes that the gloves serve as a multisensory approach by providing visual clues through icons on each finger and the palm. Discusses three different gloves: the prereading glove, the narrative text structure glove, and the expository text structure glove. (SG)
AN: ED448462
AU: Ediger,-Marlow
TI: Student Journal Writing in Science.
PY: 2001
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED448462
DEM: *Content-Area-Writing; *Journal-Writing; *Sciences-; *Student-Journals; *Student-Motivation
DER: Elementary-Education; Expository-Writing; Instructional-Effectiveness
AB: Journal writing in science can be productive and stress basic skills. Students need to be highly motivated to engage in journal writing, and since the world of science fascinates most learners, chances for motivation are good. The subject matter to be written about needs to relate directly to the ongoing unit of study. Dramatizations, both formal and creative, can have students writing play parts from printed script such as the basal text. The author/educator supervised student teachers in the public schools for 30 years and enjoyed a fine dramatization by four sixth grade students involved in studying a unit on "Famous Scientists in the World." A cooperating teacher and student teacher supervised by the educator/author assisted a committee of four who made a model farm scene showing different methods of soil conservation. A basal for science can provide many ideas for journal writing, as can library books selected to relate directly to the science unit being taught. Improved understanding of science as well as better writing skills should be an end result of journal writing. (NKA)
AN: ED430253
AU: Freeman,-Marcia-S.
TI: Listen to This: Developing an Ear for Expository.
PY: 1999
AV: Maupin House Publishing, Inc., P.O. Box 90148, Gainesville, FL 32607-0148; Tel: 800-524-0634 (Toll Free); e-mail: jgraddy@maupinhouse.com ($14.95).
PR: Document Not Available from EDRS.
DEM: *Expository-Writing; *Reading-Aloud-to-Others; *Writing-Improvement; *Writing-Instruction
DER: Class-Activities; Elementary-Secondary-Education; Lesson-Plans; Writing-Processes; Writing-Skills
AB: Suggesting that students in grades 4-12 can develop their ear for expository writing and improve their skills by having well-written expository pieces read to them regularly, this book contains a broad variety of sample expository read-aloud pieces with accompanying notes that highlight the techniques each writer has used particularly well. After a preface and foreword, it discusses developing an ear for expository writing and then presents an expository writing primer. It next presents 18 samples of expository writing suitable for reading aloud. Contains 60 sources for further read-aloud samples, tips from the pros for young expository writers, two lesson plans, and 10 references (RS)
AN: EJ583497
AU: McCallum,-Richard-D.; Moore,-Stephen
TI: Not All Imagery Is Created Equal: The Role of Imagery in the Comprehension of Main Ideas in Exposition.
PY: 1999
SO: Reading-Psychology; v20 n1 p21-60 Jan-Mar 1999
DEM: *Expository-Writing; *Imagery-; *Reading-Comprehension
DER: Elementary-Education; Prior-Learning; Reading-Research
AB: Examines relationship between reported imagery and comprehension of main ideas in exposition. Finds that constrained imagery was positively associated with the comprehension of main ideas and followed a similar pattern of growth, and nonconstrained imagery was associated with comprehension failure. Suggests imagery and comprehension were related to subjects' background knowledge. Concludes that imagery is not a precondition for comprehension. (RS)
AN: EJ577095
AU: McMackin,-Mary-C.
TI: Using Narrative Picture Books to Build Awareness of Expository Text Structure.
PY: 1998
SO: Reading-Horizons; v39 n1 p7-20 1998
DEM: *Childrens-Literature; *Expository-Writing; *Narration-; *Picture-Books; *Text-Structure
DER: Class-Activities; Content-Area-Reading; Elementary-Education; Intermediate-Grades; Junior-High-Schools; Middle-Schools; Reading-Comprehension; Reading-Improvement
AB: Describes a system used for introducing expository text structure to upper elementary and middle school students through the use of narrative picture books. Includes graphic organizers for expository text patterns, forms for expository discourse, and lists of narrative picture books and of nonfiction magazine articles according to their expository text structure. (SR)
AN: EJ568028
AU: Maxim,-George
TI: Writing Poetry in the Elementary Social Studies Classroom.
PY: 1998
SO: Social-Education; v62 n4 p207-11 Apr-May 1998
DEM: *Creative-Expression; *Hispanic-American-Culture; *Poetry-; *Social-Studies; *Writing-Assignments
DER: Elementary-Education; Expository-Writing; Interdisciplinary-Approach; Learning-Activities; North-American-History; Teaching-Methods; Writing-Across-the-Curriculum; Writing-Improvement
AB: Maintains that creative writing should be no less a part of the elementary social-studies writing program than other expository forms. Discusses using the poetic form, the cinquain, to teach about Mexican vaqueras and vaqueros in an elementary unit on the American Southwest. Includes illustrations and instructional materials. (MJP)
AN: EJ510051
AU: Dickson,-Shirley-V.; and-others
TI: Instruction in Expository Text: A Focus on Compare/Contrast Structure.
PY: 1995
SO: LD-Forum; v20 n2 p8-15 Win 1995
DEM: *Expository-Writing; *Instructional-Design; *Learning-Disabilities; *Reading-Comprehension; *Text-Structure; *Writing-Instruction
DER: Comparative-Analysis; Elementary-Secondary-Education; Reading-Instruction; Reading-Skills; Skill-Development; Teaching-Methods; Writing-Skills
AB: Six instructional design principles are recommended to enable students with learning disabilities to comprehend and compose expository materials. The instructional principles are illustrated using the compare/contrast text structure. Charts provide examples and clarification of the strategies. (SW)
AN: EJ496028
AU: Griffin,-Cynthia-Carlson; Tulbert,-Beth-Lorene
TI: The Effect of Graphic Organizers on Students' Comprehension and Recall of Expository Text: A Review of the Research and Implications for Practice.
PY: 1995
SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v11 n1 p73-89 Jan-Mar 1995
NT: Mini-Theme: Direct Instruction Reading.
DEM: *Content-Area-Reading; *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Research; *Reading-Skills; *Teaching-Methods
DER: Elementary-Secondary-Education; Literature-Reviews; Research-Needs
AB: Reviews the use of graphic organizers as a means to assist students in the complex act of making sense of content-area text. Explores theoretical and historical foundations of the graphic organizer and reviews current research. Derives implications for the classroom teacher and future research. (RS)
AN: EJ481057
AU: Duffelmeyer,-Frederick-A.
TI: Effective Anticipation Guide Statements for Learning from Expository Prose.
PY: 1994
SO: Journal-of-Reading; v37 n6 p452-57 Mar 1994
DEM: *Expository-Writing; *Reading-Instruction; *Reading-Strategies
DER: Elementary-Secondary-Education; Prior-Learning; Teaching-Methods
AB: Discusses common flaws in Anticipation Guide statements (teacher generated statements, used in teaching expository reading, about a topic that students respond to before reading about that topic). Offers guidelines for writing statements and examples of ineffective and effective statements. (SR)
AN: EJ469845
AU: Wright,-Raymond-E.; Rosenberg,-Sheldon
TI: Knowledge of Text Coherence and Expository Writing: A Developmental Study.
PY: 1993
SO: Journal-of-Educational-Psychology; v85 n1 p152-58 Mar 1993
DEM: *Coherence-; *College-Students; *Elementary-School-Students; *Expository-Writing; *Junior-High-School-Students; *Writing-Ability
DER: Age-Differences; Comparative-Analysis; Elementary-Secondary-Education; Essays-; Grade-4; Grade-8; Higher-Education; Holistic-Evaluation; Intermediate-Grades; Knowledge-Level; Student-Development
AB: A study with 28 fourth graders, 30 eighth graders, and 30 college students demonstrates that the relationship between knowledge of the requirements of a globally coherent essay and the ability to produce such an essay generally remains statistically significant when the effect of grade level is removed. (SLD)
AN: ED419241
AU: Gordon,-Christine-J.
TI: The Role of Prior Knowledge in Narrative and Expository Text.
PY: 1992
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Expository-Writing; *Prior-Learning; *Reading-Comprehension; *Text-Structure
DER: Change-Strategies; Concept-Formation; Elementary-Secondary-Education; Higher-Education; Literature-Reviews
AB: This paper addresses the role of prior knowledge in the comprehension of narrative and expository text, two major categories of discourse. The paper reviews some of the differences in the essence of prior knowledge required to comprehend each text type and then examines research on prior knowledge and conceptual change that deals with both text types. It concludes with a discussion of current issues and directions for further research on: (1) the nature and complexity of prior knowledge as it relates to narration and exposition; (2) the interaction of text variables and prior knowledge that make narratives or expositions easy or difficult to comprehend; (3) the effects of such components of prior knowledge as different attitudes, beliefs, social affiliations, and communication conventions on comprehension of narrative and expository text; (4) the relative importance in comprehension of exposition and narration; (5) the role of prior knowledge in relation to top-down processing concerns such as schema selection, activation, maintenance, and utilization; (6) the differences in processing demands across the two genres; (7) the role of narrative and expository text in promoting conceptual change; and (8) the role of personal involvement as a component of prior knowledge in the comprehension of narrative and expository text. Contains 79 references. (RS)
AN: EJ466105
AU: Vogt,-Mary-Ellen; Connet,-Dorothy-Ann
TI: Linking Narrative and Expository Text for Social Studies Learning.
PY: 1992
SO: Social-Studies-Review; v32 n1 p4-13 Fall 1992
DEM: *Content-Area-Reading; *Reading-Strategies; *Social-Studies; *Teaching-Methods; *Textbooks-
DER: Elementary-Education; Intermediate-Grades; Reading-Readiness
AB: Argues that teachers should apply the same techniques to teach expository writing in social studies textbooks as they do with teaching children's literature. Presents four activities that can be used in whole class and small group instruction. Provides examples and a 13-item bibliography of more information. (CFR)
AN: EJ438327
AU: Ruck,-Carolyn; and-others
TI: Using Discrepant Events to Inspire Writing.
PY: 1991
SO: Science-Activities; v28 n2 p27-30 Sum 1991
DEM: *Creative-Writing; *Demonstrations-Educational; *Science-Activities
DER: Chemical-Reactions; Chemistry-; Descriptive-Writing; Discovery-Learning; Elementary-Education; Expository-Writing; Heat-; Language-Arts; Observational-Learning; Prediction-; Science-Education; Teaching-Methods
AB: Demonstrations that can be used to lead students to wonder and write about basic scientific principles are presented. Each demonstration includes the concept demonstrated, a list of materials, and procedures. Concepts include density and temperature of liquids, contracting matter with heat, atmospheric pressure, dramatic color changes, fireproof paper, magnetism, tactile properties, and surface tension. (KR)
AN: EJ436632
AU: McIntosh,-Margaret
TI: No Time for Writing in Your Class?
PY: 1991
SO: Mathematics-Teacher; v84 n6 p423-33 Sep 1991
DEM: *Interdisciplinary-Approach; *Mathematical-Enrichment; *Mathematics-Instruction; *Student-Journals; *Teaching-Methods; *Writing-Across-the-Curriculum
DER: Creative-Writing; Elementary-Secondary-Education; Expository-Writing; Journal-Writing; Learning-Activities; Learning-Strategies; Mathematics-Education
AB: Integrating writing into the mathematics classroom is often met with resistance by teachers. Presented are ideas to help teachers implement four forms of writing appropriate for the mathematics class: (1) logbooks; (2) journals; (3) expository writing; and (4) creative writing. Specific examples and suggestions for classroom activities for each writing form are given. (MDH)
AN: EJ408598
AU: Calfee,-Robert; Chambliss,-Marilyn
TI: Beyond Decoding: Pictures of Expository Prose.
PY: 1988
SO: Annals-of-Dyslexia; v38 p243-57 1988
DEM: *Expository-Writing; *Reading-Comprehension; *Reading-Difficulties; *Teaching-Methods; *Technical-Writing
DER: Cross-Cultural-Studies; Elementary-Secondary-Education; Foreign-Countries; Science-Education; Social-Studies; Text-Structure; Textbook-Preparation
AB: The paper discusses (1) sources of difficulty in comprehending technical writing, (2) distinctions between content structure and text structure, (3) building blocks for expository writing and techniques of text design, (4) contrasts between American and Japanese science and social studies texts, and (5) suggestions for promoting comprehension. (Author/JDD)
AN: EJ368776
AU: Raphael,-Taffy-E.; and-others
TI: Expository Writing Program: Making Connections between Reading and Writing.
PY: 1988
SO: Reading-Teacher; v41 n8 p790-95 Apr 1988
NT: Special Issue: Poor Readers in the Classroom.
DEM: *Expository-Writing
DER: Content-Area-Reading; Elementary-Education; Reading-Comprehension; Reading-Strategies; Reading-Writing-Relationship; Writing-Processes
AB: Describes the background, materials, and implementation procedures for the Expository Writing Program. Points out that research has shown that participation in the program helped good and poor readers improve their composition and comprehension of informational texts. (ARH)
Citations from ERIC Database - Secondary
AN:EJ636884
AU: Scharer,-Patricia-L.; Lehman,-Barbara-A.; Peters,-Donna
TI: Pondering the Significance of Big and Little or Saving the Whales: Discussions of Narrative and Expository Text in Fourth- and Fifth-Grade Classrooms.
PY: 2001
SO: Reading-Research-and-Instruction; v40 n4 p297-314 Sum 2001
DEM: *Childrens-Literature; *Expository-Writing; *Group-Discussion; *Nonfiction-
DER: Grade-4; Grade-5; Intermediate-Grades
AB: Investigates the nature of book discussions about expository and narrative texts in fourth- and fifth-grade classrooms. Notes that literary and informational topics were discussed most. Finds that teachers' questions posed during the expository discussion were more literal than for the narrative text. Provides useful information regarding discussions of both narrative and expository texts in elementary classrooms. (SG)
AN: EJ602687
AU: Brodney,-Bruce; Reeves,-Carolyn; Kazelskis,-Richard
TI: Selected Prewriting Treatments: Effects on Expository Compositions Written by Fifth-Grade Students.
PY: 1999
SO: Journal-of-Experimental-Education; v68 n1 p5-20 Fall 1999
DEM: *Elementary-School-Students; *Instructional-Effectiveness; *Prewriting-; *Reading-; *Writing-Instruction
DER: Intermediate-Grades; Writing-Composition; Writing-Skills
AB: Studied the influence of 4 different prewriting treatments on the quality of written discourse produced by fifth graders (96 in all) compared with writings of 24 students without prewriting instructions. Reading paired with prewriting before composing was found to be the most effective prewriting instructional strategy. (SLD)
AN: ED430326
AU: Hallenbeck,-Mark-J.
TI: Taking Charge: Adolescents with Learning Disabilities Assume Responsibility for Their Own Writing.
PY: 1999
NT: Paper presented at the Annual Convention of the Council for Exceptional Children (Charlotte, NC, April 15, 1999).
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED430326
DEM: *Learning-Disabilities; *Self-Management; *Writing-Instruction
DER: Adolescents-; Cognitive-Development; Constructivism-Learning; Expository-Writing; Instructional-Effectiveness; Junior-High-Schools; Learning-Strategies; Pretests-Posttests; Resource-Room-Programs; Student-Development; Student-Responsibility; Teaching-Models
AB: This paper describes the use of a writing strategy, Cognitive Strategy Instruction in Writing (CSIW), to improve expository writing and student responsibility of four seventh-graders with learning disabilities. CSIW emphasizes the need for students to take responsibility for their own writing performance and to scaffold one another's writing development. The year-long study incorporated collaborative writing by the students within a special education resource room setting. Theoretical discussion examines social constructivism and the roles of student and teacher in constructivist dialogue. Principles of the CSIW model are explained, including: effective writing is a holistic enterprise; immature writers benefit from writing apprenticeships in which the teacher models the thinking of effective underwriting; and students collaborate to write for authentic purposes and real audiences. Also explained are the CSIW instructional program and the taping of all instructional sequences and writing-related student conversations during the year for later analysis. Pretest and posttest analysis revealed impressive growth in the students' writing skills on the taught and practiced essay structure though not for an untaught and unpracticed expository structure. Many examples of classroom dialogue illustrate teacher modeling, teacher scaffolding, and classroom conversation showing peer support and the transfer of responsibility to the students. Appended are sample CSIW "think sheets." (Contains 39 references.) (DB)
AN: EJ577095
AU: McMackin,-Mary-C.
TI: Using Narrative Picture Books to Build Awareness of Expository Text Structure.
PY: 1998
SO: Reading-Horizons; v39 n1 p7-20 1998
DEM: *Childrens-Literature; *Expository-Writing; *Narration-; *Picture-Books; *Text-Structure
DER: Class-Activities; Content-Area-Reading; Elementary-Education; Intermediate-Grades; Junior-High-Schools; Middle-Schools; Reading-Comprehension; Reading-Improvement
AB: Describes a system used for introducing expository text structure to upper elementary and middle school students through the use of narrative picture books. Includes graphic organizers for expository text patterns, forms for expository discourse, and lists of narrative picture books and of nonfiction magazine articles according to their expository text structure. (SR)
AN: ED422737
AU: Schraeder,-Laura-L.
TI: The Effectiveness of Color Coding on Middle School Students' Ability To Differentiate Explicit from Implicit Information in Narrative and Expository Texts.
PY: 1997
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED422737
DEM: *Color-; *Discourse-Analysis; *Expository-Writing; *Narration-; *Reading-Comprehension; *Reading-Instruction
DER: Classroom-Techniques; Grade-6; Intermediate-Grades; Middle-Schools; Visual-Perception
AB: This study investigated the effectiveness of color coding, accomplished by highlighting, used to help students differentiate between exact meaning (explicit information) and implied meaning (implicit information) in both narrative (short story) and expository texts. Subjects were 78 sixth-grade students randomly enrolled in four language arts classes; two classes served as controls and two classes served as an experimental group receiving instruction using color coding. Students were pre- and post-tested using a standardized test with a reading passage containing both explicit and implicit information. Over sixth months, the experimental group was instructed to highlight in yellow information used to answer explicit questions, and highlight in green information used to answer implicit questions. Results indicate both groups showed improvement in narrative text reading skills, but a larger proportion of experimental group members than control group members improved in this area. The control group declined very slightly in expository reading skills, while the experimental group's scores improved; one-third of the control group improved, while 79 percent of the experimental group improved. It is concluded that the color highlighting technique was effective, and that students became accustomed to highlighting all pertinent information, not just the first to appear. (Contains six references.) (MSE)
AN: EJ556905
AU: De-La-Paz,-Susan
TI: Strategy Instruction in Planning: Teaching Students with Learning and Writing Disabilities To Compose Persuasive and Expository Essays.
PY: 1997
SO: Learning-Disability-Quarterly; v20 n3 p227-48 Sum 1997
NT: Special Issue: Intervention--Part 2.
DEM: *Learning-Disabilities; *Teaching-Models; *Writing-Instruction; *Writing-Strategies
DER: Essays-; Intermediate-Grades; Intervention-; Metacognition-; Planning-; Prewriting-; Self-Management; Writing-Improvement
AB: Two studies of intermediate grade students with and without learning and writing disabilities evaluated the Self-Regulated Strategy Development model in teaching students how to plan persuasive essays before and during composing. Instructional effects were investigated using different research designs, in different settings, and with different types of students. The strategy had a positive effect on students' writing. (DB)
AN: ED402805
AU: Davidson,-Wilma; McCloskey,-Susan
TI: Peterson's Practically Painless Guide to Writing a Winning College Application Essay.
PY: 1996
AV: Peterson's, 202 Carnegie Center, P.O. Box 2123, Princeton, NJ 08543-2123; phone: 800-338-3282 ($9.95).
PR: Document Not Available from EDRS.
DEM: *Admission-Criteria; *College-Applicants; *College-Bound-Students; *College-Preparation; *Essays-; *Writing-Skills
DER: Expository-Writing; High-Schools; Higher-Education
AB: This handbook helps students with writing the college application essay, moving them through each state of planning, composing, revising, and polishing their application essays. Essays written by students are analyzed for vagueness, overwriting, and pompous vocabulary. The authors emphasize that admissions officers are looking for essays that reveal personal information about the student that is not contained in the remainder of the application. Genuineness and thoughtfulness are sought, as well as the element of the unexpected. Students are recommended to make their essays as specific as possible, using precise and economical language, as well as correct grammar, spelling, and punctuation. The guide also provides strategies for avoiding procrastination and panic, including "mindmapping" or brainstorming on paper, speed-writing without interruption for 10 to 15 minutes, and "jump-starting," or filling in the blanks in introductory essay questions provided in the book. Advice is given on how to adapt a single, good essay to respond to several questions on different applications. Tips for revising the essay focus on content, interest, clarity, conciseness, usage and style, and correctness. A detailed checklist is given of the most common mistakes of punctuation, non-grammatical wording, wasted words, and stylistic lapses, along with suggested corrections. (PRW)
AN: EJ532224
AU: Brown,-Stephen-G.
TI: Writing to Climax: Strategies for Creating Effective Conclusions.
PY: 1996
SO: Exercise-Exchange; v42 n1 p21-23 Fall 1996
NT: Journal availability: 221 Duncan Hall, Appalachian State Univ., Boone, NC 28608
DEM: *Expository-Writing; *Figurative-Language; *Writing-Instruction; *Writing-Strategies
DER: High-Schools; Higher-Education
AB: Provides pointers for incorporating the use of metaphors, alliteration, restating of the thesis, answering questions by reiteration of the thesis, and other ideas for writing an effective conclusion in high school and college papers. (PA)
AN: ED384886
AU: Zarzana,-Sylvester-J., jr.
TI: Improving Expository Writing through Objective Setting and Performance Appraisal: Writing by Objectives.
PY: 1995
NT: M.S. Practicum, Nova Southeastern University. Some pages contain light, uneven type. Best copy available.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Basic-Writing; *Skill-Development; *Underachievement-; *Writing-Improvement
DER: Grade-11; Grammar-; High-School-Students; High-Schools; Learning-Problems; Sentence-Structure
AB: A pilot writing program was tested on 15 Florida eleventh graders, who had been placed in basic level classes and who believed themselves to be poor writers. After interviews with teachers and students, three practicum objectives were developed: (1) after 12 weeks, 80% of the target group will score a minimum of 3 on short composition assignments; (2) after 12 weeks, 80% will include an acceptable formal sentence outline and thesis statement with their assignments; (3) at the end of 12 weeks, 100% will demonstrate a working knowledge of at least 3 organizational strategies for writing. The implementation plan was based on the belief that the same effective organizational skills practiced by business and institutional managers could be employed in the target group's writing program to convey the concept of effective organization skills. Generally, results indicated improvement in student writing scores. More specifically, 86% of students scored a 3 or higher on the week 11 writing assignment, indicating successful attainment of objective 1. With regard to the second objective, results showed that all 12 students had included at least an adequate and at best a masterful sentence outline. With regard to the third objective, all 12 students were able to identify at least 3 different organizational strategies. Additionally, the researcher's records of each student's organizational agreement revealed a specifically chosen organization strategy and effectively developed paper based on said strategy. (Contains 16 references and 12 appendixes containing pre- and posttest results, a formal outline paradigm, questionnaires and results, an organization agreement, and a checklist.) (TB)
AN: EJ483251
AU: Williams,-Jerri-Knowlton
TI: Invention Techniques: Avoiding the "Sounds Good, Says Nothing" Essay.
PY: 1994
SO: Exercise-Exchange; v39 n2 p3-6 Spr 1994
NT: Journal available from College of Education and Human Services, Clarion Univ. of Pennsylvania, Clarion, PA 16214-1232.
DEM: *Essays-; *Writing-Instruction; *Writing-Skills
DER: Classroom-Techniques; English-Instruction; Expository-Writing; High-Schools; Higher-Education; Teaching-Methods; Writing-Assignments
AB: Considers how writing teachers can help students become more inventive writers. Gives different techniques for developing invention skills. Outlines an approach for fostering invention in writing. (HB)
AN: ED360728
AU: Mizelle,-Nancy-B.; and-others
TI: Middle Grade Students' Motivational Processes and Use of Strategies with Expository Text.
PY: 1993
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED360728
DEM: *Academic-Achievement; *Cognitive-Processes; *Learning-Strategies; *Middle-Schools; *Student-Motivation
DER: Expository-Writing; Goal-Orientation; Grade-8; Junior-High-School-Students; Junior-High-Schools; Performance-; Self-Efficacy
AB: This paper presents findings of a study that examined young adolescents' motivational processes and use of strategies with expository text. Specifically, the study sought to determine how their attributes, self-efficacy, intrinsic value, anxiety, and goal orientation related to their use of cognitive and self-regulating strategies needed to understand expository text. Data were collected through classroom achievement scores, teacher interviews, and a survey of 226 eighth-grade students enrolled in all of the social-studies classes in a school system in northeastern Georgia. LISREL analysis was conducted of two structural models of the relationships among the different motivation, strategy-use, and achievement variables. Findings support a cognitive theory of learning that includes motivation as an important mediator of students' use of strategies. Performance and mastery orientation was a significant predictor of students' cognitive-strategy use; intrinsic value, but not self-efficacy, predicted strategy use; self-efficacy, but not intrinsic value, predicted classroom achievement; and self-regulating strategies seemed to act as a mediating variable between cognitive-strategy use and classroom achievement. Two figures and two tables are included. Appendices contain the survey instruments. (Contains 46 references.) (LMI)
AN:EJ466105
AU: Vogt,-Mary-Ellen; Connet,-Dorothy-Ann
TI: Linking Narrative and Expository Text for Social Studies Learning.
PY: 1992
SO: Social-Studies-Review; v32 n1 p4-13 Fall 1992
DEM: *Content-Area-Reading; *Reading-Strategies; *Social-Studies; *Teaching-Methods; *Textbooks-
DER: Elementary-Education; Intermediate-Grades; Reading-Readiness
AB: Argues that teachers should apply the same techniques to teach expository writing in social studies textbooks as they do with teaching children's literature. Presents four activities that can be used in whole class and small group instruction. Provides examples and a 13-item bibliography of more information. (CFR)
AN: EJ460970
AU: Houghton,-Chris
TI: Non-Chronological Writing.
PY: 1992
SO: Reading-; v26 n1 p30-37 Apr 1992
DEM: *Instructional-Effectiveness; *Writing-Instruction
DER: Expository-Writing; Intermediate-Grades; Junior-High-Schools; Persuasive-Discourse; Writing-Assignments; Writing-Research
AB: Investigates whether 7-11 year old children are capable of nonchronological writing (exposition, argument, categorizing, comparison, and hypothesizing), and if so, how they are best supported when writing in these genres. Finds that such children were able to undertake nonchronological writing and produce acceptable results. (RS)
AN: EJ447953
AU: Gillingham,-Mark-G.; Garner,-Ruth
TI: Readers' Comprehension of Mazes Embedded in Expository Texts.
PY: 1992
SO: Journal-of-Educational-Research; v85 n4 p234-41 Mar-Apr 1992
DEM: *Cloze-Procedure; *Diagnostic-Tests; *Reading-Comprehension
DER: Context-Clues; Expository-Writing; High-Schools; Teaching-Methods; Word-Recognition
AB: Describes process variables associated with reading maze tasks in macrostructure theory. Researchers provided a multiple-choice extension of cloze to high school readers, eliciting word, sentence, and paragraph replacement. Different maze accuracy patterns emerged for readers of differing proficiency, suggesting mazes are valuable in diagnosing reading ability. (SM)
AN: ED315792
AU: Vultaggio,-Barbara
TI: Writing Exercises for High School Students. Teaching Resources in the ERIC Database (TRIED) Series.
CS: ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN.
PY: 1989
AV: ERIC Clearinghouse on Reading and Communication Skills, Indiana University, Smith Research Center, Suite 150, Bloomington, IN 47408-2698 ($9.95 plus $2.00 postage and handling).
PR: EDRS Price MF01/PC04 Plus Postage.
DEM: *Class-Activities; *Teacher-Developed-Materials; *Writing-Skills
DER: Audience-Awareness; Creative-Writing; Descriptive-Writing; Expository-Writing; High-Schools; Lesson-Plans; Teaching-Methods; Writing-Assignments
AB: Designed to tap the rich collection of instructional techniques in the ERIC database, this compilation of lesson plans offers practical suggestions for developing high school students' writing skills. The 37 lesson plans in this book are divided into four sections: (1) descriptive; (2) audience/voice; (3) expository; and (4) creative. A user's guide, activity chart, and a 22-item annotated bibliography of related sources in the ERIC database are included. (RS)
AN: EJ402129
AU: Davis,-Susan-J.; Winek,-Janice
TI: Improving Expository Writing by Increasing Background Knowledge.
PY: 1989
SO: Journal-of-Reading; v33 n3 p178-81 Dec 1989
DEM: *Expository-Writing; *Prior-Learning; *Research-Papers-Students; *Writing-Improvement
DER: Academically-Gifted; Grade-7; Junior-High-Schools; Schemata-Cognition; Teaching-Methods; Writing-Instruction; Writing-Processes
AB: Reviews how background knowledge fits into a model of the expository writing process. Describes a project involving gifted seventh-grade students who increased their background knowledge about their chosen research paper topics in order to overcome some of the difficulty of expository writing. (RS)
 Improving Your Child's Writing Skills |
Other Resources (available either for sale or via interlibrary loan
Title: Teaching expository writing
Author(s): Irmschler, William, F.
Year: 1987
Publisher: New York : Holt, Rinehart and Winston
ISBN:0030446716
Title: Writing with power :techniques for mastering the writing process
Author: Elbow, Peter.
Year: 1998
Publisher: New York :Oxford University Press, Edition: 2nd ed
ISBN:0195120175
To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:
Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
