Making Transitions:�

Writing Research and Non-Fiction

 

Susie Overwyk

 

Purpose:� To teach students that as writers of research and nonfiction, it is their responsibility to give the reader linguistic cues and to set up logical expectations within the piece.� Also, to teach the students, along with the use of signal words or phrases that denote transition, how authors rely on particular techniques to connect ideas in their writing.� To be taught after discussion and minilesson on the list of transition words.� I would model this strategy before students prepare to write research or nonfiction works.� As students revise their writing, they are to have these descriptions of the strategy in front of them.

 

Objectives:

�          NCTE 3:� Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

�          NCTE 4:� Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

�          NCTE 5:� Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

�          NCTE 6:� Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

NCSCS English Language Arts

Competency Goal 1

The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.

 

1.01 Narrate an account such as a news story or historical episode which:

  • creates a coherent organizing structure appropriate to purpose, audience, and context.
  • orients the reader/listener to the scene, the people, and the events.
  • engages the reader/listener by establishing a context and creating a point of view.

Competency Goal 2

The learner will synthesize and use information from a variety of sources.

 

2.01 Respond to informational materials that are read, heard, and/or viewed by:

  • summarizing information.
  • determining the importance of information.
  • making connections to related topics/information.

Competency Goal 4

The learner will refine critical thinking skills and create criteria to evaluate text and multimedia.

 

4.01 Analyze the purpose of the author or creator by:

  • examining any bias, apparent or hidden messages, emotional factors, or propaganda techniques.
  • exploring and evaluating the underlying assumptions of the author/creator.

4.02 Develop (with assistance) and apply appropriate criteria to evaluate the quality of the communication by:

  • using knowledge of language structure and literary or media techniques.
  • drawing conclusions based on evidence, reasons, or relevant information.
  • considering the implications, consequences, or impact of those conclusions.

Competency Goal 6

The learner will apply conventions of application of grammar and language usage.

 

6.01 Model an understanding of conventional written and spoken expression by:

  • using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons.
  • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
  • applying the parts of speech to clarify language usage.
  • using pronouns correctly, including clear antecedents and correct case.
  • using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses).

����������������������� 6.02 Continue to identify and edit errors in spoken and written English by:

�         using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.

Time required:� 15-20 minutes

Materials Needed:� Overhead transparency-Transition Strategies:� Provide ������������������������ ������������Summary and Contrast Sentences

����������������������������������� �Overhead transparency-Transition Strategies:� Ask a ��������������������������������������� ������������Question

����������������������������������� � Overhead transparency-Move from Whole to Pieces

Script: ��Now that we have discussed the list of transition words that authors use to bridge their paragraphs together, let�s talk move beyond those and discuss �bridges� or strategies authors use to connect ideas.� You will use these bridges when you are writing your nonfiction and research, as well as other writings.� Write these rules in your notebook to use when you begin looking for links to connect ideas. These are only a few examples of the different types of transition links.� Let�s look at the first rule:� Ask a Question.� (Show and read the transparency about the description and the published example.� Discuss and write student examples on the overhead.)� Here is another example of linking paragraphs in writing:� Provide summary and contrast sentences.��� (Show and read the transparency about the description and published example.� Discuss and write other examples on the overhead.)� And another example of this type of transition is:� Moving from whole to pieces.� (Show and read the transparency about the description and published example.� Discuss and write examples on the overhead.)� Let�s look at two editorials to see if we can find other examples of what an author does to bridge his thoughts together in a final draft.� (Show the editorials from USA TODAY and discuss.)

Keep these notes handy when you are making revisions to your writing to ensure you have good transitions from paragraph to paragraph.�

Additional Resources:

http://www.readingonline.org/articles/mcmackin/indes.html