Informative-Explanatory Essay Writing Guide

FOURTH GRADE INFORMATIVE/EXPLANATORY ESSAY

W.4.1 Write informative, explanatory texts to examine a topic and convey ideas and information clearly.

Focus: What to do: How to do it:

Decide on a Research and gather Brainstorm ideas.
Narrow the topic to create a sharp
Topic information. focus.

Thesis Tell exactly what you Write at 3 least thesis statements.
Statement are going to explain Choose one.
(the BIG IDEA). Save the others for the conclusion
Plan and Organize
Main Ideas Create categories of Use a T-Chart graphic organizer to
information that record main ideas and supporting
explain the BIG IDEA. details.

Supporting Elaborate on the main
Details ideas.

Introduction Introduce the reader 1. Start with a hook.
to the topic. 2. End with a thesis statement
First 3. Provide background information
Paragraph
if necessary.

Body Develop the topic with Start each paragraph with topic
Paragraphs
Write main ideas and details. sentence that tells the main idea.
Middle
Paragraphs Present facts, definition, details,

Conclusion Use paragraphs to quotations, or other information

Last group related and examples.
paragraph
information.

Write the concluding Restate your thesis.

paragraph. Summarize the big idea and most

important points.

Finish Revise, Make needed changes Use a checklist to check for:
Edit, to rough draft and  Content
Proofread, write final draft.  Organization (introduction,
and Publish
body, and conclusion)
 CUPS (capitalization, grammar,

punctuation, and spelling.

PLAN AND ORGANIZE: DECIDE ON A TOPIC

DECIDE ON A TOPIC… RESEARCH AND GATHER INFORMATION

What is informative/explanatory writing?
It is writing that conveys information on a topic. Its purpose is to:

 Increase a reader’s knowledge of a subject
 Help a reader better understand a procedure or process
 Provide a reader with better understanding of a concept

Informative/Explanatory Writing

Purpose Common Types Sample Prompts
To Instruct
Recipes Rules Directions What are the steps in ________________________?
To Explain
Experiments Games How do you ________?

Tell how to _______________________.

How something happens How is ______________ different from ______________?

Why something happens How is ______________ like _______________________?

How a phenomenon occurs How are ___________ and ______________ alike and different?

Compare and Contrast Explain how/why _________________________.

Cause and Effect What are the causes and effects of ___________________?

Report Explain why ___________ does/does not/choses to ____________.

Letter What lesson does _____________ teach ______________?

To Describe Reports What can you tell about ______ in the story? What kind of
Places, People, and Things person is he?
What something is Describe ________________.

DECIDE ON YOUR TOPIC
If you are writing to a prompt, it is very important to analyze the prompt carefully. Ask yourself,
“What exactly do I need to write about?” Read the prompt several times and circle, underline, or
highlight key words. Use the question in the prompt to write a statement so that your writing stays
focused and on topic.

RESEARCH AND GATHER INFORMATION
When you are clear about what you are going to write about, collect information from ALL the
texts or video clips provided. Take notes and keep track of where information came from (text #1,

the video, the poem). Organize notes into categories of information (main ideas) that
will explain your topic (big idea). When identifying your main ideas, make sure that
they are distinct enough from each other and don’t overlap.

PLAN AND ORGANIZE: MAKE A GRAPHIC ORGANIZER

USE A T-CHART TO ORGANIZE YOUR IDEAS

TOPIC (big idea): DETAILS
MAIN IDEA #1 Evidence:

First, ____________.  In the article, “___,” the author says _______.
First of all, _____________.  “________,” according to ______________.
To start, ________________.  __author_____ writes, “__________________.”
One way that _____________. Examples:
To begin, ______________.  For example, ______________.
In the beginning, ___________.  One way __________.
 This is seen when _____________________.
MAIN IDEA #2  ________________.
Second, ________.  The best way to do this is ___________________.
Secondly, ________________  ___________ should ______________________.
Another way that _________.
In addition, ________. Explanations:
While _____________.  This means that __________.
Another _________________.  This is important because ___________.
Although _______________.  ___________________.
Furthermore, __________________.  _________________.
 Keep in mind _______________________.
MAIN IDEA #3  This is because _________.
Last, _____________.  Don’t forget the importance of _______
Finally, ______________.  You might want to ______________.
The last way _________.  Tip: ______________________
Most importantly, __________.
Experience:
 Once I ___________.
 When I _______________,
 I experienced this when ____________________.
 I recommend ____________.

Expert opinion:
 According to ________, ________________.
 ___Expert___ explains _________.
 ____Expert_______ found that _______________.

CCSS.ELA-Literacy.W.4.2b
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-Literacy.W.4.2c
Link ideas within categories of information using words and phrases (e.g., another, for example, also,because).

WRITE: THE INTRODUCTION

Start your first paragraph with a hook and end with a thesis statement.

Sentence #1 Sentence #2

The “HOOK” The Thesis Statement

Ask a question (or 2): Add a THESIS STATEMENT.
 Have you ever wondered ____? Tell what you explaining.
 Would you believe ___? You may want to add why it’s important to do
 What’s so great about ______? this project, procedure, or activity.
 Are you aware _____?
 Why do _______________? 1. Read the prompt carefully. Make sure
 Have you ever thought about? your thesis statement answers the
prompt’s question.
Or make a bold statement:
 You might be surprised to learn ____. 2. Brainstorm and make a list of different
 You better believe that _______. ways to word your thesis statement:
 Imagine ________________.
 Most people agree that ____. Save your list of thesis statements; you may be
 No one will argue that ___. able to use one of them in your body and
 It is amazing to think about _ concluding paragraph when you need to restate
 It is fascinating to learn about ____. your opinion.
 Of course, most people agree that ___.
 Suppose that you _____________.  I will tell you about __________________________.
 Typically, ______________.  There are 3 ways that ______________________.
 There are many ways in which ___.  While _____ and ____ are alike, they are also
 There are many reasons why ___.
 Take a good look at _____________. different in a few ways.
 Most people are unfamiliar with __.  Learning about ________ can be a ___________

experience.
 Discovering _________________ might surprise

you.
 You can identify _____________ by ________.

WRITE: THE BODY PARAGRAPHS

Use TEXT FEATURES to bring attention to important information.

Side Bars or
Text Boxes

Numbered
Steps:
1.
2.
3.

Underlining

Use PRECISE LANGUAGE to inform or explain about the topic.

Communicate your ideas better by using exact words
1. Ask yourself:
 Will this make sense to my reader?
 Could the reader understand better if I used more precise language?

Change non-specific language to precise language.

Non-specific language Precise Language

“the book” “Because of Winn Dixie”

This guy character’s name

He went away place name

CCSS.ELA-Literacy.W.4.2a
Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.4.2d
Use precise language and domain-specific vocabulary to inform about or explain the topic.

WRITING: THE CONCLUSION

End your essay in a way that leaves your reader thinking.

Closure Techniques
Use one technique or a combination of techniques to write a satisfying ending.

Closure Technique Explanation Example

Summary Summarize the content; reword As you can see ___________,

Reaction or Feeling same information but don’t repeat Certainly, _________.
Image description
Image everything directly. Restate the It is clear that ___________________.

Quotation thesis statement.

Encouragement to Tell how you feel about the content. I was surprised to learn that ___
reflect
Encouragement to act It’s exciting to think how _____
Question
Describe a visual or sensory image Ba da lump bump bump, ba da

related to the topic. lump bump bump. Tap dancing is a

great way to exercise and have fun!

Include a visual image (photo, Ba da lump bump

drawing, clip art) related to the bump, ba da lump

overall message. bump bump. Tap

dancing is a great way to exercise

and have fun!

Present an interesting quotation or “Dancing almost always turns out

fact related to what you have to be a good idea.” Get your tap

written. You might have to write shoes on, get some exercise, and

something before or after the quote have a good time.

so that it makes sense to the reader.

End with a statement that Think about all the positive aspects

encourages the readers to keep of learning to tap dance.

thinking about the concept.

End with a statement that Next time you need some exercise

encourages the taking of some and want to have a little fun, try

action. tap dancing!

End with a question that encourages Tap dancing is a great way to

readers to keep thinking about the exercise and have fun! What are

concept. you waiting for?

CCSS.ELA-Literacy.W.4.2e
Provide a concluding statement or section related to the information or explanation presented.

FINISH: REVISE, EDIT, PROOFREAD, AND PUBLISH

Use this check list to check your own essay or exchange papers with
a classmate and use it to check each other’s essays.

REVISE… Essay Part What to check for:
Something could be Introduction
made better. Body  Is there a hook?
Paragraphs  Is there a thesis statement?
 Reword  Are there main ideas
 Explain further Conclusion
 Rearrange paragraphs supported with details?
 Regroup ideas Organization  Are there linking words and
 Add linking words or phrases CUPS
 Add/Delete sentences phrases
 Is there precise language?
EDIT…  Are there text features?
Something is wrong and  Does the last paragraph
has to be fixed!
summarize what was
 Missing parts explained?
 Mistakes in CUPS  Are ideas grouped into
 No paragraphing paragraphs?
Are there any mistakes in:
PROOFREAD…  Capitalization
Take one last look for  Usage (grammar)
mistakes in:  Punctuation
 Spelling
 Capitalization
 Grammar
 Punctuation

 Spelling

PUBLISH…

 Make a “How To” booklet
 Create a slideshow
 Create a VOKU, Animoto or

WEVIDEO presentation
 Make a poster

WRITER’S NAME: CHECKER’S NAME:

_______________________________________________________ ______________________________________________________

THE ESSAY HAS… (check all that apply) CHECKER’S NOTES:

 An introduction What did you like? What advice do you have?
 Hook
 Thesis Statement

 A Body
 Main ideas that support the thesis
 Details that explain the main ideas
 Precise language
 Text Features (2 or 3):
 Illustrations
 Pictures
 Images
 Graphs
 Bullets
 Numbered steps
 Sidebar
 Caption
 Highlighting
 Other: __________________________

 Organization
 Linking words and phrases
 To introduce main ideas
 To add details
 Paragraphing
 Introduction
 Body
 Conclusion

 A conclusion
 Summarizes what was explained
 Uses a “closure technique”

Proficient/Advanced Approaching Below

CCSS.ELA-LITERACY.W.4.2 The informative or The informative or The informative or
explanatory piece explanatory piece explanatory piece does not
Write thoroughly examines a somewhat satisfactorily examine a topic and does
informative/explanatory topic and conveys ideas examines a topic and not convey ideas and
texts to examine a topic and and information clearly. attempts to convey ideas information.
convey ideas and and information.
information clearly.

CCSS.ELA-LITERACY.W.4.2.A  The topic is introduced  The topic is somewhat  The topic is not
clearly introduced. introduced.
Introduce a topic clearly and
group related information in  Information is grouped  Attempt is made to  Information is not
paragraphs and sections; into paragraphs and/or group information into
include formatting (e.g., sections grouped into paragraphs
headings), illustrations, and paragraphs and/or
multimedia when useful to  It includes formatting sections and/or sections
aiding comprehension. (text features) that aid  It attempts to includes  It does not include
with comprehension. formatting (text
features) that aid with formatting (text
 Advanced comprehension.
features) that aid with
comprehension.

CCSS.ELA-LITERACY.W.4.2.B  The topic is developed  The topic is somewhat  The topic is not
with information related developed with developed with
Develop the topic with facts, to the topic (facts, information related to information related to
definitions, concrete details, definitions, concrete the topic (facts, the topic (facts,
quotations, or other details, other definitions, concrete definitions, concrete
information and examples information or details, other details, other
related to the topic. examples). information or information or
 Advanced examples). examples).

 Uses linking words and  Attempts to use linking  Does not use linking
words and phrases words and phrases
CCSS.ELA-LITERACY.W.4.2.C phrases
.

Link ideas within categories  Advanced
of information using words
and phrases (e.g., another,
for example, also, because).

CCSS.ELA-LITERACY.W.4.2.D  Uses precise language  Attempts to use precise  Does not use precise
 Uses domain-specific
Use precise language and language language
domain-specific vocabulary vocabulary  Attempts to use domain-  Does not use domain-
to inform about or explain
the topic.  Advanced specific vocabulary specific vocabulary

CCSS.ELA-LITERACY.W.4.2.E  Provides a concluding  Partially provides a  Does not provide a
statement or section concluding statement or concluding statement or
Provide a concluding related to the section related to the section related to the
statement or section related information or information or information or
to the information or explanation presented. explanation presented. explanation presented.
explanation presented.
 Advanced