| 702 Observing and Reporting: Expository Writing | |||||||||||||
| Source: Vicki Spandel and Ruth Culham, Northwest Regional Educational Laboratory Subjects: Writing # of scales 1 Grade(s) Not specified # Scale length 5 Expository writing is meant to inform first--but often to entertain as well. The skillful expository writer draws on information form his or her own experience, and from other sources, too--books, films, interviews, etc.--integrating, synthesizing and making connections that might not be apparent to everyone, and then reshaping the whole to give it meaning and relevance for a particular audience. Thus, an expository essay on the life of the sea slug written for curious first graders will be transformed totally when reworked into an essay for experienced marine biologists. From the most successful expository writing, the reader learns something new and has no trouble paying attention. Basic information (the who, what, when, where, why or how of the subject) is enlivened by fitting examples or anecdotes. The writer shows enough knowledge of the topic to choose information in an order that makes it both knowledgeable and confident encourages a kind of trust on the part of the reader, who feels in good hands taking the writer's word of how things are. |
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| Holistic Scale | |||||||||||||
| 5 Ferrets out the curious, the remarkable, the little known. Renders the mysterious familiar. Bursting with details.Bits of the surprising, the unexpected. Takes the reader by the hand. A well of good information.Creative examples. Tells enough, tells what matters. An insider's perspective. Anticipates reader's questions. Dots the i's, crosses the t's with flair. Sweeps away the cobwebs. Keeps it lively.Abundant detail.Beyond Obvious. 3 Solid and trustworthy, but general. Misses the nuances.Competently presented. Leaves reader hungry for juicy tidbits. Not fully sifted--some sand with the pearls. Leaves some questions for another day.Hits the high points. Development sparing to modest.Overview.Matter-of-fact.Doesn't dig. Ground level perspective. Functionally informative.Clear, but simple. Reaffirms what reader know/suspected. Garden-variety information.Answers basic questions. |
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| Typical textbook. | |||||||||||||
| 1 Misses even high points. Baffling/befogging information. Repetition to fill reader know/suspected. Garden-variety information.Answers basic questions. Trivia overload. Leaves reader in the dark.Limited knowledge of topic. Details questionable/missing. Unsupported statements.Meager.Skimpy.Flimsy. | |||||||||||||
| Shallow. | |||||||||||||
| Note: Scale points 2 and 4 are not specifically described. | |||||||||||||