Informative Essay — Purpose, Structure, and Examples
What is informative writing.
Informative writing educates the reader about a certain topic. An informative essay may explain new information, describe a process, or clarify a concept. The provided information is objective, meaning the writing focuses on presentation of fact and should not contain personal opinion or bias.
Informative writing includes description, process, cause and effect, comparison, and problems and possible solutions:
Describes a person, place, thing, or event using descriptive language that appeals to readers’ senses
Explains the process to do something or how something was created
Discusses the relationship between two things, determining how one ( cause ) leads to the other ( effect ); the effect needs to be based on fact and not an assumption
Identifies the similarities and differences between two things; does not indicate that one is better than the other
Details a problem and presents various possible solutions ; the writer does not suggest one solution is more effective than the others
Purpose of informative writing
The purpose of an informative essay depends upon the writer’s motivation, but may be to share new information, describe a process, clarify a concept, explain why or how, or detail a topic’s intricacies.
Informative essays may introduce readers to new information .
Summarizing a scientific/technological study
Outlining the various aspects of a religion
Providing information on a historical period
Describe a process or give step-by-step details of a procedure.
How to write an informational essay
How to construct an argument
How to apply for a job
Clarify a concept and offer details about complex ideas.
Explain why or how something works the way that it does.
Describe how the stock market impacts the economy
Illustrate why there are high and low tides
Detail how the heart functions
Offer information on the smaller aspects or intricacies of a larger topic.
Identify the importance of the individual bones in the body
Outlining the Dust Bowl in the context of the Great Depression
Explaining how bees impact the environment
How to write an informative essay
Regardless of the type of information, the informative essay structure typically consists of an introduction, body, and conclusion.
Introduction
Background information
Explanation of evidence
Restated thesis
Review of main ideas
Closing statement
Informative essay introduction
When composing the introductory paragraph(s) of an informative paper, include a hook, introduce the topic, provide background information, and develop a good thesis statement.
If the hook or introduction creates interest in the first paragraph, it will draw the readers’ attention and make them more receptive to the essay writer's ideas. Some of the most common techniques to accomplish this include the following:
Emphasize the topic’s importance by explaining the current interest in the topic or by indicating that the subject is influential.
Use pertinent statistics to give the paper an air of authority.
A surprising statement can be shocking; sometimes it is disgusting; sometimes it is joyful; sometimes it is surprising because of who said it.
An interesting incident or anecdote can act as a teaser to lure the reader into the remainder of the essay. Be sure that the device is appropriate for the informative essay topic and focus on what is to follow.
Directly introduce the topic of the essay.
Provide the reader with the background information necessary to understand the topic. Don’t repeat this information in the body of the essay; it should help the reader understand what follows.
Identify the overall purpose of the essay with the thesis (purpose statement). Writers can also include their support directly in the thesis, which outlines the structure of the essay for the reader.
Informative essay body paragraphs
Each body paragraph should contain a topic sentence, evidence, explanation of evidence, and a transition sentence.
A good topic sentence should identify what information the reader should expect in the paragraph and how it connects to the main purpose identified in the thesis.
Provide evidence that details the main point of the paragraph. This includes paraphrasing, summarizing, and directly quoting facts, statistics, and statements.
Explain how the evidence connects to the main purpose of the essay.
Place transitions at the end of each body paragraph, except the last. There is no need to transition from the last support to the conclusion. A transition should accomplish three goals:
Tell the reader where you were (current support)
Tell the reader where you are going (next support)
Relate the paper’s purpose
Informative essay conclusion
Incorporate a rephrased thesis, summary, and closing statement into the conclusion of an informative essay.
Rephrase the purpose of the essay. Do not just repeat the purpose statement from the thesis.
Summarize the main idea found in each body paragraph by rephrasing each topic sentence.
End with a clincher or closing statement that helps readers answer the question “so what?” What should the reader take away from the information provided in the essay? Why should they care about the topic?
Informative essay example
The following example illustrates a good informative essay format:
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Informative Writing
Description.
In this unit, students are introduced to the skills, practices, and routines of informative writing by working collaboratively with their peers to examine informative writing models, plan for their writing, and gather evidence. Students independently practice writing and revising and also engage in peer review to revise their work. Throughout the unit, the class will construct an Informative Writing Checklist, which students will use to guide their drafting, review, and finalization. By the end of the unit, students will have produced fully developed informative papers.
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- Grades 9-10 Writing Module, Unit 2
- Writing Module Unit 2 Overview
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In This Unit
- lesson 1: Introduction to Informative Writing
- lesson 2: Effective Informative Writing: Purpose and Audience
- lesson 3: Informative Writing: Analyzing the Prompt
- lesson 4: Informative Writing: Charting Topics, Subtopics, Claims, and Evidence
- lesson 5: Informative Writing: More Subtopics and Evidence
- lesson 6: Informative Writing: Processing the Information
- lesson 7: Informative Writing: Drafting an Outline
- lesson 8: Informative Writing: Drafting Body Paragraphs
- lesson 9: Informative Writing: Drafting an Introduction
- lesson 10: Informative Writing: Drafting a Conclusion
- lesson 11: Informative Writing: Getting Feedback
- lesson 12: Finalizing Informative Papers
- lesson 13: Informative Writing: Reflecting on the Writing Process
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Self-Learning Modules - Quarter 4 English: Grade 7, Modules 1-8 View Download
Modules, Self Learning Module | ZIP
Curriculum Information
| Education Type | K to 12 |
| Grade Level | Grade 7 |
| Learning Area | English |
| Content/Topic | Writing and Composition |
| Intended Users | Educators, Learners |
| Competencies | Extract information from a text using a summary, precis, and paraphrase Identify key ideas Simplify ideas |
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| Copyright | Yes |
| Copyright Owner | Department of Education |
| Conditions of Use | Use, Copy, Print |
Technical Information
| File Size | 9.76 MB |
| File Type | application/x-zip-compressed |
English Quarter 4 – Module 7: Compose an Informative Essay
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Grade 10 English Module: Using Informative Writing Techniques
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
Hello learner! This module was designed and written with you in mind. Primarily, its scope is to teach you how to compose and evaluate informative texts.
While going through this module, you are expected to have:
1. identified the structure and features of informative writing; and
2. written an informative text.
By the way, use a sheet of paper as your answer sheet to write your answers of the different activities presented in this learning module. DO NOT ANSWER here directly.
Grade 10 English Quarter 3 Self-Learning Module: Using Informative Writing Techniques
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EL Education Curriculum
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- ELA 2019 G8:M2:U2:L8
Write an Informative Essay: Analyze a Model and Plan an Introduction
In this lesson, daily learning targets, ongoing assessment.
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Supporting English Language Learners
Materials from previous lessons, new materials, closing & assessments, you are here:.
- ELA 2019 Grade 8
- ELA 2019 G8:M2
- ELA 2019 G8:M2:U2
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Focus Standards: These are the standards the instruction addresses.
- W.8.2a, W.8.2b, W.8.4, W.8.5, SL.8.4, L.8.1b, L.8.3a
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RI.8.1, RI.8.10, W.8.6, W.8.7, W.8.8, W.8.10, SL.8.1, L.8.4, L.8.6
- I can plan an introduction to an informative essay that includes a strong focus statement. ( W.8.2a, W.8.4 )
- I can analyze a model to generate criteria of an effective informative essay on my selected research case study. ( W.8.2, W.8.4 )
- I can identify indicators for speaking clearly and using appropriate eye contact. ( SL.8.4 )
- Opening A: Entrance Ticket: Unit 2, Lesson 8 ( SL.8.4 )
- Work Time A: Language Dive: Model Essay: "GMOs," Paragraph 1 note-catcher ( W.8.2a, L.8.1b )
- Work Time B: Informative Writing checklist ( RI.8.1, W.8.2 )
- Closing and Assessment A: Informative Essay Writing Plan graphic organizer: plan of introduction ( W.8.2a, W.8.4 )
| Agenda | Teaching Notes |
|---|---|
| A. Engage the Learner – (5 minutes)
A. Language Dive: Model Essay: “GMOs,” Paragraph 1 – (10 minutes) B. Read and Analyze Model Essay: “CSAs” – (15 minutes)
A. Analyze Model and Plan Introduction – (15 minutes)
A. Revise Informative Essay Plan: Students revise their plan for their own independent research essay. B. Homework: Painted Essay® Structure: Students answer selected and constructed response questions about the model essay’s structure and content to complete Homework: Painted Essay® Structure. | – Opening A: Students review the Presentation of Knowledge and Ideas checklist and discuss ways they can show or use appropriate eye contact, adequate volume, and clear pronunciation during partner work. – Work Time A: Students participate in a Language Dive, analyzing how an author introduces a topic clearly, previewing what is to follow, and begin to plan their own focus statement. – Work Time A: Students participate in a Language Dive to explore how the passive voice is formed. – Work Time A: Students participate in a Language Dive to consider how passive voice is used to emphasize the recipient of an action. – Work Time B: Students cite textual evidence as they analyze the structure of the model essay. – Work Time B: Students analyze the organization and development of a model essay, reflecting on how each paragraph relates to the author’s purpose. – Work Time B: Students use a model informative essay and the Informative Writing checklist to generate specific criteria for their own essays. – Closing and Assessment A: Students plan the introductory paragraph of their essays, considering the context needed by the reader and the purpose of the piece. – Closing and Assessment A: With some guidance and support, students develop a focus statement.
|
- Informative Writing Plan graphic organizer
- Homework: Painted Essay® Structure
- Review the Informative Writing checklist ( see the Tools page ).
- Review the Model Essay: “GMOs” and the Model Essay: “CSAs.”
- Strategically group students into pairs for the work in this lesson, with at least one strong reader per pair.
- Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 8 at each student’s workspace.
- Predetermine partners for the work in Closing and Assessment A, to ensure all students are paired with a peer who is working with the same model essay.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Time A, Work Time B, and Closing and Assessment A: Prepare a device with a projector to display Entrance Ticket: Unit 2 Lesson 8; Model Essay: "CSAs"; Language Dive materials; and the Informative Writing Plan graphic organizer, and prepare devices for students if they will be using digital versions of these documents.
- Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supports guided in part by CA ELD Standards 8.I.A.1, 8.I.A.3, 8.I.A.4, 8.I.B.5, 8.I.B.6, and 8.I.B.8.
Important Points in the Lesson Itself
- To support ELLs, this lesson invites students to analyze a second model essay and to participate in a Language Dive that addresses a sentence from the focus statement of the model essay about GMOs. Students will have already seen this sentence in the previous lesson while reading and analyzing the model essay. In the Practice portion of this Language Dive, students begin drafting the first sentence of the focus statement of their own essays. In Closing and Assessment A of the lesson, students begin planning the introduction of their essays.
- Students may find it difficult to plan the introduction of their essays. Encourage them to refine their focus statement first so that they can use it to guide their decisions about the rest of the introduction and the Proof Paragraph. Allowing time for oral processing before writing may help some students gain clarity around their ideas.
- Model Essay: "GMOs" (one for display; from Module 2, Unit 2, Lesson 7, Work Time A)
- Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 2, Lessons 4-5, Work Time D)
- Paint an Essay lesson plan (for teacher reference) (from Module 1, Unit 3, Lesson 6, Work Time A)
- Model Essay: “GMOs” (one per student; from Module 2, Unit 2, Lesson 7, Work Time A)
- Painted Essay® Template (one per student; from Module 1, Unit 3, Lesson 6, Work Time B)
- Access to Healthy Food: Independent Research note-catcher (one per student; from Module 2, Unit 2, Lesson 4, Work Time B)
- Researcher’s Toolbox (one per student; from Module 2, Unit 2, Lesson 1, Work Time A)
- Device with projector (see Technology and Multimedia)
- Entrance Ticket: Unit 2, Lesson 8 (example for teacher reference)
- Language Dive Guide: Model Essay: “GMOs,” Paragraph 1 (for teacher reference)
- Language Dive: Model Essay: “GMOs,” Paragraph 1 note-catcher (answers for teacher reference)
- Informative Writing: “CSAs” checklist (example for teacher reference)
- Model Essay: “CSAs” (example for teacher reference)
- Informative Writing Plan: “CSAs” graphic organizer (example for teacher reference)
- Informative Writing Plan: “GMOs” graphic organizer (example for teacher reference)
- Homework: Painted Essay® Structure (answers for teacher reference) (see Homework Resources)
- Devices (optional; one per student; see Technology and Multimedia)
- Entrance Ticket: Unit 2, Lesson 8 (one per student)
- Language Dive: Model Essay: “GMOs,” Paragraph 1 note-catcher (one per student)
- Language Dive: Model Essay: “GMOs,” Paragraph 1 sentence chunk strips (one per group)
- Model Essay: “CSAs” (one per student and one for display)
- Colored pencils (red, yellow, blue, green; one of each per student)
- Informative Writing: “CSAs” checklist (one per student and one for display)
- Informative Writing: Independent Research Essay directions (one per student and one for display)
- Informative Writing Plan graphic organizer (one per student and one for display)
- Homework: Painted Essay® Structure (one per student; see Homework Resources)
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
| Opening | Levels of Support |
|---|---|
| .
|
|
| Work Time | Levels of Support |
|---|---|
| and read aloud the introduction paragraph. to guide students through a Language Dive conversation about the sentence. Distribute and display the , and the . Reference as needed. |
|
| which students preread for homework. Remind students that this second model is very similar in focusing question and structure to the Model Essay: “GMOs,” which they read and analyzed in detail in the previous lesson. Ask students to review the , citing the ways in which they hope to show perseverance in today’s partner work. , and invite students to color-code their Model Essay: “CSAs” independently. Prompt partners to compare annotations, and review each part of the essay, encouraging students to refer to the as they work. Refer to the for further detail, as needed. Additionally, see the for support.
, and remind students that they used a similar checklist to analyze the characteristics of the Model Essay: “GMOs” in the previous lesson. Ask students to Think-Pair-Share:
I provide a clear focus and maintain the focus consistently throughout the piece.” for support., and ask them to Think-Pair-Share:
|
|
| Closing |
|---|
| . Select a volunteer to read the prompt for this writing task aloud: , and tell students they will be using this graphic organizer to plan their writing.
and to support students.
|
| Homework |
|---|
| . |
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An informative essay is based on facts to educate or inform an audience on a particular topic. An informative essay is the basic type of essays and its primary goal is to educate the reader by communicating facts or proving explanation on a particular topic. After going through this module, you are expected to: 1. define informative essay; 2 ...
An informative essay is based on facts to educate or inform an audience on a particular topic. An informative essay is the basic type of essays and its primary goal is to educate the reader by communicating facts or proving explanation on a particular topic. After going through this module, you are expected to: 1. define informative essay; 2 ...
Informative essays vary in length, but all good informative pieces are a product of an application of several writing techniques. Below are some of the best tips/techniques to help you write an excellent informative text. 1. Open with an attention grabber and conclude with a summary of the main points of the essay. 2.
Purpose of informative writing. The purpose of an informative essay depends upon the writer's motivation, but may be to share new information, describe a process, clarify a concept, explain why or how, or detail a topic's intricacies. Informative essays may introduce readers to new information. Summarizing a scientific/technological study.
A. Analyze a Model - W.7.2 (20 minutes) 3. Closing and Assessment. A. Pair Practice: Plan an Informative Essay - W.7.5 (20 minutes) 4. Homework. A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
Description. In this unit, students are introduced to the skills, practices, and routines of informative writing by working collaboratively with their peers to examine informative writing models, plan for their writing, and gather evidence. Students independently practice writing and revising and also engage in peer review to revise their work.
An informative essay contains an introductory paragraph that begins with a hook sentence and contains the topic sentence, or thesis. The body of the essay generally contains three to five ...
A well-written informative essay should include an introduction (hook, bridge, thesis), a body (topic sentence, research, explanation), and a conclusion (reframed thesis and call to action). While ...
This document provides guidance for students on writing an informative essay. It discusses the purpose and structure of an informative essay. The document contains sample questions to check students' existing knowledge on informative essays. It also provides examples of informative texts and a short sample informative essay for analysis. Steps on how to write an informative essay are outlined ...
W.8.4 - Work Time B: Students use a model informative essay and the Informative Writing Checklist to analyze how the essay conveys ideas, concepts, and information through the selection, organization, ... Although students wrote a compare and contrast essay in Module 1, this essay exhibits more complexity by requiring students to identify and ...
A. The Painted Essay®: Sort and Color-Code Evidence from the Proof Paragraphs - W.7.2b (10 minutes) B. Pairs: Draft Proof Paragraph 1 - W.7.2b (20 minutes) 3. Closing and Assessment. A. Share Best Evidence - RI.7.1 (10 minutes) 4. Homework. A. Independent Research Reading: Students read for at least 20 minutes in their independent ...
English 7: Quarter 4- Module 8: Informative Essay. Objective 1. Define academic writing. 2. Distinguish features of academic writing. 3. Show appreciation of the importance of academic writing through writing essays on topics of interest. 4. Use appropriate responses to complete a conversation or dialogue. 5. Apply the strategies to create an ...
English- Grade 7 Alternative Delivery Mode (ADM) Quarter 4 - Module 8: Informative Essay First Edition, 2020. Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for ...
English Quarter 4 - Module 7: Compose an Informative Essay. Last updated on May 28, 2021 Grade 7. English 7 4th Quarter. ... English Quarter 4 - Module 3: Determining the Worth of Ideas Mentioned in Text Listened to; English Quarter 4 - Module 6: Literature as a Tool to Assert One's Unique Identity and to Better Understand Other People;
Alignment to Assessment Standards and Purpose of Lesson. W.8.2 - Opening A: Students use the Painted Essay® structure to analyze a model informative essay and add to their understanding of the criteria of an effective informative essay. RI.8.1 - Work Time B: Students cite textual evidence as they analyze the structure of the model essay.
E7_LAS_Q4_MELC 8 - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. This document provides guidance for students on composing an informative essay. It includes background information on what an informative essay is, how to write one, potential topics to choose from, and an outline structure to follow.
English 74 Th Module 8 - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. The document provides guidance on writing an informative essay, explaining that the purpose is to educate readers on a topic without expressing opinion. It outlines the basic structure as an introduction with a clear thesis statement, several body paragraphs providing ...
Hello learner! This module was designed and written with you in mind. Primarily, its scope is to teach you how to compose and evaluate informative texts. While going through this module, you are expected to have: 1. identified the structure and features of informative writing; and. 2. written an informative text.
Also, display and distribute copies of the Informative Writing checklist, and remind students that they used this same checklist in Module 1 when they wrote an informative essay. The specific characteristics may change slightly for this essay, but they will work as a class to determine these new specific characteristics.
Module 8 - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. This document provides information about writing an informative essay. It begins by defining an informative essay as a type of writing intended to educate readers on a particular subject without presenting an argument. It then outlines the basic structure of an informative essay ...
Model Essay: "GMOs" (one for display; from Module 2, Unit 2, Lesson 7, Work Time A) Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 2, Lessons 4-5, Work Time D) ... It is an informative essay on a research topic that addresses access to healthy food. Both essays contain introductions, Proof Paragraphs, and ...
English Grade 7 Self Learning ModulesDisclaimer: Videos, Music and other images and clip arts used in this video are not owned by the editor. Credits to the ...