Informative Writing 101: From Thesis to Works Cited

1. Instructional Designers - ​Alysa Johnson and Josh Johnson

2. Client Information -
Name: Erin Keith
Title: 9th Grade English Teacher
Organization (school): McIntosh High School
Email Address: ​keith.erin@mail.fcboe.org
Needs: A fully online, self-paced course, designed to teach 9th grade students how to conduct
research, use textual evidence from sources, and write an informational essay.

3. Target Audience
● Target Audience: 9th grade English students
● General Characteristics: 14 to 15 year old male and female students, general and on level learners,
public high school students, and middle school to entry level high school writing mastery
● Relevant knowledge, skills, and experience: Students will enter the course with experience using
online platforms, some understanding of research skills, and grade level appropriate writing
abilities.

4. Instructional Objectives
Upon completion of this course learners will be able to:
• Objective 1 (Module 1) - Students will evaluate how well introduction paragraphs clearly establish
a thesis for the essay.
• Objective 2 (Module 2) - Students will assess for properly cited textual evidence to support the
discussion of the topic in a body paragraph.
• Objective 3 (Module 3) - Students will critique a concluding paragraph that accurately synthesizes
the thesis and body paragraphs into an appropriate summary of the essay.
• Objective 4 (Module 4) - Students will evaluate a Works Cited page with sources for correct MLA
format.

5. Instructional Strategies and Tools

• Instructional approach and justification –

Mastery or Competency Approach

This project will use a mastery building style to design a course for students to learn the skills
necessary to write a proper and effective informational essay. By using a mastery building style as a guide
to the development of the instruction, the student learners will progress through modules sequentially at
the speed in which they master them. For instance, a student will begin module one and work for a score
that indicates mastery, and if that student does not produce a score sufficient enough to indicate mastery,
then that student will have the time and opportunity he or she individually needs to get that score by
revisiting the module’s content.
In order for students to develop the multiple skills and components of content knowledge they
will need to show their mastery, students will not have timed modules. Instead, students will continue
learning at their own pace and take the time they need to develop an individual, authentic understanding
of the objective(s). With modules chunked into four parts with specific learning objectives, this mastery
building strategy will allow learners to move as fast or slow as they need to in order to satisfy the larger
goal of successfully meeting their learning objectives.

Self-paced E-learning Approach

In addition to a mastery of competency building approach, the project is also designed in
combination with the self-paced e-learning approach. By hosting all of the content, instruction, and
resources online in an e-learning environment, students are able to move through the information at their
own pace, where they can build mastery at the speed that is the most relevant to their learning style. Given
that some learners may have stronger background knowledge and prior practice with these skills and some
may not, the design’s reliance on e-learning will ensure that students are the pace setters to their own
learning, so the needs of each learner can be met with almost no effect on any of the other learners in the
course. Also, the open design of the course will allow students to revisit modules and content at their own
pace in order to ensure that they are prepared for the next module, final summative assessment, or once
they have finished the course as a whole and just wish to refresh their knowledge.
It is important for students to have this ability to determine the speed of their learning
as well as be able to revisit the modules, because writing can be a complex task. Once students have to
write their own essay after the course, they may wish to return to the content, but students may
individually not need to or only wish to revisit specific pieces of instructional content, so this approach is
necessary to pair with the mastery approach to ensure the continued success of learners.

• Motivational strategies

Attention:

-The design will initially grab students’ attention and engagement from being challenged to show their
mastery of the informational writing process, where they will be required to make at least a 70% on the
assessments of each module in order for that module’s learning objective to be considered mastered.

-Throughout the course, the design will further excite students’ attention and engagement, because they
will be competing against a mark of mastery for a title that describes their rank. Students will be
interested throughout the modules so that they can earn the highest title. The titles and criteria that the
design will use are as follows:

-70-79% average on all assessments (excluding diagnostic): Professional

-80-89% average on all assessments (excluding diagnostic): Boss
-90-99% average on all assessments (excluding diagnostic): Guru
-100% or perfect average on all assessments (excluding diagnostic): Master

Relevance:

-Students will connect with this mastery focused course because of its applicability to the writing tasks
and skills they will need to be successful in 9th Grade ELA as well as the following grades.

-Students will connect to the presentation of content and instruction through its all online and web based
assessments. Students will be able to remain immersed in using educational technology through their
devices, so they will find the skills of navigating sites, apps, and resources relevant to their daily
experiences as digital natives.
Confidence​:

-Students will feel that they are working toward their success overall in each module, because students
will be able to continue to access materials from the module until they feel that they have either truly
mastered the objective or received feedback from an assessment confirming it.

-Assessments will also closely mirror and reflect the expectations and style of the materials, so students
will not feel distanced or surprised when taking the assessments. This familiarity and comfort will allow
students to feel more confident in their approach to proving their mastery.

Satisfaction​:

-Students will feel satisfaction as they progress through each of the modules, where at the end of modules,
students will be rewarded with the satisfaction of knowing that their mastery is building in increments and
completed a complex process.

-The assessments will specifically be the medium for communicating students’ success in mastering the
objectives. Once having completed the modules, students will be able to take part in the satisfaction that
they now possess a new skill that is verified by their completed assessments.

• Assessment strategies –
Diagnostic - As a part of the first module, students will take a diagnostic assessment to evaluate their
background knowledge and prior mastery of the concepts, terms, and concerns of informative writing.

Formative - Students will be formatively assessed through short quizzes at the end of some modules on its
module objective. Students will receive immediate feedback upon completion of each quiz.

Summative - Students will be summatively assessed through a post test located at the end of the last
module that encompasses information taught throughout the course. Students will receive immediate
feedback upon completion of the post test.

• Development tools – ​We will use ProProfs, PowerPoint, Piktochart, ScreenCast O-matic,Youtube, etc.
to develop our online course.

6. Course Outline
Module 1 What are the parts of an introduction?

Content Description Throughout Module 1, students will learn the

three parts of an introduction paragraph: lead,
bridge, and thesis.

Media Objects (original) - [Image] Map of Quantitative Mastery

Titles
- [Image - Infographic style] Outline (in
color) of informational essay explaining
each part and its importance
 - [Image - Infographic style] Overview of
introduction paragraph: learning
objectives, skills associated/need for
mastery, content numbered in step by step
approach
- Narrated PowerPoint presentation, created
with Screencast-o-matic, describing the
three parts of a introduction paragraph.

Media Objects (external) - Introduction paragraph worksheets:

https://d3jc3ahdjad7x7.cloudfront.net/pcc
6o03G2ErqYy80x5LenleGwngVvczQIPz
KUMLaQmuBvAod.pdf
- Inverted Triangle graphic model:
https://goo.gl/images/NK21qN

Practice or Assessment - Diagnostic - At the beginning of the

module, students will take an online quiz
developed through ProProfs over the
different components of an informational
essay to assess their entry level
knowledge of the topic. They will receive
immediate feedback, so they get an
understanding of what they know and
what they need to learn throughout the
course.
- Formative - Students will take an online
quiz developed through ProProfs over the
content of Module 1 to assess their
mastery of establishing an effective thesis.

Module 2: What are the parts of a body paragraph?

Content Description Throughout Module 2, students will learn the four

major parts of a body paragraph using the ACES
strategy.

Media Objects (original) - [Image - Infographic style] Overview of

ACES strategy in body paragraph
- [Image - Infographic style] Detailed step
by step explanation of “C” or Cite from
ACES: How to cite textual evidence
- Narrated PowerPoint presentation, created
with Screencast-o-matic, describing the
four parts of a body paragraph.
Media Objects (external) - Quote integration practice worksheet:
http://www.sps186.org/downloads/basic/7
0125/Integrating_Quotations_into_Senten
ces.pdf
- Practice quiz on quote integration
methods:​https://www2.ivcc.edu/rambo/en
g1001/practice_quotations_quiz.htm
- Transition words list

Practice or Assessment - Formative - Students will take an online

quiz developed through ProProfs over the
content of Module 2 to assess their
mastery of citing textual evidence.

Module 3: What are the parts of a conclusion?

Content Description Throughout Module 3, students will learn the

three parts of a conclusion paragraph.

Media Objects (original) - [Image - Infographic style] Overview of

conclusion paragraph: learning objectives,
skills associated/need for mastery, content
numbered in step by step approach
- Narrated PowerPoint presentation, created
with Screencast-o-matic, describing the
three parts of a conclusion paragraph

Media Objects (external) Additional Conclusion Paragraph Resources to

give students extra explanations or compatible
directions with the learning in the module:

- Askwriter.com: ​“Developing a
Conclusion Paragraph for an
Informational Essay”

- Time4writing.com: ​“Writing a Good

Conclusion Paragraph”

- YouTube Videos: ​Informative Essay

Conclusion Paragraph​ and ​How to write a
conclusion

Practice or Assessment Formative - Students will take a quiz over the

content of Module 3 to assess their mastery of the
three parts of a conclusion paragraph.
 Module 4: What is a works cited page?

Content Description In the final module, students will learn the basic
formatting and parts of a works cited page.

Media Objects (original) - [Image - Infographic style] Overview of

works cited page: learning objectives,
skills associated/need for mastery, content
numbered in step by step approach
- [Original Video] Explanation of how to
write a MLA works cited page

Media Objects (external) - External source - ​link to Purdue OWL

citations pages
- External source - ​link to Purdue OWL
sample MLA works cited page
- Purdue OWL YouTube Channel’s how to
write a works cited page

Practice or Assessment Formative - Students will take a quiz over the

content of Module 4 to assess their mastery of
concluding an informational essay.
Summative - Students will take a quiz assessing
students knowledge of each module’s objective as
well as their mastery of the concepts and terms
associated with informational writing.

7. References

Askwriter. (2018). ​Developing a strong conclusion paragraph for an informative essay. Retrieved

from ​http://www.askwriter.com/developing-a-conclusion-paragraph-for-an-informative

-essay

Herr, K. (2016, October 3). ​Informative Essay Conclusion Paragraph​ [Video file]. Retrieved from

https://www.youtube.com/watch?v=XCQwB2Th7rQ

Keller, J. M. (1987). Development and use of the ARCS model of motivational design.

Journal of Instructional Development, 10(3)​, 2-10.

Purdue U Writing Lab. (2018). ​The Purdue OWL​. Retrieved from

 https://owl.english.purdue.edu/owl/resource/747/01/

OWLPurdue. (2017, April 5). ​MLA style: list of works cited (8th ed., 2016)​ [Video file].

Retrieved from ​https://www.youtube.com/watch?v=Qq5Itf5Tg-U&index

=3&list=PL4917D9E21FA6EDFF

Roller, S. (2014, September 26).​ How to write a Conclusion ​[Video file]. Retrieved from

https://www.youtube.com/watch?v=9ME797FmLnc

Time 4 Writing. (2017). Writing a Good Conclusion Paragraph. Retrieved from

https://www.time4writing.com/writing-resources/writing-a-good-conclusion-paragraph/