Among the most important components in achieving school success, we find the ability to comprehend instructional texts, as well as the proficiency in using various English genres.
ELL researcher Elizabeth Coelho* has identified key characteristics of six non-fiction genres used in English, that apply to Social Studies curriculum:
Recounting
Setting the scene (e.g., Last week, we went to the museum)
Recounting events, usually in chronological order. Usually uses the past tense
Closing
Reporting
Identify the topic, with some kind of clarification
Describe components, behaviors, characteristics, etc
Compare and contrast
Explaining a Process
Introduction of idea, theme, social/historical event, etc
Sequential description of stages or steps in the process
Closing
Describing a procedure
Statement of purpose
List of primary and secondary sources
Inclusion of diagrams and other illustrations
Use of passive verbs(It was believed, it is assumed, etc)
Concluding statements
Persuading (exposition of a point of view)
Thesis
Arguments and evidence
Restatement of thesis
Discussing (exposition of various points of view)
Statement of issue or problem and preview of main arguments
Argument for one point of view, with supporting evidence
Argument for opposing points of view, with supporting evidence
Statement of opinion, with rationale.
In the following section you will be able to find a chart that shows how teachers can help students develop specific reading and writing skills.
* Coelho, Elizabeth. 2004. Adding English: A guide to teaching in multilingual classrooms., pp.135-136, Toronto: Pippin Publishing.
ELL researcher Elizabeth Coelho* has identified key characteristics of six non-fiction genres used in English, that apply to Social Studies curriculum:
Recounting
Setting the scene (e.g., Last week, we went to the museum)
Recounting events, usually in chronological order. Usually uses the past tense
Closing
Reporting
Identify the topic, with some kind of clarification
Describe components, behaviors, characteristics, etc
Compare and contrast
Explaining a Process
Introduction of idea, theme, social/historical event, etc
Sequential description of stages or steps in the process
Closing
Describing a procedure
Statement of purpose
List of primary and secondary sources
Inclusion of diagrams and other illustrations
Use of passive verbs(It was believed, it is assumed, etc)
Concluding statements
Persuading (exposition of a point of view)
Thesis
Arguments and evidence
Restatement of thesis
Discussing (exposition of various points of view)
Statement of issue or problem and preview of main arguments
Argument for one point of view, with supporting evidence
Argument for opposing points of view, with supporting evidence
Statement of opinion, with rationale.
In the following section you will be able to find a chart that shows how teachers can help students develop specific reading and writing skills.
* Coelho, Elizabeth. 2004. Adding English: A guide to teaching in multilingual classrooms., pp.135-136, Toronto: Pippin Publishing.
