Study guide: Explanations, Arguments and Information Displays
Apply identify informational purpose, distinguish claim, reason and evidence, interpret a display’s organization, explain a qualifying word using supplied texts and original responses.
Ideas to explain in your own words
- Informational writing may explain, argue, report or define. Evaluate its organization and language together rather than guessing purpose from the title alone.
- A claim states the position, a reason explains why it should hold and evidence supplies supporting observations or source details. A relevant link is needed between all three.
- A timeline organizes dates, a table compares categories, a flow diagram orders steps and a labeled diagram locates parts. Choosing a display is an information-design decision.
- Qualifiers make claims more precise. Sometimes limits frequency, in this sample limits the group, may limits certainty and during May limits the time.
Useful vocabulary
- Identify informational purpose
- Informational writing may explain, argue, report or define. Evaluate its organization and language together rather than guessing purpose from the title alone.
- Distinguish claim, reason and evidence
- A claim states the position, a reason explains why it should hold and evidence supplies supporting observations or source details. A relevant link is needed between all three.
- Interpret a display’s organization
- A timeline organizes dates, a table compares categories, a flow diagram orders steps and a labeled diagram locates parts. Choosing a display is an information-design decision.
- Explain a qualifying word
- Qualifiers make claims more precise. Sometimes limits frequency, in this sample limits the group, may limits certainty and during May limits the time.
Watch your reasoning
- A definition need not propose a policy.
- An unrelated true detail does not support this claim.
- A timeline is not ideal for unordered material categories.
- Removing a qualifier can create a stronger claim.
A worked review example
Excerpt A: A paper hinge lets two panels move: the fold bends while the panels remain joined. Excerpt B: We should label each part. Without names, a reader cannot connect our instructions to the model. Excerpt C: 1890: first design; 1902: revised design; 1910: public display. Readers need to see the order and gaps. Excerpt D: The fold sometimes catches on the cardboard edge. Identify informational purpose: Evidence: A paper hinge lets two panels move: the fold bends while the panels remain joined. Reasoning: explain how something works is supported because parts and movement are related to explain how the mechanism works. A definition need not propose a policy. Distinguish claim, reason and evidence: Evidence: We should label each part. Without names, a reader cannot connect our instructions to the model. Reasoning: claim is supported because the sentence states the position the writer wants accepted. An unrelated true detail does not support this claim. Interpret a display’s organization: Evidence: 1890: first design; 1902: revised design; 1910: public display. Readers need to see the order and gaps. Reasoning: timeline is supported because dates and ordered changes need a chronological axis. A timeline is not ideal for unordered material categories. Explain a qualifying word: Evidence: The fold sometimes catches on the cardboard edge. Reasoning: frequency is supported because sometimes limits how often the event occurs. Removing a qualifier can create a stronger claim.
Make a practice plan
- Practice identify informational purpose: Find the stated aim and the action the writer asks of a reader, if any. Name the matching purpose.
- Practice distinguish claim, reason and evidence: Use the supplied argument context and classify the sentence’s role. Explain how it connects to the position.
- Practice interpret a display’s organization: Identify the relation readers need to see. Use that relation to choose the display, then include required labels.
- Practice explain a qualifying word: Read the exact expression and say which part of the claim it narrows. Preserve that limit in a summary.
- Use the new review case without consulting its answer first. Return to the specific lesson if your explanation misses the distinction.