Brochures: Writing for Audience and Purpose

This brochure assignment gives students the opportunity to see how shifting purposes and audiences creates changes in their strategies as writers—in the stance they take, in the information they use or leave out, and in the processes they follow to complete the task. (from site) This brochure lesson is a way to help students understand that writing for differing purposes and audiences may require using different genres, different information, and different strategies. Developing a sense of audience and purpose in writing, in all communication, is an important part of growth as a writer. Shifting from one genre with its incumbent audience and purpose to another, builds sensitivity to these factors in students. Additionally, today's students are confronted by a variety of texts that integrate verbal and visual materials to create a unified message. Creating a text that combines verbal and visual elements can develop students' ability to navigate increasingly complex uses of text types in their world, especially their world online. (from site)

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to...
CCSS.ELA-Literacy.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative...
CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective...
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)...
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective...
CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience....
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's...
CCSS.ELA-Literacy.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or...
CLE 3001.1.2
Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.
CLE 3001.3.1
Write in a variety of modes for different audiences and purposes.
CLE 3001.3.3
Organize ideas into an essay with a thesis statement in the introduction, well constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3001.3.4
Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in lo
CLE 3001.4.1
Define and narrow a problem or research topic.
CLE 3001.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
CLE 3001.4.4
Write an extended research paper, using primary and secondary sources and technology and graphics, as appropriate.
CLE 3001.5.3
Evaluate an argument, considering false premises, logical fallacies, and the quality of evidence presented.
CLE 3001.7.4
Apply and adapt the principles of written composition to create coherent media productions.
CLE 3001.8.5
Know and use appropriate literary terms to derive meaning from various literary genres.
CLE 3002.1.2
Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases
CLE 3002.3.1
Write in a variety of modes for different audiences and purposes.
CLE 3002.3.3
Organize ideas into an essay with a thesis statement in the introduction, wellconstructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3002.3.4
Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.
CLE 3002.4.1
Define and narrow a problem or research topic.
CLE 3002.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
CLE 3002.4.4
Write an extended research paper, using primary and secondary sources and technology and graphics, as appropriate.
CLE 3002.8.5
Know and use appropriate literary terms to derive meaning from various literary genres.
CLE 3003.3.1
Write in a variety of modes, with particular emphasis on persuasion, for different purposes and audiences.
CLE 3003.3.3
Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3005.3.3
Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect...
GLE 0406.2.2
Develop fluency with multiplication and single-digit division.
SPI 3001.1.12
Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words.
SPI 3001.1.13
Select the appropriate word among frequently confused words (i.e., to/too/two, their/there/theyre, it/its, you/youre, whose/whos, which/that/who, accept/except,...
SPI 3001.3.10
Identify the targeted audience for a selected passage.
SPI 3001.3.14
Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3001.3.3
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3001.3.4
Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3002.1.13
Select the appropriate word from among frequently confused words (i.e., to/too/two, their/there/theyre, it/its, you/youre, whose/whos, which/that/who,...
SPI 3002.1.14
Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words.
SPI 3002.3.11
Identify the targeted audience for a selected passage.
SPI 3002.3.15
Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3002.3.3
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3002.3.4
Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3003.3.13
Identify the targeted audience for a selected passage.
SPI 3003.3.8
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
TSS.ELA.11-12.W.TTP.2
Write informative/explanatory texts to analyze, synthesize, and convey complex ideas, concepts, and information clearly and accurately through the...
TSS.ELA.9-10.L.KL.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend ...
TSS.ELA.9-10.L.VAU.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 9-10 reading and content; interpret figures...
TSS.ELA.9-10.RI.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative...
TSS.ELA.9-10.RL.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of...
TSS.ELA.9-10.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.9-10.W.PDW.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
TSS.ELA.9-10.W.PDW.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's...
TSS.ELA.9-10.W.RBPK.7
Conduct and write short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem by...
TSS.ELA.9-10.W.RW.10
Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
TSS.ELA.9-10.W.TTP.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.
TSS.ELA.9-10.W.TTP.2
Write informative/explanatory texts to analyze and convey complex ideas, concepts, and information clearly and accurately through the effective selection...
TSS.ELA.9-10.W.TTP.3
Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Student Objectives:

Students will

  • explore how texts work more or less effectively. 
  • understand how writing reflects purpose through genres, writer stance, content, and presentation. 
  • use strategies for inquiry, investigation, drafting, and revision effectively to create an informative brochure. 
  • reflect on how their use of strategies for this assignment can help them in future writing situations. 

 

Lesson Variations

Blooms taxonomy level: 
Understanding

Helpful Hints

Preparation:

  • Have students complete another writing assignment, preferably a paper that requires inquiry and has a different purpose (such as persuasion or argumentation) and a primary audience of the teacher. Although this unit can be taught by itself, it more effectively accomplishes the desired objectives if it is taught after students have written a paper for another purpose: to persuade or to take a stand, rather than to inform. For an example that uses this strategy after both a research paper that requires students to take a stand and a reversal paper, see page 98-110 of Dean's Strategic Writing. 
  • Gather informative brochures from a variety of sources. You can collect in a range of places-car dealerships, college campuses, school counseling offices, doctors' offices, visitors' bureaus, and so forth. 
  • Check the Brochure Assignment, and decide if changes are needed. If necessary, your own version of the brochure can be created using a word processing program or using the Printing Press. 
  • Review Websites in the Resources section, and prepare handouts as needed, making copies or overhead transparencies of the Investigation Sheet, Assignment, Inquiry Sheet, Research Guide, Evaluative Reading, and Questions for Reflection. 
  • Arrange for time in library to conduct inquiry and gather visuals. 
  • Make sure access to computers is available for students to format and print their brochures. 
  • Test the Printing Press on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

 

Materials and Technology:

  • A collection of informative brochures

 

Printouts:

  • Brochure Investigation Sheet 
  • Writing Brochures
  • Brochure Inquiry 
  • Brochure Research Guide
  • Evaluative Reading
  • Questions for Reflection: Brochures 
  • ReadWriteThink Printing Press Brochure Layouts 

 

Websites:

  • Get It Write
  • A Teacher's Guide to Fair Use and Copyright

References

Contributors: