High School Three Modes Review

​TNReady Writing Modes Review

By Donna Kapa

​Today’s Goals

• Understand what TNReady expects for each writing mode

• Review the major parts of Narrative, Explanatory, and Argument essays

• Practice one prewriting strategy for each mode

Poll

Which TNReady writing mode do you feel most confident about?

• Narrative

• Informational/ Explanatory

• Argument

• Not sure

Open Ended

Follow-Up:
What makes that mode easier or harder for you?

​What TNReady Looks For in ALL Writing

✔ Clear introduction

✔ Strong development using the stimulus

✔ Organization that makes sense

✔ Precise language and transitions

✔ Formal style (except narrative voice)

✔ Strong control of grammar & conventions

​Narrative

• Tell the story of an event or experience

• Develop characters, setting, plot, reflection

• Use sensory details, description, dialogue

​Informational/Explanatory Writing

• Explain a topic using evidence from the stimulus

• Use domain-specific vocabulary

• Maintain an objective tone

​Argumentative Writing

• Make a claim and support it with evidence

• Address a counterclaim clearly

• Use logical reasoning

Categorize

Options (12)

Sort characteristics into the correct writing mode.

Narrative

Explanatory

Argumentative

​Prewriting Strategies

Prewriting helps you:

• stay on topic

• organize your ideas

• choose the strongest evidence

• save time during the actual timed response

​Narrative Prewriting

NARRATIVE: The “Somebody–Wanted–But–So–Then” (SWBST) Story Frame

• Somebody = character

• Wanted = motivation

• But = conflict

• So = reaction

• Then = resolution

Open Ended

Prompt:

A sudden power outage sweeps through your town late one evening. As the streetlights go dark, you notice something strange happening outside your window that no one else seems to see. Write the beginning of a narrative in which you (or a character you create) respond to this unexpected event.

Directions for Students:

Use the SWBST story frame to outline your narrative before writing:

Somebody: Who is the main character?

Wanted: What does the character want or try to do when the power goes out?

But: What problem or obstacle gets in the way?

So: How does the character react or try to solve the problem?

Then: What happens next? (This sets up your story’s direction.)

​Explanatory Prewriting

EXPLANATORY: The “Main Idea + 2 Evidence Buckets” Organizer
Main Idea: What is the text mostly explaining?

Bucket A: First big idea + evidence

Bucket B: Second big idea + evidence

Evidence must be from the stimulus, not prior knowledge.

Open Ended

Stimulus:
Over the past decade, fire tornadoes have become more common during large wildfires in the western United States. A fire tornado forms when intense heat from a wildfire causes air to rise quickly, creating a spinning column of flames and smoke. These rotating columns can lift burning debris high into the air, spreading the fire farther and faster. Fire tornadoes also make firefighting dangerous because they can change direction suddenly and reach wind speeds of over 100 miles per hour.

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Student Directions (Prewriting Only):

You are ONLY completing the prewriting organizer. Do NOT write a full paragraph.
Use the scheme below to plan your explanation.

Main Idea:

(What is the central idea of the stimulus?)

Evidence Bucket A:

(First major danger fire tornadoes create + evidence from the stimulus)

Evidence Bucket B:

(Second major danger fire tornadoes create + evidence from the stimulus)

​Argumentative

ARGUMENT: Claim–Reason–Evidence–Counterclaim (C-R-E-C)

Claim: What you believe

Reason: Why

Evidence: Proof from stimulus

Counterclaim: What someone might argue against you

Rebuttal: Why your side is stronger

You MUST acknowledge strengths/limitations of both sides.

Open Ended

Stimulus (Brief and Balanced):

Many states are expanding school-to-work and apprenticeship programs that allow high school students to earn job training, industry certifications, or paid work experience before graduation. Supporters argue that these programs help students develop practical skills, prepare for careers, and provide a clear pathway into the workforce after high school. Opponents worry that focusing too heavily on career training may limit students’ academic choices, reduce time for core subjects, or pressure students into choosing a career path before they are ready.

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Student Directions:

You are ONLY completing the C-R-E-C prewriting organizer.
Do NOT write a full paragraph or essay.
Use the scheme below to plan your argument.

Claim:

(What do YOU think about schools offering or expanding school-to-work or apprenticeship programs?)

Reason:

(Why do you believe this?)

Evidence from the Stimulus:

(Use at least one detail from the stimulus that supports your side.)

Counterclaim:

(What might someone on the other side argue?)

Rebuttal:

(Why is your side still stronger?)