In this assignment, students read the article "It's Way Too Hard to Find Statues of Notable Women in the U.S." Then they research one woman they think should be honored with a statue and write an Op-Ed arguing for the creation of this new statue. Students practice key skills in the Argument genre such as introducing a claim, developing the claim with reasons and evidence from the text and their own research, and addressing opposing claims.

In this assignment, students read the article "Why Aren't There More Female Engineers?" Then they write a Persuasive Letter to the CEOs or Boards of the top engineering firms asking them for changes to policies that are unfair to women. Students practice key skills in the Argument genre such as introducing a claim, developing the claim with reasons and evidence from the text, and addressing opposing claims.

In this assignment, students read the article "Feeling Small, in Awe of Nature, Makes People More Generous." Then they write an Argument in which they support the idea that nature can affect people's emotions. Students practice key skills in the Argument genre such as supporting a claim with reasons and evidence from the text and their own experience, addressing opposing claims, and using persuasive language.

In this assignment, students read the article "App Recommends Opportunities Based on News You Read." Then they write an Op-Ed for their local newspaper encouraging readers to use the app. Students practice key skills in the Argument genre such as introducing a claim, developing the claim with reasons and evidence from the text, and addressing opposing claims.

In this assignment, students read the article "Coming Soon: Helmets Made from Carrots," which tells about an invention that reuses food waste, specifically carrot fibers, to make things like motorcycle helmets. Then they write a Persuasive Letter to the NFL (National Football League) arguing why the league should replace all of their helmets with this new material. Students practice key skills in the Argument genre, such as selecting relevant details from the article to support their claim, explaining topic-specific vocabulary, and addressing opposing claims.

In this assignment, students read the article "Denali, Ongtupqa, and Other Native American Names for Landmarks." Then they write an Argument about why it's important to honor Indigenous names. Students practice key skills in the Argument genre, such as selecting relevant details from the article to support their claim, using persuasive language, and addressing opposing claims.

In this assignment, students read the article "Why Aren't There More Female Engineers?" Then they write a How-To Article giving advice to leaders in the engineering field about how to attract more women and encourage women to stay in the profession. Students practice key skills in the Information genre such as developing main ideas with details and examples from the text, organizing ideas logically, and using headings to clarify ideas for readers.

In this assignment, students read the article "Who Has the Best Facial Hair in Baseball History?" Then they research interesting hairstyles or facial hair in another sport or another field of their choosing (e.g., artists, musicians, etc.) and write an Informational Article based on their research. Students practice key skills in the Information genre such as introducing a topic, selecting relevant details from multiple reliable sources, and using headings to organize subtopics.

In this assignment, students read the article "What Gives Bugs Bunny His Lasting Power?" Then they research a different animated character of their choosing and write a Compare-and-Contrast Report comparing their chosen character with Bugs Bunny. Students practice key skills in the Information genre such as developing main ideas with concrete details and relevant examples from the text, using a compare-and-contrast structure, and ending with a summary of their main points.

In this assignment, students read the article "Inventing the Perfect Umbrella." Then they write a Problem-Solution Essay describing a problem with another everyday object and a new design idea that solves the problem. Students practice key skills in the Information genre such as developing main ideas with concrete details and relevant examples, organizing ideas using a clear structure, and using topic-specific vocabulary.

In this assignment, students read the article "We Thought We'd Be Living in Space (or Under Giant Domes) by Now." Then they write an Informational Summary of the events described in the article. Students practice key skills in the Information genre such as introducing a topic, summarizing main ideas from the text, and using transitions to convey sequence.

In this assignment, students read the article "Coming Soon: Helmets Made from Carrots." Then they write a Design Proposal for their own invention idea that would use sustainable resources for something useful. Students practice key skills in the Information genre such as developing ideas with details and examples, organizing ideas logically, and using topic-specific vocabulary.

In this assignment, students read the nonfiction article "Top of the World," by Rebecca Katzman. The article examines how Wheel the World makes it possible for people with disabilities to travel the world. Students write a Job Posting and demonstrate their understanding by writing in the Information genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 900.

In this assignment, students write a Compare-and-Contrast Essay about an excerpt from "A Descent Into the Maelstrom," by Edgar Allan Poe. Students consider the similarities and differences between the narrator and his companion, including how each feels about the dramatic setting in which they find themselves. The ability to compare and contrast characters in a literary work—and to cite supporting evidence from the text—are key skills required by many Information-genre writing assignments.

In this assignment, students write a Sensory Analysis about an excerpt from "Call of the Wild" by Jack London. Students consider the author's use of detailed descriptions, vivid images, and sensory language to engage readers. They describe examples of the author's use of sensory descriptions in the text, citing evidence from the text as they choose one sensory detail to analyze in greater detail. The ability to analyze a literary work for the use of vivid details and descriptions—and to cite supporting evidence from the text—are key skills required by many Information-genre writing assignments.

In this assignment, students write a Thematic Analysis about O. Henry's short story "The Gift of the Magi." Students choose a theme to explore and consider how the author conveys the theme. Then they focus on writing a clear Thematic Analysis that includes citing evidence from the text to support and develop their ideas. The ability to analyze the theme of a literary work—and to cite supporting evidence from the text—are key skills required by many Information-genre writing assignments.

In this assignment, students write a Poetry Analysis about Emily Dickinson's poem "Dying." Students explore the contrast between the poet's formal rhyme scheme and writing style, and the strange images and ideas she introduces. They then consider the narrator's feelings about dying, based on the poem's words and meaning. Students focus on writing in a formal style and choosing words carefully as they write about the poem's meaning. The ability to analyze a poem—and to cite supporting evidence from the text of the poem—are key skills required by many Information-genre writing assignments.

In this assignment, students write a Character Analysis about an excerpt from "The Prince and the Pauper" by Mark Twain. Students analyze the text by focusing on the dialogue and action of the two main characters. Students develop a Character Analysis that responds to the prompt and includes detailed evidence from the text to support and develop their ideas. The ability to analyze a literary work for character and plot development—and to cite supporting evidence from the text—are key skills required by many Information-genre writing assignments.

This general Response to Fiction template is available for customization by adding your own reading to the template. To find out more about how to add a reading, click here. Choose from the optional prompts provided to select specific directions for analyzing the text. This Response to Fiction assignment enables students to focus on the material that the class is currently reading while learning to practice and apply their literary analysis skills.

In this assignment, students write a Rhetorical Analysis based on the important speech "Ain't I a Woman," written by human-rights activist Sojourner Truth. Students provide an analysis of the text, explaining the main idea of the speech. They also focus on the rhetorical devices the author uses to make her words most persuasive, with a focus on the use of repetition to emphasize her points. Students cite evidence from the text to support their points and state their ideas in logical order, using formal language and style. The ability to respond to nonfiction texts, cite evidence to support ideas, and analyze an author's use of rhetorical devices are key skills required by many assignments in the Information genre.

In this assignment, students write an Argument Analysis, considering the persuasive techniques used by the author, George Vest, in his speech "Eulogy of the Dog." Students consider the author's purpose for writing, as well as how the author uses vivid words, emotional language, and rhetorical devices to persuade readers. Students develop a clear and well-organized response as they cite evidence from the text to support their ideas. The ability to respond to nonfiction text, consider the author's purpose and rhetorical devices used to achieve this purpose, and cite evidence from the text are key skills required by many writing assignments in the Information genre.

In this assignment, students write a Problem-and-Solution Essay based on the science article "What Is an Urban Heat Island?" Students explain the main idea of the text and identify one problem and one solution described in the article. Students focus on writing a clear response in which they cite evidence from the text to support their ideas. The ability to analyze a nonfiction text, to cite supporting evidence from the text, and to identify problems and solutions in the text are key skills required by many Information genre writing assignments.

In this assignment, students carefully read the "Gettysburg Address," a speech written by President Abraham Lincoln in 1863. Students analyze the speech and explain the main idea of the text. They then choose one statement from the speech to analyze. Students explain the meaning of the statement, what the author's purpose was in writing the statement, and what effect they think the statement had on the audience when Lincoln wrote the speech. Students use facts and evidence from the text to develop and support their ideas. The ability to analyze nonfiction text, understand author's purpose in writing the text, and cite supporting evidence in the text are key skills required by many writing assignments in the Information genre.

In this assignment, students write a Compare-and-Contrast Essay analyzing part of a chapter entitled "Life in the Great House" from Frederick Douglass's autobiographical book My Bondage and My Freedom. Students analyze the similarities and differences between the slaveholders and the enslaved people described in the chapter. They then write an essay noting these comparisons. Students focus on organizing their Essays with a clear and consistent focus, and on using specific and detailed evidence from the text to develop and support their ideas. The ability to analyze a nonfiction text—and to cite supporting evidence from the text—are key skills required by many writing assignments in the Information genre.

In this assignment, students write a Story Description about an excerpt from The Story of My Life, an autobiography by Helen Keller. Students analyze the text and describe an event that takes place after the two main characters are introduced. The description includes details from the text to support students' analyses and support their ideas. The ability to analyze a nonfiction story, summarize key events, describe the characters, and cite supporting evidence from the text are key skills required by many Information-genre writing assignments.

This general Response to Nonfiction template is available for customization by adding your own reading to the template. To find out more about how to add a reading, click here. Choose from the optional prompts provided to select specific directions for analyzing the text. This Response to Nonfiction assignment enables students to focus on the material that the class is currently reading, while learning to practice and apply their informational writing skills.