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• Narrative writing –  (telling about something, tell a good story...which has a point)
  The student tells a story or relates an incident or experience to entertain or to illustrate a point.
  
  This test will ask students to tell a story or tell about something that actually happened.
  When you tell this story or tell about what happened, you want to illustrate some kind of point...  For instance...  You might tell about how you helped someone that you know, and later they helped you.
   
• Informational writing – provide information that is clear and easy to understand
  The student portrays a person, place, or event with specific and well-chosen details to create a clear impression.
  When you write about somebody, someplace, or something that happened...
  you want to use a lot of details.  A good way to do this, students, is to use the five senses.  So think about sight, smell, taste, hearing, and touch. 
  If I were to tell about being in the coffeeshop this morning.  I might say...
  "When I first got to the shop, I noticed the sound of the waterfall outside...  and when I walked past the waterfall, I felt the splash of water hit my arm.  Once I went inside, a woman in a bright red dress was busy tapping the keys on her computer, I could hear
  sound of her fingers pecking away at the keys.  Then the smell hit me!  I could smell bagels, cinnamon, and most of all... strong coffee.  After I ordered and they brought my food, I bit into the bagel and felt the sesame seeds crunching against my teeth as I bit into the hot bread.  I still remember the taste of the sharp tangy creme cheeze on the bagel.  Even though I had no cinnamon on my bagel, I could still smell it in the air... so much that I almost thought I could taste it."
  
   Expository writing –  (expose things and find solutions)
  The student clarifies or defines various points of view, positions or possible courses of action as viable solutions to a problematic situation, through supporting facts or arguments for each.
  Students will explain his point of view or ideas about a situation by providing facts which make it clear.  For example:  he might explain how he hopes to get better grades on a test.  So he might talk about studying, writing, and practicing what he has learned.  He might also check the information in his textbooks, just to make sure he know the lesson in them.   You might also tell about what happened to a friend who did not study.
   
• Persuasive writing – (to convince somebody of something.)
  The student makes the case for a specific course of action or point of view, through the marshalling of logical argument and telling facts in support of the recommended action or position.
  When you have a strong belief about something, you write and try to convince the reader that your opinions are correct.  For instance...  if you thing school starts too early and that kids would learn better with more sleep... then you provide arguments in favor of starting later (student is better rested and more awake), and against starting too early
  (students who get up too early may not have enough sleep and they might even miss breakfast).    
   
• Critical Thinking –
  The student incorporates higher order skills to produce writing intended to demonstrate readiness for college credit courses.
  This means that they will expect you to consider how the things you do in school today will affect your life in the future.  You might tell them that you know of people who did not get to go to college who have had to work at jobs they did not like.  And when people become better educated, they get to have more choices about what they do.  This means it will be more likely that they will get to choose to do a job they enjoy.

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