How can we help?

Home > Revision Assistant > Prompt Library > Expansion Pack Library > Defining Poetry > Defining Poetry: Learning Standards

Defining Poetry: Learning Standards

 

 

 


 

Common Core

http://www.corestandards.org/ELA-Literacy/W/introduction-for-6-12/ (Adopted 2010)

 

Grades 11-12 | Common Core | Writing Standards

 

CCSS.ELA-LITERACY.W.11-12.1

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.11-12.1.A

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

 

CCSS.ELA-LITERACY.W.11-12.1.B

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

 

CCSS.ELA-LITERACY.W.11-12.1.C

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

 

CCSS.ELA-LITERACY.W.11-12.1.D

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

 

CCSS.ELA-LITERACY.W.11-12.1.E

Provide a concluding statement or section that follows from and supports the argument presented.

 

CCSS.ELA-LITERACY.W.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

 

CCSS.ELA-LITERACY.W.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

 

CCSS.ELA-LITERACY.W.11-12.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

 

 

 


 

Alaska

https://education.alaska.gov/standards/  (Adopted 2012)

 

Grades 11-12 | Alaska | Writing Standards

 

Text Types and Purposes

 

  1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
    2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
    3. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
    4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    5. Provide a concluding statement or section that follows from and supports the argument presented.

 

Production and Distribution of Writing

 

  1. Produce clear and coherent writing in which the development, organization, and style and features are appropriate to task, genre, purpose, and audience.

 

  1. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12.)

 

Range of Writing

 

  1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

 

 

 


 

Arizona

http://www.azed.gov/standards-practices/k-12standards/english-language-arts-standards/  (Adopted 2016)

 

Grades 11-12 | Arizona | Writing Standards

 

Text Types and Purposes

 

11-12.W.1   Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

  2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

  3. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

  5. Provide a concluding statement or section that follows from and supports the argument presented.

 

 

Production and Distribution of Writing

 

11-12.W.4   Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

11-12.W.5   Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

 

11-12.W.6   Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.  

 

 

Research to Build and Present Knowledge

 

9-10.W.8   Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

 

11-12.W.9   Draw evidence from literary or informational texts to support analysis, reflection, and research.

  1. Apply grades 11-12 Reading standards to literature.
  2. Apply grades 11-12 Reading standards to informational text and nonfiction.

 

 

 


 

Florida 

http://www.fldoe.org/academics/standards/florida-standards/educator-resources.stml (Adopted 2014)

 

Grades 11-12 | Florida | Writing Standards

 

LAFS.1112.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
  3. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  5. Provide a concluding statement or section that follows from and supports the argument presented.

 

LAFS.1112.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

LAFS.1112.W.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

 

LAFS.1112.W.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

 

LAFS.1112.W.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

 

LAFS.1112.W.3.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

 

LAFS.1112.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

  1. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
  2. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

 

LAFS.1112.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

 

 

 


 

Indiana

http://www.doe.in.gov/standards/englishlanguage-arts  (Adopted 2014)

 

Grades 11-12 | Indiana | Writing Standards

 

Writing Genres: Argumentative, Informative, and Narrative

 

11-12.W.3.1  Write arguments in a variety of forms that –

  • Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
  • Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
  • Use effective transitions as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • Establish and maintain a consistent style and tone appropriate to purpose and audience.
  • Provide a concluding statement or section that follows from and supports the argument presented.  

 

 

The Writing Process

 

11-12.W.4  Apply the writing process to –

  • Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent. 
 
 
 

 

Iowa

https://iowacore.gov/iowa-core/subject/literacy  (Adopted 2012)

 

Grades 11-12 | Iowa | Writing Standards

 

Text Types and Purposes

 

W.11–12.1  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

  2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

  3. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

  5. Provide a concluding statement or section that follows from and supports the argument presented.

 

 

Production and Distribution of Writing

 

W.11–12.4   Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above)

 

W.11–12.5   Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12)

 

 

Research to Build and Present Knowledge

 

W.11–12.9   Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

 

Range of Writing

 

W.11–12.10   Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.

 

 

 


 

Nebraska

http://www.education.ne.gov/AcademicStandards/index.html (Adopted 2014)

 

Grades 11-12 | Nebraska | Writing Standards

 

LA 12.2 Writing: Students will learn and apply writing skills and strategies to communicate.

 

LA 12.2.1    Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.

 

LA 12.2.1.a    Use multiple writing strategies recursively to investigate and generate ideas, organize information, guide writing, answer questions, and synthesize information.

LA 12.2.1.b    Generate a draft that interprets complex ideas, raises relevant questions, solves problems, or evaluates ideas through synthesis, analysis, reflection, and use of effective organizational patterns that are appropriate to the purpose and intended audience.

LA 12.2.1.d    Apply standard rules of grammar and paragraph formation, including parallel structure and subordination.

LA 12.2.1.e    Revise to improve and clarify writing through self-monitoring strategies and feedback from others.

LA 12.2.1.g    Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.

LA 12.2.1.h    Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).

LA 12.2.1.i    Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.

 

LA 12.2.2    Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.

 

LA 12.2.2.a    Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.

LA 12.2.2.b    Provide evidence from literary or informational text to support analysis, reflection, and research.

LA 12.2.2.d    Use precise word choice and domain-specific vocabulary to write in a variety of modes.

 

 

 


 

New Jersey

http://www.state.nj.us/education/cccs/2016/ela/ (Adopted 2016)

 

Grades 11-12 | New Jersey | Writing Standards

 

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

  2. Develop claim(s) and counterclaims avoiding common logical fallacies and using sound reasoning and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

  3. Use transitions (e.g. words, phrases, clauses) to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

  4. Establish and maintain a style and tone appropriate to the audience and purpose (e.g. formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.

  5. Provide a concluding paragraph or section that supports the argument presented (e.g., articulating implications or the significance of the topic).

 

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.

 

W.11-12.6. Use technology, including the Internet, to produce, share, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

 

W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

 

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation. (MLA or APA Style Manuals).

 

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

  1. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works, including how two or more texts from the same period treat similar themes or topics”).
  2. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

 

 

 


 

Oklahoma 

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Amended 2016)

 

Grade 11 | Oklahoma | Writing Standards

 

Writing: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

 

11.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

 

11.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.

 

11.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

 

11.2.W.4 Students will edit and revise multiple drafts for logical organization, enhanced transitions and coherence, sentence variety, and use of tone and point of view through specific rhetorical devices to establish meaningful texts.

 

11.2.W.5 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

 

Writing: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

 

11.3.W.4 Students will (1) introduce precise, informed claims, (2) distinguish them from alternate or opposing claims, (3) organize claims, counterclaims, and evidence in a way that provides a logical sequence for the entire argument, and (4) provide the most relevant evidences to develop balanced arguments, using credible sources.

 

11.3.W.5 Students will use words, phrases, clauses, and varied syntax to connect all parts of the argument and create cohesion and include a conclusion that follows logically from the information presented and supports the argument.

 

11.3.W.6 Students will blend multiple modes of writing to produce effective argumentative essays.

 

Writing: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

 

11.4.W.1 Students will use domain-appropriate vocabulary to communicate complex ideas in writing clearly.

 

11.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing

 

Writing: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

 

11.5.W.1 Students will write using correct mechanics.

 

11.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions, including the use of phrases and clauses, to signal differing relationships among ideas.

 

11.5.W.3 Students will demonstrate command of Standard American English, grammar, mechanics, and usage through writing, presentations, and/or other modes of communication to convey specific meanings and interests.

 

 

Grade 12 | Oklahoma | Writing Standards

 

Writing: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

 

12.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

 

12.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.

 

12.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

 

12.2.W.4 Students will edit and revise multiple drafts for logical organization, enhanced transitions and coherence, sentence variety, and use of tone and point of view through specific rhetorical devices to establish meaningful texts.

 

12.2.W.5 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

 

Writing: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

 

12.3.W.4 Students will (1) introduce precise, informed claims, (2) distinguish them from alternate or opposing claims, (3) organize claims, counterclaims, and evidence in a way that provides a logical sequence for the entire argument, and (4) provide the most relevant evidences to develop balanced arguments, using credible sources.

 

12.3.W.5 Students will use words, phrases, clauses, and varied syntax to connect all parts of the argument and create cohesion and include a conclusion that follows logically from the information presented and supports the argument.

 

12.3.W.6 Students will blend multiple modes of writing to produce effective argumentative essays.

 

Writing: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

 

12.4.W.1 Students will use domain-appropriate vocabulary to communicate complex ideas in writing clearly.

 

12.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.

 

Writing: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

 

12.5.W.1 Students will write using correct mechanics.

 

12.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions, including the use of phrases and clauses, to signal differing relationships among ideas.

 

12.5.W.3 Students will demonstrate command of Standard American English, grammar, mechanics, and usage through writing, presentations, and/or other modes of communication to convey specific meanings and interests.

 

 

 


 

Pennsylvania

http://www.pdesas.org/standard/PACore (Amended 2014)

 

Grades 11-12 | Writing Standards

 

1.4  Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

 

CC.1.4.11–12.G

Write arguments to support claims in an analysis of substantive topics.

 

CC.1.4.11–12.H

Write with a sharp, distinct focus identifying topic, task, and audience.

Introduce the precise, knowledgeable claim.

 

CC.1.4.11–12.I

Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

 

CC.1.4.11–12.J

Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses as well as varied syntax to link the major sections of the text to create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.

 

CC.1.4.11–12.K

Write with an awareness of the stylistic aspects of composition

  • Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
  • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

 

CC.1.4.11–12.L

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

 

 

 


 

South Carolina

http://ed.sc.gov/instruction/standards-learning/english-language-arts/standards/  (Adopted 2015)

 

English III | South Carolina | Writing Standards

 

Fundamentals of Writing

 

  • Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
  • Interact and collaborate with peers and adults to develop and strengthen writing.
  • Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
  • Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
  • Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

 

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

 

  1. 1  Write arguments that:
    1. introduce a clearly articulated and well-informed claim, establish the significance of the claim and differentiate between the claim and counterclaims;
    2. use relevant information from multiple print and multimedia sources;
    3. assess the credibility and accuracy of each source;
    4. create an organizational structure that logically sequences claim(s), counterclaims, reasons, warrants, and evidence;
    5. develop claim and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases;
    6. use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims;
    7. establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline;
    8. develop and strengthen writing as needed by planning, revising, editing, rewriting;
    9. quote or paraphrase the data and conclusions of others while avoiding plagiarism
    10. avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;
    11. provide a concluding statement or section that follows from and supports the argument presented;
    12. include a call to action.

 

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

 

  1. 1  Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

 

 

English IV | South Carolina | Writing Standards

 

Fundamentals of Writing

 

  • Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
  • Interact and collaborate with peers and adults to develop and strengthen writing.
  • Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
  • Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
  • Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

 

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

 

  1. 1  Write arguments that:
    1. introduce a clearly articulated and well-informed claim, establish the significance of the claim and differentiate between the claim and counterclaims;
    2. use relevant information from multiple print and multimedia sources;
    3. assess the credibility and accuracy of each source;
    4. create an organizational structure that logically sequences claim(s), counterclaims, reasons, warrants, and evidence;
    5. develop claim and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases;
    6. use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims;
    7. establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline;
    8. develop and strengthen writing as needed by planning, revising, editing, rewriting;
    9. quote or paraphrase the data and conclusions of others while avoiding plagiarism
    10. avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;
    11. provide a concluding statement or section that follows from and supports the argument presented;
    12. include a call to action.

 

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

 

  1. 1  Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

 

 

 


 

Tennessee

http://www.tennessee.gov/education/article/english-language-arts-standards (Adopted 2017)

 

Grades 11-12 | Tennessee | Writing Standards

 

11-12.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.

  1. Introduce precise claim(s).
  2. Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
  3. Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s), reasons, and evidence.
  4. Provide a concluding statement or section that follows from and supports the argument presented.
  5. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  6. Establish and maintain a formal style and objective tone.

 

11-12.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

11-12.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 significant for a specific purpose and audience.

 

11-12.W.PDW.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, utilizing ongoing feedback, including new arguments and information.

 

11-12.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 narrowing or broadening the inquiry when appropriate, synthesizing multiple sources on the subject, and demonstrating a new understanding of the subject under investigation.

                    

11-12.W.RBPK.8 Use advanced searches effectively, assessing the credibility and effectiveness of sources in answering a research question; integrate relevant and credible information selectively, while avoiding plagiarism and overreliance on any one source and following a standard format for citation.

 

11-12.W.RBPK.9 Support and defend interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade band 11-12 standards for reading to source material.

 

 

 


 

Texas

http://tea.texas.gov/curriculum/teks/ (Amended 2010)

 

English III | Texas | Writing Standards

 

  1. Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
    1. plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
    2. structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning;
    3. revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;
    4. edit drafts for grammar, mechanics, and spelling; and
    5. revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

 

  1. Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:
    1. a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs;
    2. accurate and honest representation of divergent views (i.e., in the author's own words and not out of context);
    3. an organizing structure appropriate to the purpose, audience, and context;
    4. information on the complete range of relevant perspectives;
    5. demonstrated consideration of the validity and reliability of all primary and secondary sources used; and
    6. language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs).

 

 

English IV | Texas | Writing Standards

 

  1. Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
    1. plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
    2. structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning;
    3. revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;
    4. edit drafts for grammar, mechanics, and spelling; and
    5. revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

 

  1. Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:
    1. a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions);
    2. accurate and honest representation of divergent views (i.e., in the author's own words and not out of context);
    3. an organizing structure appropriate to the purpose, audience, and context;
    4. information on the complete range of relevant perspectives;
    5. demonstrated consideration of the validity and reliability of all primary and secondary sources used;

 

 

 


 

Virginia

http://www.doe.virginia.gov (Adopted 2010)

 

Grade 11 | Virginia | Writing Standards

 

11.6 The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.

a.  Apply components of a recursive writing process for multiple purposes to create a focused, organized, and

     coherent piece of writing to address a specific audience and purpose.

b.  Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses

     counterclaims, and provides effective conclusions.

c.  Organize claims, counterclaims, and evidence in a sustained and logical sequence.

d.  Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.

e.  Use words, phrases, clauses, and varied syntax to create a cohesive argument.

f.  Blend multiple forms of writing including embedding narratives to produce effective essays.

g.  Revise writing for clarity of content, accuracy and depth of information.

h.  Write and revise to a standard acceptable both in the workplace and in postsecondary education.

 

11.7 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.

a.  Use complex sentence structure to infuse sentence variety in writing.

b.  Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.

c.  Distinguish between active and passive voice.

 

Grade 12 | Virginia | Writing Standards

 

12.6 The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.

a.  Apply components of a recursive writing process for multiple purposes to create a focused, organized, and

     coherent piece of writing to address a specific audience and purpose.

b.  Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address

     counterclaims, and provide effective conclusions.

c.  Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and

     evidence in a sustained and logical sequence.

d.  Blend multiple forms of writing including embedding a narrative to produce effective essays.

e.  Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.

f.  Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from

     the information presented.

g.  Revise writing for clarity of content, depth of information, and technique of presentation.    

h.  Write and revise to a standard acceptable both in the workplace and in postsecondary education.

i.  Write to clearly describe personal qualifications for potential occupational or educational opportunities.

 

12.7 The student will self- and peer-edit writing for Standard English.

a.  Use complex sentence structure to infuse sentence variety in writing.

b.  Edit, proofread, and prepare writing for intended audience and purpose.

c.  Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological

     Association (APA), to apply rules for punctuation and formatting of direct quotations.

 

 

 

 

 

You must to post a comment.
Last modified

Tags

This page has no custom tags.

Classifications

(not set)