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Properties of Water: Learning Standards

 

 

 


 

Common Core

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

 

Grades 9-10 | Common Core | Writing Standards

 

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.9-10.1.A

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

 

CCSS.ELA-LITERACY.W.9-10.1.B

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

 

CCSS.ELA-LITERACY.W.9-10.1.C

Use words, phrases, and 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.

 

CCSS.ELA-LITERACY.W.9-10.1.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.9-10.1.E

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

 

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. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

 

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 significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)

 

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) for a range of tasks, purposes, and audiences.

 

 

 


 

Alaska

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

 

Grades 9-10 | 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 claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
    2. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
    3. Use words, phrases, and 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 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.
     
  2. 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 9-10.)

 

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 9-10 | Arizona | Writing Standards

 

Text Types and Purposes

 

9-10.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 claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
  3. Use words, phrases, and 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 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

 

9-10.W.4   Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

9-10.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.

 

9-10.W.6   Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.  

 

 

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.

 

9-10.W.9   Draw evidence from literary or informational texts to support analysis, reflection, and research.

  1. Apply grades 9-10 Reading standards to literature.
  2. Apply grades 9-10 Reading standards to informational text and nonfiction.

 

 

 


 

Florida

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

 

Grades 9-10  | Florida | Writing Standards

 

LAFS.910.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 claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
  3. Use words, phrases, and 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 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.910.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

LAFS.910.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.910.W.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

 

LAFS.910.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.910.W.3.8 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.

 

LAFS.910.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

  1. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
  2. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

 

LAFS.910.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 9-10 | Indiana | Writing Standards

 

Writing Genres: Argumentative, Informative, and Narrative

 

9-10.W.3.1   Write arguments in a variety of forms that –

  • Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  • Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
  • Use effective transitions 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

 

9-10.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 9-10 | Iowa | Writing Standards

 

Text Types and Purposes

 

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.

  1. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

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

  3. Use words, phrases, and 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 the 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 sections that follow from and supports the argument presented.

 

 

Production and Distribution of Writing

 

W.9–10.4   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.9–10.5   Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying and new approach, focusing on addressing what is most significant for a specific purpose or audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10)

 

 

Research to Build and Present Knowledge

 

W.9–10.9   Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

 

Range of Writing

 

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) for a range of tasks, purposes, and audiences.

 

 

 


 

Nebraska

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

 

Grades 9-10 | Nebraska | Writing Standards

 

LA 10.2 Writing: Students will learn and apply writing skills and strategies to communicate.

 

LA 10.2.1  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 10.2.1.a  Use multiple writing strategies recursively to investigate and generate ideas, organize information, guide writing, answer questions, and synthesize information.

LA 10.2.1.b  Generate a draft that conveys complex ideas and critical thinking through analysis, reflection, and use of effective organizational patterns that are appropriate to the purpose and intended audience.

LA 10.2.1.d  Apply standard rules of grammar and paragraph formation, including parallel structure and subordination.

LA 10.2.1.e  Revise to improve and clarify writing through self-monitoring strategies and feedback from others.

LA 10.2.1.g  Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.

LA 10.2.1.h  Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).

LA 10.2.1.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 10.2.2    Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.

 

LA 10.2.2.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 10.2.2.b  Provide evidence from literary or informational text to support analysis, reflection, and research.

LA 10.2.2.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 9-10 | New Jersey | Writing Standards 

 

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.

  1. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims avoiding common logical fallacies, propaganda devices, and using sound reasoning, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
  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.

 

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

W.9-10.5. 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.9-10.6. Use technology, including the Internet, to produce, share, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

 

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 broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

 

W.9-10.8. 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 (MLA or APA Style Manuals).

 

W.9-10.9. Draw evidence from literary or nonfiction informational texts to support analysis, reflection, and research.

  1. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid mythology or the Bible or how a later author draws on a play by Shakespeare]”).
  2. Apply grades 9–10 Reading standards to nonfiction informational e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

 

 

 


 

Oklahoma

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

 

Grade 9 | Oklahoma | Writing Standards

 

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

 

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

 

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

 

9.2.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.

 

9.2.W.4 Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, sentence variety, and use of consistent tone and point of view.

 

9.2.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.

 

9.3.W.4 Students will introduce claims, recognize and distinguish from alternate or opposing claims, and organize reasons and evidences, using credible sources.

 

9.3.W.5 Students will show relationships among the claim, reasons, and evidence and include a conclusion that follows logically from the information presented and supports the argument.

 

9.3.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.

 

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

 

9.4.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.

 

9.5.W.1 Students will write using correct mechanics with a focus on punctuation marks as needed.

 

9.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.

 

9.5.W.3 Students will use parallel structure.

 

9.5.W.4 Students will use various types of phrases (e.g., appositive, adjectival, adverbial, participial, prepositional) and clauses (e.g., independent, dependent, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

 

 

Grade 10 | Oklahoma | Writing Standards

 

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

 

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

 

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

 

10.2.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.

 

10.2.W.4 Students will edit and revise multiple drafts for organization, enhanced transitions and coherence, sentence variety, and consistency in tone and point of view to establish meaningful texts.

 

10.2.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.

 

10.3.W.4 Students will introduce precise claims and distinguish them from counterclaims and provide sufficient evidences to develop balanced arguments, using credible sources.

 

10.3.W.5 Students will use words, phrases, and clauses to connect claims, counterclaims, evidence, and commentary to create a cohesive argument and include a conclusion that follows logically from the information presented and supports the argument.

 

10.3.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.

 

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

 

10.4.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.

 

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

 

10.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions, to signal differing relationships among ideas.

 

10.5.W.3 Students will practice their use 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 9-10 | Pennsylvania | 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.1.4.9–10.G

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

 

CC.1.4.9–10.H

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

  • Introduce the precise claim.

 

CC.1.4.9–10.I

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

 

CC.1.4.9–10.J

Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; use words, phrases, and 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; provide a concluding statement or section that follows from and supports the argument presented.

 

CC.1.4.9–10.K

Write with an awareness of the stylistic aspects of composition.

  • Use precise language and domain-specific vocabulary 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.1.4.9–10.L

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

 

CC.1.4.9–10.T

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.

 

CC.1.4.9–10.X

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 discipline-specific tasks, purposes, and audiences.

 

 


 

South Carolina

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

 

English I | 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 precise 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. use an organizational structure that logically sequences and establishes clear relationships among claims, counterclaims, reasons, warrants, and evidence;
    5. develop the claim and counterclaims ethically without bias, providing credible evidence and accurate interpretation of data for each while delineating the strengths and limitations of the claim and counterclaims;
    6. develop and strengthen writing as needed by planning, revising, editing, rewriting;
    7. quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation;
    8. avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;
    9. provide a concluding statement or section that follows from and supports the argument presented;
    10. 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 II | 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 precise 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. use an organizational structure that logically sequences and establishes clear relationships among claims, counterclaims, reasons, warrants, and evidence;
    5. develop the claim and counterclaims ethically without bias, providing credible evidence and accurate interpretation of data for each while delineating the strengths and limitations of the claim and counterclaims;
    6. develop and strengthen writing as needed by planning, revising, editing, rewriting;
    7. quote or paraphrase the data and conclusions of others while avoiding plagiarism
    8. avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;
    9. provide a concluding statement or section that follows from and supports the argument presented;
    10. 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 9-10 | Tennessee | Writing Standards

 

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.

  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.

                    

9-10.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

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 significant for a specific purpose and audience.  

 

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 capacity to link to other information and to display information flexibly and dynamically.

 

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

 

9-10.W.RBPK.8 Use multiple search terms to generate a variety of print and digital sources; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

 

9-10.W.RBPK.9 Support and defend interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade band 9-10 standards for reading to source material.

 

 


 

Texas

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

 

English I | 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 used to convey meaning;
    3. revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;
    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 to the appropriate audience that includes:
    1. a clear thesis or position based on logical reasons supported by precise and relevant evidence;
    2. consideration of the whole range of information and views on the topic and accurate and honest representation of these views;
    3. counter-arguments based on evidence to anticipate and address objections;
    4. an organizing structure appropriate to the purpose, audience, and context; and
    5. an analysis of the relative value of specific data, facts, and ideas.

 

 

English II | 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 used to convey meaning;
    3. revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;
    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 to the appropriate audience that includes:
    1. a clear thesis or position based on logical reasons supported by precise and relevant evidence;
    2. consideration of the whole range of information and views on the topic and accurate and honest representation of these views (i.e., in the author's own words and not out of context);
    3. counter-arguments based on evidence to anticipate and address objections;
    4. an organizing structure appropriate to the purpose, audience, and context;
    5. an analysis of the relative value of specific data, facts, and ideas; and
    6. a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations).

 

 

 


 

Virginia

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

 

Grade 9 | Virginia | Writing Standards

 

9.6 The student will write in a variety of forms to include expository, persuasive, reflective, and analytic with an emphasis on persuasion and analysis.

a.  Engage in writing as a recursive process.

b.  Plan, organize, and write for a variety of audiences and purposes.

c.  Objectively introduce and develop topics, incorporating evidence and maintaining an organized structure and

     a formal style.

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

e.  Communicate clearly the purpose of the writing using a thesis statement.

f.  Compose a thesis for persuasive writing that advocates a position.

g.  Clearly state and defend a position using reasons and evidence from credible sources as support.

h.  Identify counterclaims and provide counter - arguments.

i.  Determine the best kind of evidence to use for a claim, and effectively use fact and opinion to support a position.

j.  Use textual evidence to compare and contrast multiple texts.

k.  Arrange paragraphs in a logical progression, using transitions between paragraphs and ideas.

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

 

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

a.  Use parallel structure across sentences and paragraphs.

b.  Use appositives, main clauses, and subordinate clauses.

c.  Use commas and semicolons to distinguish and divide main and subordinate clauses.

d.  Distinguish between active and passive voice.

e.  Use a variety of sentence structures to infuse sentence variety in writing.

 

Grade 10 | Virginia | Writing Standards

 

10.6 The student will write in a variety of forms to include persuasive, reflective, interpretive, and analytic with an emphasis on persuasion and analysis.

a.  Engage in writing as a recursive process.

b.  Plan and organize writing to address a specific audience and purpose.

c.  Adjust writing content, technique, and voice for a variety of audiences and purposes.

d.  Communicate clearly the purpose of the writing using a thesis statement.

e.  Objectively introduce and develop topics, incorporating evidence and maintaining an organized structure and

     a formal style.

f.  Compose a thesis statement for persuasive writing that advocates a position.

g.  Clearly state and defend a position using reasons and sufficient evidence from credible sources as support.

h.  Identify counterclaims and provide counter - arguments.

i.  Show relationships among claims, reasons, and evidence and include a conclusion that follows logically from

     the information presented.

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

k.  Elaborate ideas clearly through word choice.

l.  Use textual evidence to compare and contrast multiple texts.

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

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

 

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

a.  Use parallel structure across sentences and paragraphs.

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

c.  Distinguish between active and passive voice.    

d.  Use colons correctly.

e.  Analyze the writing of others and suggest how writing might be improved.

 

 

 

 

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