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The Curse of the Poisoned Pretzel: Learning Standards

 

 

 


 

Common Core

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

 

Grade 6 | Common Core | Writing Standards

 

CCSS.ELA-LITERACY.W.6.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

 

CCSS.ELA-LITERACY.W.6.2.A

Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

 

CCSS.ELA-LITERACY.W.6.2.B

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

 

CCSS.ELA-LITERACY.W.6.2.C

Use appropriate transitions to clarify the relationships among ideas and concepts.

 

CCSS.ELA-LITERACY.W.6.2.D

Use precise language and domain-specific vocabulary to inform about or explain the topic.

 

CCSS.ELA-LITERACY.W.6.2.E

Establish and maintain a formal style.

 

CCSS.ELA-LITERACY.W.6.2.F

Provide a concluding statement or section that follows from the information or explanation presented.

 

CCSS.ELA-LITERACY.W.6.4

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.6.5

With some guidance and support from peers and adults, 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 grade 6 here.)

 

CCSS.ELA-LITERACY.W.6.10

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 discipline-specific tasks, purposes, and audiences.

 

 

 


 

Alaska

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

 

Grade 6 | Alaska | Writing Standards

 

Text Types and Purposes

 

  1. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    1. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
    2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
    3. Use appropriate transitions to clarify the relationships among ideas and concepts.
    4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
    5. Establish and maintain a formal style.
    6. Provide a concluding statement or section that follows from the information or explanation presented.

 

 

Production and Distribution of Writing

 

  1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
     
  2. With some guidance and support from peers and adults, 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 grade 6.)

 

 

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 discipline-specific tasks, purposes, and audiences.

 

 

 


 

Arizona

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

 

Grade 6 | Arizona | Writing Standards

 

Text Types and Purposes

 

6.W.2   Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

  1. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  3. Use appropriate transitions to clarify the relationships among ideas and concepts.
  4. Use precise language and domain‐specific vocabulary to inform about or explain the topic.
  5. Establish and maintain a formal style.
  6. Provide a concluding statement or section that follows from the information or explanation presented.

 

 

Production and Distribution of Writing

 

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

 

6.W.5   With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

 

6.W.6   Use technology, including the internet, to type and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to complete a writing task in a single sitting.

 

 

Research to Build and Present Knowledge

 

6.W.8   Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

 

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

  1. Apply grade 6 Reading standards to literature.                                                              
  2. Apply grade 6 Reading standards to informational text and nonfiction.

 

 

 


 

Florida

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

 

Grade 6 | Florida | Writing Standards

 

LAFS.6.W.1.2  Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

  1. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  3. Use appropriate transitions to clarify the relationships among ideas and concepts.
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Establish and maintain a formal style.
  6. Provide a concluding statement or section that follows from the information or explanation presented.

 

LAFS.6.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

LAFS.6.W.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

 

LAFS.6.W.2.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

 

LAFS.6.W.3.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

 

LAFS.6.W.3.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

 

LAFS.6.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

  1. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

  2. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

 

 

 


 

Indiana

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

 

Grade 6 | Indiana | Writing Standards

 

6.W.3.2 Write narrative compositions in a variety of forms that –

  • Introduce a topic; organize ideas, concepts, and information, using strategies such as definition and classification. 
  • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples from various sources and texts.
  • Use appropriate transitions to clarify the relationships among ideas and concepts.
  • Include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • Establish and maintain a style appropriate to purpose and audience.
  • Provide a concluding statement or section that follows from the information or explanation presented. 

 

6.W.4 Apply the writing process to –

  • Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.

 

 

 


 

Iowa

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

 

Grade 6 | Iowa | Writing Standards

 

Text Types and Purposes

 

W.6.2    Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

  1. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  3. Use appropriate transitions to clarify the relationships among ideas and concepts.
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Establish and maintain a formal style.
  6. Provide a concluding statement or section that follows from the information or explanation presented.  

                                 

 

Production and Distribution of Writing

 

W.6.4    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.6.5    With some guidance and support from peers and adults, 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 grade 6)

 

 

Research to Build and Present Knowledge

 

W.6.9   Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

 

Range of Writing

 

W.6.10   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 discipline-specific tasks, purposes, and audiences.


 

 


 

Nebraska

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

 

Grade 6 | Nebraska | Writing Standards

 

LA 6.2 Writing: Students will learn and apply writing skills and strategies to communicate.

 

LA 6.2.1  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 6.2.1.a   Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, and answer questions.

LA 6.2.1.b   Generate a draft that develops a clear topic suited to the purpose and intended audience and organizational pattern, including a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.

LA 6.2.1.d   Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.

LA 6.2.1.e   Revise to improve and clarify writing through self-monitoring strategies and feedback from others.

LA 6.2.1.g   Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.

LA 6.2.1.h   Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics). 

LA 6.2.1.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 6.2.2  Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.

 

LA 6.2.2.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 6.2.2.b   Provide evidence from literary or informational text to support analysis, reflection, and research.

LA 6.2.2.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)

 

Grade 6 | New Jersey | Writing Standards

 

W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

  1. Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia) when useful to aiding comprehension.
  2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  3. Use appropriate transitions to clarify the relationships among ideas and concepts.
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Establish and maintain a formal/academic style, approach, and form.
  6. Provide a concluding statement or section that follows from the information or explanation presented.

 

W.6.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.

 

W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

  1. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
  2. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”)

 

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

 

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

 

W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

 

 

 


 

Oklahoma

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

 

Grade 6 | Oklahoma | Writing Standards

 

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

 

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

 

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

 

6.2.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.

 

6.2.W.4 Students will edit and revise multiple drafts for intended purpose (e.g., staying on topic), organization, coherence, using a consistent point of view.

 

6.2.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.

 

6.3.W.2 Students will compose essays and reports about topics, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure.

 

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

 

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

 

6.4.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.

 

6.5.W.1 Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.

 

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

 

6.5.W.3 Students will use intensive and reflexive pronouns.

 

6.5.W.4 Students will recognize and correct inappropriate shifts in pronoun number and person.

 

6.5.W.5 Students will recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

 

 

 


 

Pennsylvania

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

 

Grade 6 | 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.1.4.6.A

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.

 

CC.1.4.6.B

Identify and introduce the topic for the intended audience.

 

CC.1.4.6.C

Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.

 

CC.1.4.6.D

Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.

 

CC.1.4.6.E

  • Write with an awareness of the stylistic aspects of composition.
  • Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • Use sentences of varying lengths and complexities.
  • Develop and maintain a consistent voice.
  • Establish and maintain a formal style.

 

CC.1.4.6.F

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

 

CC.1.4.6.S

Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.

 

CC.1.4.6.T

With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.

 

CC.1.4.6.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)

 

Grade 6 | 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 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

 

  1. 1   Write informative/explanatory texts that:

a. introduce a focused topic;

b. use relevant information from multiple print and multimedia sources;

c. use definition, classification, comparison/contrast, and cause/effect structures to organize ideas, concepts, and information;

d. use credible sources;

f. develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples;

g. develop and strengthen writing as needed by planning, revising, editing, rewriting;

h. paraphrase, quote, and summarize to avoid plagiarism;

j. use appropriate transitions to clarify the relationships among ideas and concepts;

k. use precise language and domain-specific vocabulary to inform or explain the topic;

l. establish and maintain a style and tone authentic to the purpose;

m. provide a concluding statement or section that follows the information or explanation presented.

 

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)

 

Grade 6 | Tennessee | Writing Standards 

 

6.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

  1. Introduce a topic clearly, using the introduction to prepare the reader for what is to follow.
  2. Organize ideas, concepts, and information using effective strategies to create cohesion and aid in comprehension.
  3. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  4. Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material.
  5. Craft an effective and relevant conclusion.
  6. Include formatting, graphics, and multimedia when appropriate.
  7. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
  8. Use precise language and domain-specific vocabulary.
  9. Use varied sentence structure to enhance meaning and reader interest.
  10. Establish and maintain a formal style.

 

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

 

6.W.PDW.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

 

6.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; type a complete product in a single sitting as defined in W.1-3.

 

6.W.RBPK.7 Conduct research to answer a question, drawing on multiple sources and refocusing the inquiry when appropriate.

 

6.W.RBPK.8 Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

 

6.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 6 standards for reading.

 

 

 


 

Texas

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

 

Grade 6 | 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 a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
    2. develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
    3. revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text 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/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
    1. create multi-paragraph essays to convey information about a topic that:
      1. present effective introductions and concluding paragraphs;
      2. guide and inform the reader's understanding of key ideas and evidence;
      3. include specific facts, details, and examples in an appropriately organized structure; and
      4. use a variety of sentence structures and transitions to link paragraphs;
    2. write informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing);
    3. write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

 

 

 


 

Virginia

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

 

Grade 6 | Virginia | Writing Standards

 

6.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.

a.  Engage in writing as a recursive process.

b.  Choose audience and purpose.

c.  Use a variety of prewriting strategies to generate and organize ideas.

d.  Organize writing to fit mode or topic.

f.  Establish a central idea incorporating evidence and maintaining an organized structure.

g.  Compose a thesis statement for expository and persuasive writing.

h.  Write multiparagraph compositions with elaboration and unity.

i.  Use transition words and phrases.

j.  Select vocabulary and information to enhance the central idea, tone, and voice.

k.  Expand and embed ideas by using modifiers, standard coordination, and subordination in complete

     sentences.

l.  Revise writing for clarity of content including specific vocabulary and information.

 

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

a.  Use subject-verb agreement with intervening phrases and clauses.

b.  Use pronoun-antecedent agreement to include indefinite pronouns.

c.  Maintain consistent verb tense across paragraphs.

d.  Eliminate double negatives.

e.  Use quotation marks with dialogue.

f.  Choose adverbs to describe verbs, adjectives, and other adverbs.

g.  Use correct spelling for frequently used words.

h.  Use subordinating and coordinating conjunctions.

 

 

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