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Trophies for Everyone: Learning Standards

Standards

Virginia

 

 

 

Common Core

Grades 9-10 | Persuasive Essay Standards

http://www.corestandards.org/ELA-Literacy/W/9-10/ (Adopted 2010)

 

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

Grades 9-10 | Persuasive Essay Standards

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

 

Text Types and Purposes

 

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

 

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.

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.

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.

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.

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

 

Production and Distribution of Writing

 

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

 

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

 

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

Grades 9-10 | Persuasive Essay Standards

http://www.azed.gov/standards-practices/englishlanguageartsstandards/  (Adopted 2010)

 

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.

 

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.

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.

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.

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.

e. Provide a concluding statement or section that follows from and supports the argument presented. (9-10.W.1)

 

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. (Grade-specific expectations for writing types are defined in standards 1–3 above. (9-10.W.4)

 

a. Produce clear and coherent functional writing (e.g., formal letters, experiments, notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the development and organization are appropriate to the task, purpose, and audience. (AZ. 9-10.W.4)

 

  1. 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.) (9-10.W.5)

 

Research to Build and Present Knowledge

 

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

 

b. 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"). (9-10.W.9)

 

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. (9-10.W.10)

 

 

Indiana

Grades 9-10 | Persuasive Essay Standards

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

 

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.

 

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

Grades 9-10 | Persuasive Essay Standards

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

 

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.

 

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.

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.

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.

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

e. Provide a concluding statement or sections that follow from and supports the argument presented.

 

Production and Distribution of Writing

 

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)

 

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)

 

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

 

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

Grades 9-10 | Persuasive Essay Standards

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

 

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.

 

Oklahoma

Grade 9 | Persuasive Essay Standards

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Standard 1: Writing Process. The student will use the writing process to write coherently.

 

1.Use a writing process to develop and refine composition skills. Students are expected to:

a. use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, or reading to generate ideas and gather information.

b. determine main idea by evaluating results of prewriting activities to select an appropriate topic.

c. identify audience and purpose for writing:

i. consider specific purposes for writing (e.g., to reflect, inform, explain, persuade, or share an experience or emotion

ii. understand the characteristics of a specific audience for the writing task.

d. identify appropriate mode/genre.

e. develop multiple drafts, individually and collaboratively, to categorize ideas, organize them into paragraphs, and blend paragraphs into larger text.

f. revise drafts.

g. edit for specific purposes to ensure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.

h. refine selected pieces to publish for general and specific audiences.

 

2. Use elaboration to develop an idea:

a. draft a text with a clear controlling idea or thesis.

b. develop a coherent progression of ideas applying organizational strategies such as spatial, chronological, order of importance, compare/contrast, logical order, cause/effect, or classification/division.

c. apply different methods of support, such as facts, reasons, examples, sensory details.

d. apply a consistent and appropriate point of view.

 

3. Demonstrate organization, unity, and coherence by using transitions and sequencing:

a. Read the draft from the intended audience’s point of view to evaluate clarity of purpose.

b. Evaluate whether ideas and organizational patterns are clear and support the overall purpose of the piece.

c. Evaluate whether topic sentences, transitions within and between paragraphs, overall sequencing, and the progression of ideas is clear, focused, smooth and coherent.

d. Evaluate whether ideas are adequately developed. Move, add, delete, or replace text for clarity, audience, and purpose.

e. Evaluate whether word choice/figurative language is precise, compelling, effective, and appropriate.

f. Evaluate whether sentence structures are varied in type, length, and complexity.

 

4. Editing, Proofreading, and Evaluating:

a. Apply Standard English usage, correct spelling and usage in text. Correct errors in grammatical conventions (e.g., complete sentences, independent and dependent (restrictive/nonrestrictive) clauses, conjunctions for subordination, correlation, and coordination, subject verb agreement, consistent verb tense, pronoun-antecedent relationship, noun and pronoun agreement, use of prepositional phrases, adverbs, and adjectives).

b. Employ specified proofreading strategies and consults resources (e.g., spell checks, personal spelling lists, or dictionaries) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations

c. Use a specified format for in-text citation of source materials, for bibliographies, and for lists of works cited. Check against original source for accuracy

d. Demonstrate an understanding of the ethics of writing by creating a document free from plagiarism.

 

5.  Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.

 

6.  Evaluate own writing and others' writing (e.g., determine the best features of a piece of writing, determine how own writing achieves its purpose, ask for feedback, and respond to classmates' writing).

 

Standard 2: Modes and Forms of Writing. The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes.

 

At Grade 9, combine the rhetorical strategies of narration, exposition, persuasion, reflection, and description to produce text of at least 500 to 750 words. Final drafts are formatted appropriately for the mode. Begin writing documents related to career development. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

 

3. Compose persuasive/argumentative compositions that:

a. include a well-defined thesis that makes a clear and knowledgeable appeal in a sustained and effective fashion.

b. use exposition, narration, and description to support the main argument.

c. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.

d. effectively address reader's concerns, counterclaims, biases, and expectations

Grade 10 | Persuasive Essay Standards

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Standard 1: Writing Process - The student will use the writing process to write coherently.

 

1. Use a writing process to develop and refine composition skills. Students are expected to:

a. use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, or reading to generate ideas and gather information.

b. analyze audience and purpose:

i. consider specific purposes for writing whether to reflect, inform, explain, persuade, make a social statement, or share an experience or emotion.

ii. analyze the characteristics of a specific audience (interests, beliefs, background knowledge) and select an appropriate audience for the writing task.

c. analyze appropriate mode/genre.

d. develop multiple drafts, individually and collaboratively, to categorize ideas, organize them into paragraphs, and blend paragraphs into larger text.

e. revise for appropriateness of organization, content, and style.

f. edit for specific purposes such as to insure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.

g. refine selected pieces to publish for general and specific audiences.

 

2. Use elaboration to develop an idea:

a. draft a text with a clear controlling idea or thesis.

b. develop a coherent progression of ideas applying organizational strategies such as spatial, chronological, order of importance, compare/contrast, logical order, cause/effect, or classification/division.

c. apply different methods of support, such as facts, reasons, examples, sensory details, anecdotes, paraphrases, quotes, reflections, and dialogue.

d. apply a consistent and appropriate point of view.

e. understand and apply formal and informal diction.

 

3. Demonstrate organization, unity, and coherence by using transitions and sequencing:

a. read the draft from the intended audience’s point of view to evaluate clarity of purpose.

b. evaluate whether ideas and organizational patterns are clear and support the overall purpose of the piece.

c. evaluate whether the topic sentences, transitions within and between paragraphs, overall sequencing, and the progression of ideas is clear, focused, smooth, and coherent.

d. evaluate whether ideas are adequately developed. Move, add, delete, or replace text for clarity, audience, and purpose.

e. evaluate whether word choice/figurative language is precise, compelling, effective, and appropriate.

f. evaluate whether sentence structures are varied in type, length, and complexity.

 

4. Editing/Proofreading and Evaluating: Use precise word choices, including figurative language, that convey specific meaning:

a. apply Standard English usage, spelling and mechanics to text.

b. correct errors in grammatical conventions.

c. employ specified editing/proofreading strategies and consult resources (e.g., spell checks, personal spelling lists, or dictionaries) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations.

d. use a specified format for in-text citation of source materials, for bibliographies, and for lists of works cited (check against original source for accuracy).

e. demonstrate an understanding of the ethics of writing by creating a document free from plagiarism.

 

5. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.

 

6. Evaluate own writing and others' writing (e.g., determine the best features of a piece of writing, determine how writing achieves its purpose, ask for feedback, and respond to classmates' writing).

 

Standard 2: Modes and Forms of Writing. The student will write for a variety of purposes and audiences using creative, narrative, descriptive, expository, persuasive, and reflective modes.

 

At Grade 10, combine the rhetorical strategies of narration, exposition, persuasion, reflection, and description to produce text of at least 750 to 1,000 words. Compose business letters.  Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing that are frequently published for a general or specific audience. Final drafts are formatted appropriate for the mode/genre.

 

3. Compose persuasive/argumentative compositions that:

a. include a well-defined thesis that makes a clear and knowledgeable appeal in a sustained and effective fashion.

b. use exposition, narration, description, and argumentation to support the main argument.

c. use specific rhetorical devices to support assertions, such as appealing to logic through reason, appealing to emotion or ethical beliefs, or relating to a personal anecdote, case study, or analogy.

d. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.

e. effectively address reader’s concerns, counterclaims, biases, and expectations.

 

6. Use appropriate essay test-taking and time-writing strategies that:

a. budget time for prewriting, drafting, revising, and editing.

b. prioritize the question/prompt.

c. identify the common directives from the prompt (identify command verbs: explain, compare, evaluate, define, and develop, etc.)

d. analyze the question/prompt and determine the appropriate mode of writing, audience, and tone.

e. apply appropriate organizational methods to thoroughly address the prompt.

Pennsylvania

Grades 9-10 | Persuasive Essay Standards

PENNSYLVANIA CORE STANDARDS

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

 

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

Grade 9 | Persuasive Essay Standards

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

 

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:

 

a. introduce a precise claim and differentiate between the claim and counterclaims;

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

c. assess the credibility and accuracy of each source;

d. use an organizational structure that logically sequences and establishes clear relationships among claims, counterclaims, reasons, warrants, and evidence;

e. 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;

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

g. quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation;

h. avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;

i. provide a concluding statement or section that follows from and supports the argument presented;

j. 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.

 

6.1 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.

 

 

Grades 10 | Persuasive Essay Standards

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

 

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:

 

a. introduce a precise claim and differentiate between the claim and counterclaims;

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

c. assess the credibility and accuracy of each source;

d. use an organizational structure that logically sequences and establishes clear relationships among claims, counterclaims, reasons, warrants, and evidence;

e. 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;

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

g. quote or paraphrase the data and conclusions of others while avoiding plagiarism

h. avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;

i. provide a concluding statement or section that follows from and supports the argument presented;

j. 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.

 

6.1 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.

 

Texas

Grade 9 | Persuasive Essay Standards

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

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

   

(13)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  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;

(B)  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;

(C)  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;

(D)  edit drafts for grammar, mechanics, and spelling; and

(E)  revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(16)  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:

(A)  a clear thesis or position based on logical reasons supported by precise and relevant evidence;

(B)  consideration of the whole range of information and views on the topic and accurate and honest representation of these views;

(C)  counter-arguments based on evidence to anticipate and address objections;

(D)  an organizing structure appropriate to the purpose, audience, and context; and

(E)  an analysis of the relative value of specific data, facts, and ideas.

Grade 10 | Persuasive Essay Standards

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

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

  

(13)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  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;

(B)  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;

(C)  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;

(D)  edit drafts for grammar, mechanics, and spelling; and

(E)  revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

 

(16)  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:

(A)  a clear thesis or position based on logical reasons supported by precise and relevant evidence;

(B)  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);

(C)  counter-arguments based on evidence to anticipate and address objections;

(D)  an organizing structure appropriate to the purpose, audience, and context;

(E)  an analysis of the relative value of specific data, facts, and ideas; and

(F)  a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations).

 

 

Virginia

Grade 9 | Persuasive Essay Standards

VIRGINIA ELA STANDARDS AND SKILLS

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

 

9.6  The student will develop narrative, expository, and persuasive writings for a variety of audiences and purposes.

 

a)  Generate, gather, and organize ideas for writing.

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

c)  Communicate clearly the purpose of the writing using a thesis statement where appropriate.

d)  Write clear, varied sentences using specific vocabulary and information.

e)  Elaborate ideas clearly through word choice and vivid description.

f)  Arrange paragraphs into a logical progression.

g)  Use transitions between paragraphs and ideas.

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

i)   Use computer technology to plan, draft, revise, edit, and publish writing

 

To be successful with this standard, students are expected to:

  • use prewriting strategies and organize writing.

  • plan and develop organized and focused written products that demonstrate their understanding of composing, written expression, and usage/mechanics and that reflect an appropriate audience and purpose.

  • demonstrate the purpose of writing as narrative, persuasive, expository, or analytical.

  • apply narrative techniques, such as dialogue, description, and pacing to develop experiences or characters.

  • write using a clear, focused thesis that addresses the purpose for writing.

  • provide an engaging introduction and a clear thesis statement that introduces the information presented.

  • write clear, varied sentences, and increase the use of embedded clauses.

  • use specific vocabulary and information.

  • use precise language to convey a vivid picture.

  • develop the topic with appropriate information, details, and examples.

  • arrange paragraphs into a logical progression using appropriate words or phrases to signal organizational pattern and transitions between ideas.

  • revise writing for clarity, content, depth of information, and intended audience and purpose.

  • use computer technology to assist in the writing process.

 

Grade 10 | Persuasive Essay Standards

VIRGINIA ELA STANDARDS AND SKILLS

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

 

10.6     The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.

 

a)    Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose.

b)    Synthesize information to support the thesis.    

c)    Elaborate ideas clearly through word choice and vivid description.

d)    Write clear and varied sentences, clarifying ideas with precise and relevant evidence.    

e)    Organize ideas into a logical sequence using transitions.    

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

g)    Use computer technology to plan, draft, revise, edit, and publish writing.

 

To be successful with this standard, students are expected to:

 

  • develop written products that demonstrate their understanding of composing, written expression, and usage/mechanics.

  • write persuasively and analytically on a variety of literary and nonliterary subjects.

  • develop writing that analyzes complex issues.

  • plan and organize their ideas for writing.

  • state a thesis and support it.

  • elaborate ideas in order to provide support for the thesis.

  • use visual and sensory language as needed for effect.

  • vary sentence structures for effect.

 

  • Identify and apply features of the writing domains, including

    • effective organization;
    • clear structure;
    • sentence variety;
    • unity and coherence;
    • tone and voice;
    • effective word choice;
    • clear purpose;
    • appropriate mechanics and usage; and
    • accurate and valuable information.

 

  • Develop ideas deductively and inductively and organize ideas into a logical sequence, applying effective organizational patterns/techniques, such as:

    • comparison/contrast;
    • chronological order;
    • spatial layout;
    • cause and effect;
    • definition;
    • order of importance;
    • explanation;
    • generalization;
    • classification;
    • enumeration; and
    • problem/solution.

 

  • Evaluate analytical writing by examining and understanding how individual parts of the text relate to the whole, including the writing’s purpose and structure.

  • Revise writing for clarity of content and presentation.

  • Use peer- and self-evaluation to review and revise writing.

  • uUe computer technology to assist in the writing process.

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19:11, 21 Dec 2016

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