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Sell, Sell, Sell: Learning Standards

Standards

Virginia

 

Common Core

Persuasive

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Common Core Standards

http://www.corestandards.org/ELA-Literacy/W/8/ (Adopted 2010)

 

Grade 8

 

PERSUASIVE ESSAYS

 

CCSS.ELA-LITERACY.W.8.1

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

 

CCSS.ELA-LITERACY.W.8.1.A

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

 

CCSS.ELA-LITERACY.W.8.1.B

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

 

CCSS.ELA-LITERACY.W.8.1.C

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

 

CCSS.ELA-LITERACY.W.8.1.D

Establish and maintain a formal style.

 

CCSS.ELA-LITERACY.W.8.1.E

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

 

CCSS.ELA-LITERACY.W.8.4

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.8.5

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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 here.)

 

CCSS.ELA-LITERACY.W.8.10

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

 

Persuasive

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ALASKA

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

 

Grade 8    

 

Persuasive Essays

 

Text Types and Purposes

 

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

 

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and accurate, relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

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 are appropriate to task, purpose, and audience.

 

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 8.)

 

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 discipline-specific tasks, purposes, and audiences.

Arizona

Persuasive

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ARIZONA

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

 

Grade 8    

 

Persuasive Essays

 

Text Types and Purposes

 

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

 

  1. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

  2. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

  3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

  4. Establish and maintain a formal style.

  5. Provide a concluding statement or section that follows from and supports the argument presented. (8.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. (8.W.4)

 

  1. 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.8.W.4)

 

  1. 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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.) (8.W.5)

 

Research to Build and Present Knowledge

 

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

 

  1. Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced"). (8.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. (8.W.10)

 

Indiana

Persuasive

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INDIANA

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

 

Grade 8    

 

Persuasive Essays

 

8.W.3.1

Write arguments in a variety of forms that –

 

● Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

 

● Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

 

● Use effective transitions to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

 

● 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.

 

8.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.  

 

Nebraska

Persuasive

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NEBRASKA

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

 

Grade 8

 

Persuasive Essays

 

LA 8.2  Writing: Students will learn and apply writing skills and strategies to communicate.

 

LA 8.2.1    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 8.2.1.a    Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, answer questions, and synthesize information.

 

LA 8.2.1.b    Generate a draft that conveys complex ideas through analysis and use of organizational patterns that are suited to the purpose and intended audience and includes a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.

 

LA 8.2.1.c    Gather and use relevant information and evidence from multiple authoritative print and/or digital sources including primary and secondary sources to support claims or theses.

 

LA 8.2.1.d    Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.

 

LA 8.2.1.e    Revise to improve and clarify writing through self-monitoring strategies and feedback from others.

 

LA 8.2.1.f    Provide oral, written, and/or digital descriptive feedback to other writers.

 

LA 8.2.1.g    Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.

 

LA 8.2.1.h    Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).

 

LA 8.2.1.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 8.2.1.j    Publish a legible document using a variety of media, and apply formatting techniques to enhance the readability and impact of the document (e.g., fonts, spacing, design, images, citations).

 

LA 8.2.2    Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.

 

LA 8.2.2.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 8.2.2.b    Provide evidence from literary or informational text to support analysis, reflection, and research.

 

LA 8.2.2.c    Conduct and publish both short and sustained research projects to answer questions or solve problems using multiple primary and/or secondary sources to support theses.

 

LA 8.2.2.d    Use precise word choice and domain-specific vocabulary to write in a variety of modes.

 

LA 8.2.2.e    Analyze various mentor texts and/or exemplars in order to create a similar piece.

 

Oklahoma

Persuasive

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OKLAHOMA

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

 

Grade 8    

 

Persuasive Essays

 

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

 

2. Develop a main idea/thesis through use of details, examples, reasons, anecdotes, and use patterns as appropriate to purpose such as spatial, chronological, and climactic.

 

3. Blend paragraphs, with effective transitions, into larger text.

4. Use precise word choices, including figurative language, that convey specific meaning and tone.

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

6. Revise multiple drafts individually and with peers.

7. Edit for errors in Standard English usage, sentence structure, word choice, mechanics, and spelling.

 

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

 

At Grade 8, write creative, narrative, expository, argumentative, persuasive, reflective, and descriptive papers of at least 500 to 750 words and introduce technical documents. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined (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.

b. present detailed evidence, examples, and reasoning to support effective arguments and emotional appeal.

c. provide details, reasons, and examples, arranging them effectively by predicting, identifying, and addressing reader concerns and counter-arguments. Example: Using the research completed on public transportation, compose a persuasive letter to the mayor on why the community should or should not invest more resources into public transportation.

 

6. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting.

 

Example: Write stories, poetry, and reports, showing a variety of word choices, or review a favorite book or film.

 

8. 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 or prompt and determine the appropriate mode of writing.

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

f. utilize an editing checklist or assessment rubric, if provided.

 

Pennsylvania

 

Persuasive

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PENNSYLVANIA CORE STANDARDS

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

 

Grade 8

 

Persuasive Essays

 

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.1.4.8.G

Write arguments to support claims.

 

CC.1.4.8.H

Introduce and state an opinion on a topic.

 

CC.1.4.8.I

Acknowledge and distinguish the claim(s) from alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic.

 

CC.1.4.8.J

Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented.

 

CC.1.4.8.K

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.

  • Create tone and voice through precise language.

  • Establish and maintain a formal style.

 

CC.1.4.8.L

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

 

CC.1.4.8.T

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, focusing on how well purpose and audience have been addressed. 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, focusing on how well purpose and audience have been addressed.

 

CC.1.4.8.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

Persuasive

SOUTH CAROLINA

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

 

Grade 8    

 

Persuasive Essays

 

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 claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically;

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

c. support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources;

d. use an organizational structure that provides unity and clarity among claims, counterclaims, reasons, and evidence;

e. develop the claim and counterclaims providing credible evidence and data for each;

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

g. paraphrase, quote, and summarize, avoiding plagiarism and following a standard format for citation;

h. establish and maintain a formal style and objective tone

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

 

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

Persuasive

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

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

 

Grade 8

 

Persuasive Essays

 

(14)  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 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;

(B)  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;

(C)  revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions 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.

(18)  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 a persuasive essay to the appropriate audience that:

(A)  establishes a clear thesis or position;

(B)  considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments; and

(C)  includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion.


 

Virginia

Persuasive

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VIRGINIA ELA STANDARDS AND SKILLS

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

 

Grade 8

 

Persuasive Essays

 

8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational.

 

a) Identify intended audience.

b) Use prewriting strategies to generate and organize ideas.

c) Distinguish between a thesis statement and a topic sentence.

d) Organize details to elaborate the central idea and provide unity.

e) Select specific vocabulary and information for audience and purpose.

f)  Use interview quotations as evidence.

g) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.

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

 

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

  • write in a variety of forms, including:

    • persuasive – writing to influence the reader or listener to believe or do as the author or speaker suggests; and
  • use a variety of prewriting strategies, for example:

    • brainstorming;
    • webbing;
    • mapping;
    • outlining;
    • clustering;
    • listing; and
    • using graphic organizers.
  • use written expression to explain, analyze, or summarize a topic with attention to:

    • purpose and audience;
    • a central or controlling idea;
    • voice;
    • tone (such as serious, sarcastic, objective, enthusiastic, solemn, humorous, hostile, personal, impersonal);
    • coherent selection of information and details;
    • embedded phrases and clauses that clarify meaning and increase variety;
    • vivid and precise vocabulary;
    • figurative language;
    • sentence variety; and
    • transitional words and phrases.
  • apply revising procedures, including:

    • rereading;
    • reflecting;
    • rethinking;
    • rewriting;
    • including vivid vocabulary;
    • combining sentences for variety and rhythm; and
    • providing transitions between ideas and paragraphs.
  • create a thesis statement that focuses the essay, expresses the writer’s position in an argument, or explains the purpose of the essay, and is usually found in the first paragraph.

  • elaborate the central idea,  providing sustained unity throughout the writing.

  • choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

  • use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

  • sustain a formal style.

  • develop a conclusion.

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15:45, 26 Apr 2016

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