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Historical Analysis Standards 9-12

Table of contents
  1. C3 Framework
  2. Common Core - Writing 
    1. Grades 9-10 | Common Core | Writing Standards 
    2. Grades 11-12 | Common Core | Writing Standards
  3. Common Core - History Reading 
    1. Grades 9-10 | Common Core | History Reading Standards
    2. Grades 11-12 | Common Core | History Reading Standards
  4. Common Core - History Writing
    1. Grades 9-10 | Common Core | History Writing Standards
    2. Grades 11-12 | Common Core | History Writing Standards
  5. Alaska
    1. Grades 9-10 | Alaska | Writing Standards
    2. Grades 11-12 | Alaska | Writing Standards
  6. Arizona
    1. Grades 9-10 | Arizona | Writing Standards
    2. Grades 11-12 | Arizona | Writing Standards
  7. Florida
    1. Grades 9-10  | Florida | Writing Standards
    2. Grades 11-12 | Florida | Writing Standards
  8. Indiana
    1. Grades 9-10 | Indiana | Writing Standards
    2. Grades 11-12 | Indiana | Writing Standards
  9. Iowa
    1. Grades 9-10 | Iowa | Writing Standards
    2. Grades 11-12 | Iowa | Writing Standards
  10. Nebraska
    1. Grades 9-10 | Nebraska | Writing Standards
    2. Grades 11-12 | Nebraska | Writing Standards
  11. New Jersey
    1. Grades 9-10 | New Jersey | Writing Standards 
    2. Grades 11-12 | New Jersey | Writing Standards
  12. Oklahoma
    1. Grade 9 | Oklahoma | Writing Standards 
    2. Grade 10 | Oklahoma | Writing Standards 
    3. Grade 11 | Oklahoma | Writing Standards
    4. Grade 12 | Oklahoma | Writing Standards 
  13. Pennsylvania
    1. Grades 9-10 | Pennsylvania | Writing Standards
    2. Grades 11-12 | Pennsylvania | Writing Standards
  14. South Carolina
    1. English I | South Carolina | Writing Standards
    2. English II | South Carolina | Writing Standards
    3. English III | South Carolina | Writing Standards
    4. English IV | South Carolina | Writing Standards
  15. Tennessee
    1. Grades 9-10 | Tennessee | Writing Standards
    2. Grades 11-12 | Tennessee | Writing Standards
  16. Texas
    1. English I | Texas | Writing Standards
    2. English II | Texas | Writing Standards
    3. English III | Texas | Writing Standards
    4. English IV | Texas | Writing Standards
  17. Virginia
    1. Grade 9 | Virginia | Writing Standards
    2. Grade 10 | Virginia | Writing Standards
    3. Grade 11 | Virginia | Writing Standards
    4. Grade 12 | Virginia | Writing Standards

 

  1. C3 Framework
  2. Common Core - Writing 
    1. Grades 9-10 | Common Core | Writing Standards 
    2. Grades 11-12 | Common Core | Writing Standards
  3. Common Core - History Reading 
    1. Grades 9-10 | Common Core | History Reading Standards
    2. Grades 11-12 | Common Core | History Reading Standards
  4. Common Core - History Writing
    1. Grades 9-10 | Common Core | History Writing Standards
    2. Grades 11-12 | Common Core | History Writing Standards
  5. Alaska
    1. Grades 9-10 | Alaska | Writing Standards
    2. Grades 11-12 | Alaska | Writing Standards
  6. Arizona
    1. Grades 9-10 | Arizona | Writing Standards
    2. Grades 11-12 | Arizona | Writing Standards
  7. Florida
    1. Grades 9-10  | Florida | Writing Standards
    2. Grades 11-12 | Florida | Writing Standards
  8. Indiana
    1. Grades 9-10 | Indiana | Writing Standards
    2. Grades 11-12 | Indiana | Writing Standards
  9. Iowa
    1. Grades 9-10 | Iowa | Writing Standards
    2. Grades 11-12 | Iowa | Writing Standards
  10. Nebraska
    1. Grades 9-10 | Nebraska | Writing Standards
    2. Grades 11-12 | Nebraska | Writing Standards
  11. New Jersey
    1. Grades 9-10 | New Jersey | Writing Standards 
    2. Grades 11-12 | New Jersey | Writing Standards
  12. Oklahoma
    1. Grade 9 | Oklahoma | Writing Standards 
    2. Grade 10 | Oklahoma | Writing Standards 
    3. Grade 11 | Oklahoma | Writing Standards
    4. Grade 12 | Oklahoma | Writing Standards 
  13. Pennsylvania
    1. Grades 9-10 | Pennsylvania | Writing Standards
    2. Grades 11-12 | Pennsylvania | Writing Standards
  14. South Carolina
    1. English I | South Carolina | Writing Standards
    2. English II | South Carolina | Writing Standards
    3. English III | South Carolina | Writing Standards
    4. English IV | South Carolina | Writing Standards
  15. Tennessee
    1. Grades 9-10 | Tennessee | Writing Standards
    2. Grades 11-12 | Tennessee | Writing Standards
  16. Texas
    1. English I | Texas | Writing Standards
    2. English II | Texas | Writing Standards
    3. English III | Texas | Writing Standards
    4. English IV | Texas | Writing Standards
  17. Virginia
    1. Grade 9 | Virginia | Writing Standards
    2. Grade 10 | Virginia | Writing Standards
    3. Grade 11 | Virginia | Writing Standards
    4. Grade 12 | Virginia | Writing Standards

 

 


 

C3 Framework

https://www.socialstudies.org/c3

College, Career, and Civic Life (C3) Framework for Social Studies State Standards 

 

 

D2.His.5.9-12.

Analyze how historical contexts shaped and continue to shape people’s perspectives.

 

D3.3.9-12

Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.

 

D3.4.9-12

Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.

 

D4.1.9-12

Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

 

D4.2.9-12

Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).

 

 

 


 

Common Core - Writing 

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.9-10.2

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

 

CCSS.ELA-LITERACY.W.9-10.2.A

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

 

CCSS.ELA-LITERACY.W.9-10.2.B

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

 

CCSS.ELA-LITERACY.W.9-10.2.C

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

 

CCSS.ELA-LITERACY.W.9-10.2.D

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

 

CCSS.ELA-LITERACY.W.9-10.2.E

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.9-10.2.F

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

 

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.

 

 

Grades 11-12 | Common Core | Writing Standards

 

CCSS.ELA-LITERACY.W.11-12.1

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

CCSS.ELA-LITERACY.W.11-12.2

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

 

CCSS.ELA-LITERACY.W.11-12.2.A

Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

 

CCSS.ELA-LITERACY.W.11-12.2.B

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

 

CCSS.ELA-LITERACY.W.11-12.2.C

Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

 

CCSS.ELA-LITERACY.W.11-12.2.D

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

 

CCSS.ELA-LITERACY.W.11-12.2.E

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

 

CCSS.ELA-LITERACY.W.11-12.2.F

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

 

CCSS.ELA-LITERACY.W.11-12.4

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

 

CCSS.ELA-LITERACY.W.11-12.5

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

 

CCSS.ELA-LITERACY.W.11-12.10

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

 

 

 


 

Common Core - History Reading 

http://www.corestandards.org/ELA-Literacy/RH/introduction/ (Adopted 2010)

 

Grades 9-10 | Common Core | History Reading Standards

 

CCSS.ELA-LITERACY.RH.9-10.1

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

 

 

Grades 11-12 | Common Core | History Reading Standards

 

CCSS.ELA-LITERACY.RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

 

 

 


 

Common Core - History Writing

http://www.corestandards.org/ELA-Literacy/WHST/introduction/ (Adopted 2010)

 

Grades 9-10 | Common Core | History Writing Standards

 

CCSS.ELA-LITERACY.WHST.9-10.1

Write arguments focused on discipline-specific content.

 

CCSS.ELA-LITERACY.WHST.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 the claim(s), counterclaims, reasons, and evidence.

 

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

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

 

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

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

 

CCSS.ELA-LITERACY.WHST.9-10.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

 

CCSS.ELA-LITERACY.WHST.9-10.2.A

Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

 

CCSS.ELA-LITERACY.WHST.9-10.2.B

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

 

CCSS.ELA-LITERACY.WHST.9-10.2.C

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

 

CCSS.ELA-LITERACY.WHST.9-10.2.D

Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

 

CCSS.ELA-LITERACY.WHST.9-10.2.E

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.WHST.9-10.2.F

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

 

CCSS.ELA-LITERACY.WHST.9-10.4

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

 

CCSS.ELA-LITERACY.WHST.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.

 

CCSS.ELA-LITERACY.WHST.9-10.6

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.

 

CCSS.ELA-LITERACY.WHST.9-10.9

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

 

CCSS.ELA-LITERACY.WHST.9-10.10

Write routinely over extended time frames (time for 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.

 

 

Grades 11-12 | Common Core | History Writing Standards

 

CCSS.ELA-LITERACY.WHST.11-12.1

Write arguments focused on discipline-specific content.

 

CCSS.ELA-LITERACY.WHST.11-12.1.A

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

 

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

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

 

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

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

 

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

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

 

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

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

 

CCSS.ELA-LITERACY.WHST.11-12.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

 

CCSS.ELA-LITERACY.WHST.11-12.2.A

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

 

CCSS.ELA-LITERACY.WHST.11-12.2.B

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

 

CCSS.ELA-LITERACY.WHST.11-12.2.C

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

 

CCSS.ELA-LITERACY.WHST.11-12.2.D

Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

 

CCSS.ELA-LITERACY.WHST.11-12.2.E

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

 

CCSS.ELA-LITERACY.WHST.11-12.4

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

 

CCSS.ELA-LITERACY.WHST.11-12.5

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

 

CCSS.ELA-LITERACY.WHST.11-12.6

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

 

CCSS.ELA-LITERACY.WHST.11-12.7

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

 

CCSS.ELA-LITERACY.WHST.11-12.8

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

 

CCSS.ELA-LITERACY.WHST.11-12.9

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

 

CCSS.ELA-LITERACY.WHST.11-12.10

Write routinely over extended time frames (time for 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)

 

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.
       
  2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
    1. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
    2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
    3. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
    4. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
    5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
       

 

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.

 

 

Grades 11-12 | Alaska | Writing Standards

 

Text Types and Purposes

 

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

 

  1. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
    1. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
    2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
    3. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
    4. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
    5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

 

 

Production and Distribution of Writing

 

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

 

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

 

Range of Writing

 

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

 

 

 


 

Arizona

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

 

Grades 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.

 

9-10.W.2   Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language and domain‐specific vocabulary to manage the complexity of the topic.
  5. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

 

 

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.

 

 

Grades 11-12 | Arizona | Writing Standards

 

Text Types and Purposes

 

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

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

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

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

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

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

 

11-12.W.2   Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful for comprehension.
  2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic.   
  5. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

 

 

Production and Distribution of Writing

 

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

 

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

 

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

 

 

Research to Build and Present Knowledge

 

11-12.W.8   Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

 

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

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

 

 

 


 

Florida

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

Grades 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.1.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

 

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.

 

Grades 11-12 | Florida | Writing Standards

 

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

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

 

LAFS.1112.W.1.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
  5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

 

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

 

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

 

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

 

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

 

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

 

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

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

 

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

 

 

 


 

Indiana

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

 

Grades 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.

 

9-10.W.3.2  Write informative compositions in a variety of forms that –

  • Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.   
  • Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  • Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • Choose language and content-specific vocabulary that express ideas precisely and concisely to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy.
  • Establish and maintain a style appropriate to the purpose and audience.
  • Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

 

 

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.

 

 

Grades 11-12 | Indiana | Writing Standards

 

Writing Genres: Argumentative, Informative, and Narrative

 

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

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

 

11-12.W.3.2   Write informative compositions in a variety of forms that –

  • Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 
  • Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  • Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • Choose language, content-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy.
  • Establish and maintain a style appropriate to the purpose and audience.
  • Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

 

 

The Writing Process

 

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

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

 

Iowa

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

 

Grades 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.

 

W.9–10.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

  2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

  3. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

  4. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

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

  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

 

 

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.

 

 

Grades 11-12 | Iowa | Writing Standards

 

Text Types and Purposes

 

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

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

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

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

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

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

 

 

W.11–12.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics, (e.g., figures, tables), and multimedia when useful to aiding comprehension.

  2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

  3. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

  4. Use precise language, domain-specific vocabulary, and techniques such as a metaphor, simile, and analogy to manage the complexity of the topic.

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

  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

 

 

Production and Distribution of Writing

 

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

 

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

 

 

Research to Build and Present Knowledge

 

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

 

 

Range of Writing

 

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

 

 

 


 

Nebraska

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

 

Grades 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.

 

 

Grades 11-12 | Nebraska | Writing Standards

 

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

 

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

 

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

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

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

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

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

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

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

 

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

 

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

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

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

 

 

 


 

New Jersey

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

Grades 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.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

  2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

  3. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

  4. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

  5. 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.

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

 

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”).

 

Grades 11-12 | New Jersey | Writing Standards

 

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

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

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

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

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

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

 

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
  5. 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.
  6. Provide a concluding paragraph or section that supports the argument presented (e.g., articulating implications or the significance of the topic).

 

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

 

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

 

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

 

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

 

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

 

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

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

 

 

 


 

Oklahoma

hthttp://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.2 Students will compose essays and reports to objectively introduce and develop topics, incorporating evidence (e.g., specific facts, examples, details, data) and maintaining an organized structure and a formal style.

 

9.3.W.3 Students will elaborate on ideas by using logical reasoning and illustrative examples to connect evidences to claim(s).

 

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.2 Students will compose essays and reports to objectively introduce and develop topics, incorporating evidence (e.g., specific facts, examples, details, data) and maintaining an organized structure and a formal style.

 

10.3.W.3 Students will elaborate on ideas by using logical reasoning and illustrative examples to connect evidences to claim(s).

 

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.

 

Grade 11 | Oklahoma | Writing Standards

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

11.3.W.2 Students will compose essays and reports to objectively introduce and develop topics, incorporating evidence (e.g., specific facts, examples, details, data) and maintaining an organized structure and a formal style.

 

11.3.W.3 Students will elaborate on ideas by using logical reasoning and illustrative examples to connect evidences to claim(s).

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

 

Grade 12 | Oklahoma | Writing Standards 

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

12.3.W.2 Students will compose essays and reports to objectively introduce and develop topics, incorporating evidence (e.g., specific facts, examples, details, data) and maintaining an organized structure and a formal style.

 

12.3.W.3 Students will elaborate on ideas by using logical reasoning and illustrative examples to connect evidences to claim(s).

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

 

 


 

Pennsylvania

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

Grades 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.A

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.

 

CC.1.4.9–10.B

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

 

CC.1.4.9–10.C

Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.

 

CC.1.4.9–10.D

Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.

 

CC.1.4.9–10.E

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.F

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

 

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.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.1.4.9–10.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.

 

 

Grades 11-12 | 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.1.4.11–12.A

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.

 

CC.1.4.11–12.B

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

 

CC.1.4.11–12.C

Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.

 

CC.1.4.11–12.D

Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.

 

CC.1.4.11–12.E

Write with an awareness of the stylistic aspects of composition

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

 

CC.1.4.11–12.F

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

 

CC.1.4.11–12.G

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

 

CC.1.4.11–12.H

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

Introduce the precise, knowledgeable claim.

 

CC.1.4.11–12.I

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

 

CC.1.4.11–12.J

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

 

CC.1.4.11–12.K

Write with an awareness of the stylistic aspects of composition

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

 

CC.1.4.11–12.L

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

 

CC.1.4.11–12.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.1.4.11–12.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.1.4.11–12.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 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:
    1. introduce a topic;
    2. use relevant information from multiple print and multimedia sources;
    3. organize complex ideas, concepts, and information to make connections and distinctions;
    4. assess the credibility and accuracy of each source;
    5. develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic;
    6. quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation;
    7. develop and strengthen writing as needed by planning, revising, editing, rewriting;
    8. use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts;
    9. use precise language and domain-specific vocabulary to manage the complexity of the topic;
    10. establish and maintain a consistent style and objective tone while attending to the norms and conventions of the discipline;
    11. provide a concluding statement or section that follows from and supports 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.

 

 

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 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:
    1. introduce a topic;
    2. use relevant information from multiple print and multimedia sources;
    3. organize complex ideas, concepts, and information to make connections and distinctions;
    4. assess the credibility and accuracy of each source;
    5. develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic;
    6. quote or paraphrase the data and conclusions of others while avoiding plagiarism
    7. develop and strengthen writing as needed by planning, revising, editing, rewriting;
    8. use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts;
    9. use precise language and domain-specific vocabulary to manage the complexity of the topic;
    10. establish and maintain a consistent style and objective tone while attending norms and conventions of the discipline;
    11. provide a concluding statement or section that follows from and supports 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.

 

 

English III | South Carolina | Writing Standards

 

Fundamentals of Writing

 

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

 

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

 

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

 

Standard 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:
    1. introduce a topic;
    2. use relevant information from multiple print and multimedia sources
    3. organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole;
    4. assess the credibility and accuracy of each source;
    5. develop the topic thoroughly by selecting significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic;
    6. quote or paraphrase the data and conclusions of others while avoiding plagiarism
    7. develop and strengthen writing as needed by planning, revising, editing, rewriting;
    8. use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts;
    9. use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic;
    10. establish and maintain a consistent style and objective tone while attending to the norms and conventions of the discipline;
    11. provide a concluding statement or section that follows from and supports 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.

 

 

English IV | South Carolina | Writing Standards

 

Fundamentals of Writing

 

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

 

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

 

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

 

Standard 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:
    1. introduce a topic;
    2. use relevant information from multiple print and multimedia sources
    3. organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole;
    4. assess the credibility and accuracy of each source;
    5. develop the topic thoroughly by selecting significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic;
    6. quote or paraphrase the data and conclusions of others while avoiding plagiarism
    7. develop and strengthen writing as needed by planning, revising, editing, rewriting;
    8. use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts;
    9. use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic;
    10. establish and maintain a consistent style and objective tone while attending to the norms and conventions of the discipline;
    11. provide a concluding statement or section that follows from and supports 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)

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.TTP.2 Write informative/explanatory texts to analyze and convey complex ideas, concepts, and information clearly and accurately through the effective selection and organization of content.

  1. Provide an introduction that is relevant to the rest of the text and effectively engages the audience.
  2. Organize ideas to create cohesion and clarify relationships among ideas and concepts, including but not limited to use of appropriate and varied transitions.
  3. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  4. Provide a concluding statement or section that follows from and supports the information or explanation presented.
  5. Use appropriate formatting, graphics, and multimedia to aid comprehension.
  6. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  7. 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.

 

Grades 11-12 | Tennessee | Writing Standards

 

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

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

 

11-12.W.TTP.2 Write informative/explanatory texts to analyze, synthesize, and convey complex ideas, concepts, and information clearly and accurately through the effective selection and organization of content.

  1. Provide an introduction that is relevant to the rest of the text and effectively engages the audience.
  2. Organize ideas to create cohesion and clarify relationships among ideas and concepts, including but not limited to use of appropriate and varied transitions.
  3. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  4. Provide a concluding statement or section that follows from and supports the information or explanation presented.
  5. Use appropriate formatting, graphics, and multimedia to aid comprehension.
  6. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
  7. Establish and maintain a formal style and objective tone.

 

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

 

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

 

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

 

11-12.W.RBPK.7 Conduct and write short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem by narrowing or broadening the inquiry when appropriate, synthesizing multiple sources on the subject, and demonstrating a new understanding of the subject under investigation.

                    

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

 

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

 

 

 


 

Texas

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

 

English 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/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. write an analytical essay of sufficient length that includes:
      1. effective introductory and concluding paragraphs and a variety of sentence structures;
      2. rhetorical devices, and transitions between paragraphs;
      3. a controlling idea or thesis;
      4. an organizing structure appropriate to purpose, audience, and context; and
      5. relevant information and valid inferences;
    2. write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include:
      1. organized and accurately conveyed information; and
      2. reader-friendly formatting techniques;
    3. write an interpretative response to an expository or a literary text (e.g., essay or review) that:
      1. extends beyond a summary and literal analysis;
      2. addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and
      3. analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;

 

  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/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:

A. write an analytical essay of sufficient length that includes:

  1. effective introductory and concluding paragraphs and a variety of sentence structures;
  2. rhetorical devices, and transitions between paragraphs;
  3. a thesis or controlling idea;
  4. an organizing structure appropriate to purpose, audience, and context;
  5. relevant evidence and well-chosen details; and
  6. distinctions about the relative value of specific data, facts, and ideas that support the thesis statement;

C. write an interpretative response to an expository or a literary text (e.g., essay or review) that:

  1. extends beyond a summary and literal analysis;
  2. addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and
  3. analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices;

 

  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).

 

 

English III | Texas | Writing Standards

 

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

 

  1. Writing/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:

A. write an analytical essay of sufficient length that includes:

  1. effective introductory and concluding paragraphs and a variety of sentence structures;
  2. rhetorical devices, and transitions between paragraphs;
  3. a clear thesis statement or controlling idea;
  4. a clear organizational schema for conveying ideas;
  5. relevant and substantial evidence and well-chosen details; and
  6. information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources;

C. write an interpretation of an expository or a literary text that:

  1. advances a clear thesis statement;
  2. addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text;
  3. analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;
  4. identifies and analyzes the ambiguities, nuances, and complexities within the text; and
  5. anticipates and responds to readers' questions or contradictory information;

 

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

 

 

English IV | Texas | Writing Standards

 

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

 

  1. Writing/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:

A. write an analytical essay of sufficient length that includes:

  1. effective introductory and concluding paragraphs and a variety of sentence structures;
  2. rhetorical devices, and transitions between paragraphs;
  3. a clear thesis statement or controlling idea;
  4. a clear organizational schema for conveying ideas;
  5. relevant and substantial evidence and well-chosen details;
  6. information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources; and
  7. an analysis of views and information that contradict the thesis statement and the evidence presented for it;

C.  write an interpretation of an expository or a literary text that:

  1. advances a clear thesis statement;
  2. addresses the writing skills for an analytical essay including references to and commentary on quotations from the text;
  3. analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;
  4. identifies and analyzes ambiguities, nuances, and complexities within the text; and
  5. anticipates and responds to readers' questions and contradictory information;

 

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

 

 

 


 

Virginia

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

 

Grade 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.

 

Grade 11 | Virginia | Writing Standards

 

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

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

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

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

     counterclaims, and provides effective conclusions.

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

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

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

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

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

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

 

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

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

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

c.  Distinguish between active and passive voice.

 

Grade 12 | Virginia | Writing Standards

 

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

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

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

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

     counterclaims, and provide effective conclusions.

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

     evidence in a sustained and logical sequence.

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

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

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

     the information presented.

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

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

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

 

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

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

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

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

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

 

 

 

 

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