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Narrative Standards 11-12

 

 

 


 

Common Core

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

 

Grades 11-12 | Common Core | Writing Standards

 

CCSS.ELA-LITERACY.W.11-12.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

 

CCSS.ELA-LITERACY.W.11-12.3.A

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

 

CCSS.ELA-LITERACY.W.11-12.3.B

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

 

CCSS.ELA-LITERACY.W.11-12.3.C

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

 

CCSS.ELA-LITERACY.W.11-12.3.D

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

 

CCSS.ELA-LITERACY.W.11-12.3.E

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

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.

 

 

 


 

Alaska

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

 

Grades 11-12 | Alaska | Writing Standards

 

Text Types and Purposes

 

  1. Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    1. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
    2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
    3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
    4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
    5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

 

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 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 11-12 | Arizona | Writing Standards

 

Text Types and Purposes

 

11-12.W.3    Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  2. Use narrative techniques to develop experiences, events, and/or characters.                                                                          
  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome.  
  4. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

 

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 11-12 | Florida | Writing Standards

 

LAFS.1112.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

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.3.9 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 11-12 | Indiana | Writing Standards

 

Writing Genres: Argumentative, Informative, and Narrative

 

11-12.W.3.3   Write narrative compositions in a variety of forms that –

  • Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters. 
  • Create a smooth progression of experiences or events.
  • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  • Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
  • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  • Provide an ending that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

 

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 11-12 | Iowa | Writing Standards

 

Text Types and Purposes

 

W.11–12.3    Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 

  1. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

 

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 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.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 11-12 | New Jersey | Writing Standards

 

W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

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.

 

 

 


 

Oklahoma 

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

 

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.1 Students will write narratives embedded in other modes as appropriate.

 

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.1 Students will write narratives embedded in other modes as appropriate.

 

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 11-12 | 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.M

Write narratives to develop real or imagined experiences or events.

 

CC.1.4.11–12.N

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator and/or characters.

 

CC.1.4.11–12.O

Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.

 

CC.1.4.11–12.P

Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

CC.1.4.11–12.Q

Write with an awareness of the stylistic aspects of writing.

  • Use parallel structure.
  • Use various types of phrases and clauses to convey specific meanings and add variety and interest
  • Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

 

CC.1.4.11–12.R

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

 

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 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 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

 

  1. 1    Gather ideas from texts, multimedia, and personal experience to write narratives that:
    1. develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences;
    2. engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters;
    3. create a smooth progression of experiences or events;
    4. use the narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters;
    5. use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome;
    6. develop and strengthen writing as needed by planning, revising, editing, rewriting;
    7. use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters;
    8. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

 

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 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

 

  1. 1    Gather ideas from texts, multimedia, and personal experience to write narratives that:
    1. develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences;
    2. engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters;
    3. create a smooth progression of experiences or events;
    4. use the narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters;
    5. use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome;
    6. develop and strengthen writing as needed by planning, revising, editing, rewriting;
    7. use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters;
    8. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

 

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 11-12 | Tennessee | Writing Standards

 

11-12.W.TTP.3 Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing point of view, and introducing a narrator/speaker and/or characters.
  2. Sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome.
  3. Create a smooth progression of experiences or events.
  4. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to convey experiences, events, and/or characters.
  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
  6. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  7. Use appropriate language and techniques, such as metaphor, simile, and analogy.
  8. Establish and maintain an appropriate style and 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.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 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/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:
    1. write an engaging story with a well-developed conflict and resolution, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone;

 

 

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/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:
    1. write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone;

 

 

 


 

Virginia

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

 

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.

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.

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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