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12th Grade

 

 

Informative

OKLAHOMA

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

 

Grade 12    

 

Informative Essays

 

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

 

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

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

b. develop main idea/thesis.

c. evaluate results of prewriting activities and select appropriate topic.

d. evaluate audience and purpose for writing:

i. consider specific purposes for writing (e.g., to reflect, inform, explain, persuade, make a social and/or political statement, or share an experience or emotion).

ii. evaluate the writing task, considering the assumptions, values, and background knowledge of the intended audience.

e. evaluate possible modes/genres and select one, remembering that the choice of the mode/genre will guide the treatment of the topic, the development of a stance toward the audience, and the organizational structure.

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

g. revise drafts for organization, content, and style.

h. edit/proofread for specific purposes such as to ensure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.

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

 

2. Use elaboration to develop an idea:

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

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

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

d. apply a consistent and appropriate point of view, establish a credible voice, and create a suitable tone.

e. understand and apply formal and informal diction for a desired effect.

 

3. Demonstrate organization, unity and coherence during revision process:

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

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

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

d. evaluate whether ideas are adequately developed.

e. apply a consistent and appropriate point of view.

f. understand and apply formal and informal diction.

 

4. Editing/proofreading and evaluating:

a. apply Standard English usage and correct spelling in text.

b. employs specified editing/proofreading strategies and consults resources (e.g., handbooks and style manuals, spell checks, personal spelling lists, dictionaries, thesauruses, or style sheets) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations.

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

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

 

5. Use point of view, characterization, style, and related elements for specific rhetorical (communication) and aesthetic (artistic) purposes.

 

6. Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.

 

7. Evaluate own and others' writing to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.

 

8. Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.

 

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

 

At Grade 12, continue to combine the rhetorical strategies of narration, exposition, persuasion, and description: to produce text, reflective compositions, historical investigation reports, and deliver multimedia presentations. The writing demonstrates a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

 

2.  Compose expository compositions, including analytical essays, historical investigations, and research reports that:

a. integrate evidence in support of a thesis including information on all relevant perspectives.

e. identify and address reader’s potential misunderstandings, biases, and expectations, establishing and adjusting tone accordingly through a focus on appropriate professional, academic, or technical diction.

f. use technical terms and notations accurately.

 

4. Write reflective compositions that:

a. express the individual’s insight into conditions or situations, detailing the author’s role in the outcome and demonstrating an understanding of external influences to justify or clarify his/her perspective.

b. connect lessons from literature, history, current events, and movies/media to personal experiences and ideas.

 

6. Compose responses to literature that:

a. evaluate the significant ideas of literary works or passages including plot development and characterization.

b. evaluate the impact of genre, cultural, and historical context on the work.

c. evaluate the impact of literary elements/devices, ambiguities, and complexities within the work.

d. support important ideas and viewpoints with accurate and detailed reference to the text or to other works.

 

7. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting. Continue to produce other forms of writing introduced in earlier grades.

 

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

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

b. prioritize the question/prompt.

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

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

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

f. evaluate work using editing checklist or rubric, if available.

 

Narrative

 

OKLAHOMA

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

 

Grade 12    

 

Narrative Essays

 

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

 

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

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

b. develop main idea/thesis.

c. evaluate results of prewriting activities and select appropriate topic.

d. evaluate audience and purpose for writing:

i. consider specific purposes for writing (e.g., to reflect, inform, explain, persuade, make a social and/or political statement, or share an experience or emotion).

ii. evaluate the writing task, considering the assumptions, values, and background knowledge of the intended audience.

e. evaluate possible modes/genres and select one, remembering that the choice of the mode/genre will guide the treatment of the topic, the development of a stance toward the audience, and the organizational structure.

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

g. revise drafts for organization, content, and style.

h. edit/proofread for specific purposes such as to ensure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.

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

 

2. Use elaboration to develop an idea:

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

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

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

d. apply a consistent and appropriate point of view, establish a credible voice, and create a suitable tone.

e. understand and apply formal and informal diction for a desired effect.

 

3. Demonstrate organization, unity and coherence during revision process:

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

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

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

d. evaluate whether ideas are adequately developed.

e. apply a consistent and appropriate point of view.

f. understand and apply formal and informal diction.

 

4. Editing/proofreading and evaluating:

a. apply Standard English usage and correct spelling in text.

b. employs specified editing/proofreading strategies and consults resources (e.g., handbooks and style manuals, spell checks, personal spelling lists, dictionaries, thesauruses, or style sheets) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations.

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

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

 

5. Use point of view, characterization, style, and related elements for specific rhetorical (communication) and aesthetic (artistic) purposes.

 

6. Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.

 

7. Evaluate own and others' writing to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.

 

8. Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.

 

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

 

At Grade 12, continue to combine the rhetorical strategies of narration, exposition, persuasion, and description: to produce text, reflective compositions, historical investigation reports, and deliver multimedia presentations. The writing demonstrates a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

 

1. Write fictional, biographical or autobiographical narratives that:

a. create and develop a character who experience internal and external conflicts, including character motivation, gestures, and feelings.

b. create and develop a plot that effectively communicates a pattern.

c. create and manipulate point of view to reveal author’s purpose.

d. create and develop a setting to reinforce the mood.

e. use a range of narrative devices such as dialogue, interior monologue, suspense, foreshadowing, characterization, flashback, symbolism, allusion and frame story.

f. narrate a sequence of events.

 

7. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting. Continue to produce other forms of writing introduced in earlier grades.

 

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

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

b. prioritize the question/prompt.

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

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

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

f. evaluate work using editing checklist or rubric, if available.

 

Persuasive

OKLAHOMA

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

 

Grade 12    

 

Persuasive Essays

 

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

 

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

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

b. develop main idea/thesis.

c. evaluate results of prewriting activities and select appropriate topic.

d. evaluate audience and purpose for writing:

i. consider specific purposes for writing (e.g., to reflect, inform, explain, persuade, make a social and/or political statement, or share an experience or emotion).

ii. evaluate the writing task, considering the assumptions, values, and background knowledge of the intended audience.

e. evaluate possible modes/genres and select one, remembering that the choice of the mode/genre will guide the treatment of the topic, the development of a stance toward the audience, and the organizational structure.

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

g. revise drafts for organization, content, and style.

h. edit/proofread for specific purposes such as to ensure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.

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

 

2. Use elaboration to develop an idea:

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

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

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

d. apply a consistent and appropriate point of view, establish a credible voice, and create a suitable tone.

e. understand and apply formal and informal diction for a desired effect.

 

3. Demonstrate organization, unity and coherence during revision process:

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

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

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

d. evaluate whether ideas are adequately developed.

e. apply a consistent and appropriate point of view.

f. understand and apply formal and informal diction.

 

4. Editing/proofreading and evaluating:

a. apply Standard English usage and correct spelling in text.

b. employs specified editing/proofreading strategies and consults resources (e.g., handbooks and style manuals, spell checks, personal spelling lists, dictionaries, thesauruses, or style sheets) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations.

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

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

 

5. Use point of view, characterization, style, and related elements for specific rhetorical (communication) and aesthetic (artistic) purposes.

 

6. Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.

 

7. Evaluate own and others' writing to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.

 

8. Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.

 

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

 

At Grade 12, continue to combine the rhetorical strategies of narration, exposition, persuasion, and description: to produce text, reflective compositions, historical investigation reports, and deliver multimedia presentations. The writing demonstrates a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

 

3.  Compose persuasive compositions that:

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

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

c. use specific rhetorical devices to support assertions such as personal anecdote, case study, analogy, or logical, emotional, and/or ethical appeal.

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

e. effectively address reader’s concerns, counterclaims, and individual or group biases.

 

7. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting. Continue to produce other forms of writing introduced in earlier grades.

 

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

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

b. prioritize the question/prompt.

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

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

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

f. evaluate work using editing checklist or rubric, if available.


 


 

 



 

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Last modified
20:53, 28 Dec 2015

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