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9th-10th Grade

 

 

Informative

 

PENNSYLVANIA CORE STANDARDS

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

 

Grades 9-10


 

Informative Essays

 

1.4  Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

 

CC.1.4.9–10.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.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.

 

Narrative

 

PENNSYLVANIA CORE STANDARDS

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

 

Grades 9-10

 

Narrative Essays

 

1.4  Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

 

CC.1.4.9–10.M

Write narratives to develop real or imagined experiences or events.

 

CC.1.4.9–10.N

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

 

CC.1.4.9–10.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.1.4.9–10.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; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

CC.1.4.9–10.Q

Write with an awareness of the stylistic aspects of writing.

  • Use parallel structure.

  • Use various types of phrases and clauses to convey meaning and add variety and interest.

 

CC.1.4.9–10.R

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

 

CC.1.4.9–10.T

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

 

CC.1.4.9–10.X

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

 

Persuasive

PENNSYLVANIA CORE STANDARDS

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

 

Grades 9-10

 

Persuasive Essays

 

1.4  Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

 

CC.1.4.9–10.G

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

 

CC.1.4.9–10.H

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

  • Introduce the precise claim.

 

CC.1.4.9–10.I

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

 

CC.1.4.9–10.J

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

 

CC.1.4.9–10.K

Write with an awareness of the stylistic aspects of composition.

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

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

 

CC.1.4.9–10.L

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

 

CC.1.4.9–10.T

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

 

CC.1.4.9–10.X

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


 


 

 



 

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Last modified
20:53, 28 Dec 2015

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