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12th Grade

 

 

Informative

SOUTH CAROLINA

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

 

English 4    

 

Informative Essays

 

Fundamentals of Writing

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.

Interact and collaborate with peers and adults to develop and strengthen writing.

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

Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.

Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.


 

Standard 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.

 

2.1 Write informative/explanatory texts that:

 

a. introduce a topic;

b. use relevant information from multiple print and multimedia sources

c. organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole;

d. assess the credibility and accuracy of each source;

f. 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;

g. quote or paraphrase the data and conclusions of others while avoiding plagiarism

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

i. 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;

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

k. establish and maintain a consistent style and objective tone while attending to the norms and conventions of the discipline;

l. 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.

 

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

 

Narrative

SOUTH CAROLINA

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

 

English 4    

 

Narrative Essays

 

Fundamentals of Writing

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.

Interact and collaborate with peers and adults to develop and strengthen writing.

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

Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.

Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

 

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

 

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

 

a. develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences;

b. 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;

c. create a smooth progression of experiences or events;

d. use the narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters;

e. 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;

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

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

h. 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.

 

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

 

Persuasive

SOUTH CAROLINA

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

 

English 4    

 

Persuasive Essays

 

Fundamentals of Writing

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.

Interact and collaborate with peers and adults to develop and strengthen writing.

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

Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.

Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.


 

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

 

1.1 Write arguments that:

 

a. introduce a clearly articulated and well-informed claim, establish the significance of the claim and differentiate between the claim and counterclaims;

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

c. assess the credibility and accuracy of each source;

d. create an organizational structure that logically sequences claim(s), counterclaims, reasons, warrants, and evidence;

e. 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;

f. 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;

g. establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline;

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

i.  quote or paraphrase the data and conclusions of others while avoiding plagiarism

j.  avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;

k. provide a concluding statement or section that follows from and supports the argument presented;

l. include a call to action.


 

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

 

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.


 

 

 




 


 

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Last modified
20:53, 28 Dec 2015

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