HS English Language Arts/Writing to Text
Core Course Objectives
The Massachusetts Department of Elementary and Secondary Education (ESE)
partnered with WestEd to convene panels of
expert educators to review and develop
statements of essential curriculum content,
Core Course Objectives
Core Course Objectives (CCOs), for
(CCOs) are statements that:
approximately 100 different grades/subjects
and courses.
 describe different elements of core,
In conjunction with the Massachusetts
Curriculum Frameworks, the CCOs were used
by a team of WestEd evaluators to ensure
content alignment in the identification and
evaluation of example assessments suitable
for use as District-Determined Measures
(DDMs). Districts can utilize the CCOs
themselves or the process of developing
CCOs in their own work when selecting
DDMs.
At each meeting, educators developed highquality CCOs that met the following criteria:


essential content (knowledge, skills,
or abilities);
are pulled, created, or synthesized
from a larger set of curriculum
standards; and
clarify key knowledge, skills, and
abilities that many educators and
other content experts working
together agree are most critical in
that content area, grade, or course.
Each CCO should be high-level and
represent broad enough learning goals
to be taught using a wide variety of
instructional tools or methods (scope),
while also focused enough that
students’ growth in learning that
knowledge or skill can be measured by
an assessment (assess-ability).

Scope: The CCO describes an
overarching learning goal.

Assess-ability: The CCO describes
knowledge, skills, or abilities that are
readily able to be measured.

Centrality: The CCO describes a critically important concept, skill, or ability that
is central to the subject/grade or course.

Relevance: The CCO represents knowledge, skills, and abilities that are
consistent with Massachusetts’s values and goals.
After public review, WestEd’s content specialists reviewed the comments submitted by
educators and other stakeholders. The CCOs that emerged from this process are
presented below.
Note: Listed below are the CCOs for ELA/literacy for grades 9, 10, 11, and 12. The
CCOs for these courses specifically include writing to text. Writing to text also is
addressed in CCO sets for other grades, subjects, or courses (e.g., the literacy CCOs
for science and social science grades 3-8). Districts exploring options for writing to text
in a specific content area or grade should examine the CCOs for that content area or
course.
1
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
ELA/Writing to Text – English – Grade: 9
#
Objective
1
Students analyze how specific details and events develop or advance a theme,
characterization, or plot of a grade 9 literary text, and they support their analysis with
strong and thorough textual evidence that includes inferences drawn from the text.
2
Students analyze how the structure, syntax, diction, and connotative or figurative
meanings of words and phrases inform the central idea or theme of a grade 9 literary text,
and they support their analysis with strong and thorough textual evidence that includes
inferences drawn from the text.
3
Students analyze how specific details, concepts, or events interact to develop or advance
a central idea of a grade 9 informational text, and they support their analysis with strong
and thorough textual evidence that includes inferences drawn from the text.
4
Students analyze how cumulative word choice, rhetoric, syntax, diction, and the technical,
connotative, or figurative meanings of words and phrases support the central idea or
author’s purpose of a grade 9 informational text.
5
Students produce clear and coherent writing to craft an argument, in which the
development, organization, and style are appropriate to their task, purpose, and audience,
using such techniques as the following:
 introducing precise claim(s), distinguishing the claim(s) from alternate or opposing
claims, and creating an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence;
 developing 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;
 using 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;
 establishing and maintaining a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing;
 providing a concluding statement or section that follows from and supports the
argument presented; and
 demonstrating command of the conventions of Standard English.
6
Students produce clear and coherent informative/explanatory writing, in which the
development, organization, and style are appropriate to their task, purpose, and audience,
using such techniques as the following:
 introducing a topic; organizing complex ideas, concepts, and information to make
important connections and distinctions; including formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension;
 developing the topic with well-chosen, relevant, and sufficient facts, extended
2
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective





definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic;
using appropriate and varied transitions to link the major sections of the text,
creating cohesion, and clarifying the relationships among complex ideas and
concepts;
using precise language and domain-specific vocabulary to manage the complexity
of the topic;
establishing and maintaining a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing;
providing 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); and
demonstrating command of the conventions of Standard English.
7
Students produce clear and coherent narrative writing, in which the development,
organization, and style are appropriate to their task, purpose, and audience, using such
techniques as the following:
 engaging and orienting the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing a
narrator and/or characters;
 creating a smooth progression of experiences or events;
 using narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters;
 using a variety of techniques to sequence events so that they build on one another
to create a coherent whole;
 using precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters;
 providing a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative; and
 demonstrating command of the conventions of Standard English.
8
Students conduct both short as well as more sustained research to answer a question or
solve a problem by integrating information from multiple sources (print or digital) into a
written text, oral presentation, or digital media.
9
Students write routinely over shorter and extended time frames in order to develop and
strengthen their writing by attending to the varying tasks, purposes, and audiences of
each assignment.
10
Students respond thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and, when warranted, qualify or justify their own views and
understanding to make new connections in light of the evidence and reasoning presented.
11
Students evaluate a speaker’s point of view, reasoning, and use of evidence, identifying
any fallacious reasoning or exaggerated or distorted evidence.
3
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: Massachusetts English Language Arts and
Literacy Curriculum Framework (2011).
4
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
ELA/Writing to Text – English – Grade: 10
#
Objective
1
Students analyze how specific details and events develop or advance the theme,
characterization, or plot of a grade 10 literary text, and they support their analysis with
strong and thorough textual evidence that includes inferences drawn from the text.
2
Students analyze how structure, syntax, diction, and connotative or figurative meanings of
words and phrases inform the central idea or theme of a grade 10 literary text, and they
support their analysis with strong and thorough textual evidence that includes inferences
drawn from the text.
3
Students analyze how specific details, concepts, or events interact to develop or advance
a central idea of a grade 10 informational text, and they support their analysis with strong
and thorough textual evidence that includes inferences drawn from the text.
4
Students analyze how elements such as cumulative word choice, rhetoric, syntax, diction,
and connotative, figurative, or technical meanings of words and phrases inform the central
ideas or author’s claims in a grade 10 informational text.
5
Students produce clear and coherent writing to develop an argument, in which the
development, organization, and style are appropriate to their task, purpose, and audience,
using such techniques as the following:
 introducing precise claim(s), distinguishing the claim(s) from alternate or opposing
claims, and creating an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence;
 developing 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;
 using 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;
 establishing and maintaining a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing;
 providing a concluding statement or section that follows from and supports the
argument presented ; and
 demonstrating command of the conventions of Standard English.
5
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
6
Students produce clear and coherent informative/explanatory writing, in which the
development, organization, and style are appropriate to their task, purpose, and audience,
using such techniques as the following:
 introducing a topic; organizing complex ideas, concepts, and information to make
important connections and distinctions; including formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension;
 developing 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;
 using appropriate and varied transitions to link the major sections of the text, to
create cohesion, and to clarify the relationships among complex ideas and
concepts;
 using precise language and domain-specific vocabulary to manage the complexity
of the topic;
 establishing and maintaining a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing;
 providing 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); and
 demonstrating command of the conventions of Standard English.
7
Students produce clear and coherent narrative writing, in which the development,
organization, and style are appropriate to their task, purpose, and audience, using such
techniques as the following:
 engaging and orienting the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing a
narrator and/or characters; creating a smooth progression of experiences or
events;
 using narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters;
 using a variety of techniques to sequence events so that they build on one another
to create a coherent whole;
 using precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters;
 providing a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative; and
 demonstrating command of the conventions of Standard English.
6
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
8
Students conduct and apply research practices on an appropriate grade 10 topic that
include:
 gathering and synthesizing relevant information from multiple authoritative sources
(print and digital);
 using advanced search resources and practices effectively;
 integrating findings into a written text or oral presentation; and
 citing sources appropriately.
9
Students initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively by
employing such skills as the following:
 coming to discussions prepared, having read and researched material under study;
 explicitly drawing on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas;
 propelling conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas;
 actively incorporating others into the discussion; and clarifying, verifying, or
challenging ideas and conclusions; and
 responding thoughtfully to diverse perspectives, summarizing points of agreement
and disagreement, and, when warranted, qualifying or justifying their own views
and understanding to make new connections in light of the evidence and reasoning
presented.
10
Students present information, findings, and supporting evidence clearly, concisely and
logically in a manner appropriate to purpose, audience, and task, making strategic use of
digital media.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: Massachusetts English Language Arts and
Literacy Curriculum Framework (2011).
7
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
ELA/Writing to Text – English – Grade: 11
#
Objective
1
Students evaluate how one or more elements of a story or drama develop and impact the
meaning of the text (e.g., where a story is set, how the action is ordered, or how the
characters are introduced and developed) by supporting their analysis with strong and
thorough textual evidence that includes inferences drawn from the text.
2
Students analyze the aesthetic impact of word choice and structure on the overall
meaning of a literary text, considering the effect of these choices on meaning and tone.
3
Students identify two or more central ideas of a text and analyze their development,
including the ways in which they interact and build on one another over the course of the
text, and they support their analysis with strong and thorough textual evidence, as well as
inferences drawn from the text.
4
Students analyze and evaluate the effectiveness of an author’s use of structure, word
choice, and reasoning to accomplish his or her purpose in an exposition or argument.
5
Students produce clear and coherent written arguments, in which the development,
organization, and style are appropriate to task, purpose, and audience, and where the
arguments do the following:
 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 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;
 establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing;
 provide a concluding statement or section that follows from and supports the
argument presented; and
 demonstrate command of the conventions of Standard English.
8
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
6
Students produce clear and coherent informative/explanatory texts, in which the
development, organization, and style are appropriate to task, purpose, and audience, and
where the students’ informative/explanatory texts do the following:
 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;
 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 and conventions of the discipline in which they are writing;
 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); and
 demonstrate command of the conventions of Standard English.
7
Students write clear and coherent narratives to explain and interpret events or
experiences by 1) using effective techniques, well-chosen details, and well-structured
event sequences, and by 2) revising as needed to ensure that development, organization,
and style are appropriate to task, purpose, and audience.
8
Students effectively engage in a multi-step research process on a substantive grade 11
topic by doing the following:
 gathering and synthesizing relevant information from multiple authoritative print
and digital sources, using advanced searches effectively;
 evaluating the validity and relevance of each source; and
 integrating findings into a written text or oral presentation; and following a standard
format for citation
9
Students participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 11 topics, texts, and issues,
building on others’ ideas and expressing their own ideas clearly and persuasively by:
 working with peers to promote civil, democratic discussions and decision-making;
 posing and responding to questions that probe reasoning and evidence, and
promote divergent and creative perspectives; responding thoughtfully to diverse
perspectives; and
 synthesizing comments, claims, and evidence made on all sides of an issue and
determining what additional information or research is needed.
9
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
10
Students present information, findings, and supporting evidence to an audience by
conveying a clear and distinct perspective so that listeners can follow the line of reasoning
and provide alternative or opposing perspectives as appropriate and with organization,
development, substance, and style appropriate to purpose, audience, and task (formal or
informal) at hand.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: Massachusetts English Language Arts and
Literacy Curriculum Framework (2011).
10
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
ELA/Writing to Text – English – Grade: 12
#
Objective
1
Students analyze and draw conclusions about authors’ choices concerning language and
structure in grade 12 literary texts, such as:
 figurative and connotative meanings of words and phrases;
 the impact of specific word choices on meaning and tone;
 narrative structural choices (e.g., order of events, manipulation of time); and
 distinguishing what is directly stated in a text from what is really meant.
2
Students analyze the word choice, structure, and style of a grade 12 text in order to
evaluate the effectiveness of an exposition or argument.
3
Students explain how two or more grade 12 texts address similar themes and/or central
ideas by comparing and contrasting the treatment of the themes and/or central ideas in
each work, and by supporting their analysis with strong and thorough textual evidence that
includes inferences drawn from the text.
4
Students produce clear and coherent writing to develop an argument, in which the
development, organization, and style are appropriate to task, purpose, and audience, and
where the argument does the following:
 introduces precise, knowledgeable claim(s), establishes the significance of the
claim(s), distinguishes the claim(s) from alternate or opposing claims, and creates
an organization that logically sequences claim(s), counterclaims, reasons, and
evidence;
 develops 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;
 uses 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;
 establishes and maintains a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing;
 provides a concluding statement or section that follows from and supports the
argument presented; and
 demonstrates command of the conventions of Standard English.
11
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
5
Students produce clear and coherent informative/explanatory writing, in which the
development, organization, and style are appropriate to task, purpose, and audience, and
where the writing does the following:
 introduces a topic; organizes complex ideas, concepts, and information so that
each new element builds on that which precedes it to create a unified whole,
including formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension;
 develops 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;
 uses appropriate and varied transitions and syntax to link the major sections of the
text to create cohesion and clarify the relationships among complex ideas and
concepts;
 uses precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic;
 establishes and maintains a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing;
 provides 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); and
 demonstrates command of the conventions of Standard English.
6
Students produce clear and coherent narrative writing, in which the development,
organization, and style are appropriate to task, purpose, and audience, and where the
writing does the following:
 engages and orients the reader by setting out a problem, situation, or observation
and its significance by establishing one or multiple point(s) of view, and introducing
a narrator and/or characters;
 creates a smooth progression of experiences or events;
 uses narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters;
 uses 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);
 uses precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters;
 provides a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative; and
 demonstrates command of the conventions of Standard English.
12
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
7
Students conduct and apply research practices on appropriate grade 12 topics, including
the following:
 gathering relevant information from multiple authoritative print and digital sources;
 using advanced searches effectively;
 assessing the strengths and limitations of each source in terms of the task,
purpose, and audience;
 integrating and applying findings to different media (such as oral presentations,
visual presentation, or written text); and
 following a standard format for citation.
8
Students initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 12 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively,
including the following:
 explicitly referring to evidence from texts and other research on the topic or issue
to stimulate a thoughtful, well-reasoned exchange of ideas;
 working with peers to
o promote civil, democratic discussions and decision-making;
o set clear goals and deadlines; and
o establish individual roles as needed;
 propelling conversations by posing and responding to questions that
o probe reasoning and evidence;
o ensure a hearing for a full range of positions on a topic or issue;
o clarify, verify, or challenge ideas and conclusions; and
o promote divergent and creative perspectives; and
 responding thoughtfully to diverse perspectives; synthesizing comments, claims,
and evidence made on all sides of an issue; resolving contradictions when
possible; and determining what additional information or research is required to
deepen the investigation or complete the task.
9
Students present information, findings, and supporting evidence, making strategic use of
digital media, and conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning. Alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience,
and a range of formal and informal tasks.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: Massachusetts English Language Arts and
Literacy Curriculum Framework (2011).
13