Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to
communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or
write information for lists, captions, or invitations.
K.15A
1.19A
2.19A
Writing/Expository and Procedural
Texts. Students write expository and
procedural or work-related texts to
communicate ideas and information
to specific audiences for specific
purposes. Students are expected to
dictate or write information for lists,
captions, or invitations.
(A) write brief compositions about
topics of interest to the student;
(A) write brief compositions about
topics of interest to the student;
3.20A
4.18A
5.18A
(A) create brief compositions that:
(i) establish a central idea in a topic
sentence;
(ii) include supporting sentences
with simple facts, details, and
explanations; and
(iii) contain a concluding statement;
(A) create brief compositions that:
(i) establish a central idea in a topic
sentence;
(ii) include supporting sentences
with simple facts, details, and
explanations; and
(iii) contain a concluding statement;
(A) create multi-paragraph essays to
convey information about the topic that:
(i) present effective introductions and
concluding paragraphs;
(ii) guide and inform the reader's
understanding of key ideas and evidence;
(iii) include specific facts, details, and
examples in an appropriately organized
structure; and
(iv) use a variety of sentence structures
and transitions to link paragraphs;
2.20A
3.21A and 4.19A
Writing/Persuasive Texts. Students
write persuasive texts to influence
the attitudes or actions of a specific
audience on specific issues. Students
are expected to write persuasive
statements about issues that are
important to the student for the
appropriate audience in the school,
home, or local community.
Writing/Persuasive Texts. Students
write persuasive texts to influence
the attitudes or actions of a specific
audience on specific issues. Students
are expected to write persuasive
essays for appropriate audiences that
establish a position and use
supporting details.
5.19A
Writing/Persuasive Texts. Students write
persuasive texts to influence the attitudes
or actions of a specific audience on
specific issues. Students are expected to
write persuasive essays for appropriate
audiences that establish a position and
include sound reasoning, detailed and
relevant evidence, and consideration of
alternatives.
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific
audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that
establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.
6.18A
7.18A
8.18A
Writing/Persuasive Texts. Students
write persuasive texts to influence
the attitudes or actions of a specific
audience on specific issues. Students
are expected to write persuasive
essays for appropriate audiences that
establish a position and include
sound reasoning, detailed and
relevant evidence, and consideration
of alternatives..
(A) establishes a clear thesis or
position;
(B) considers and responds to the
views of others and anticipates and
answers reader concerns and
counter-arguments; and
(C) includes evidence that is
logically organized to support the
author's viewpoint and that
differentiates between fact and
opinion.
.
(A) establishes a clear thesis or position;
(B) considers and responds to the views
of others and anticipates and answers
reader concerns and counter-arguments;
and
(C) includes evidence that is logically
organized to support the author's
viewpoint and that differentiates between
fact and opinion.
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on
specific issues. Students are expected to write an argumentative essay (E3/E4-e.g., evaluative essays, proposals) to the
appropriate audience that includes:
E1.16
E2.16
E3.16
E4.16
(A) a clear thesis or position
A) a clear thesis or position
(A) a clear thesis or position
(A) a clear thesis or position
based on logical reasons
based on logical reasons
based on logical reasons
based on logical reasons with
supported by precise and
supported by precise and
supported by precise and
various forms of support (e.g.,
relevant evidence;
relevant evidence;
relevant evidence, including
hard evidence, reason,
(B) consideration of the
(B) consideration of the
facts, expert opinions,
common sense, cultural
whole range of information
whole range of information
quotations, and/or expressions assumptions);
and views on the topic and
and views on the topic and
of commonly accepted
(B) accurate and honest
accurate and honest
accurate and honest
beliefs;
representation of divergent
representation of these views; representation of these views
(B) accurate and honest
views (i.e., in the author's
(C) counter-arguments based (i.e., in the author's own
representation of divergent
own words and not out of
on evidence to anticipate and
words and not out of context); views (i.e., in the author's
context);
address objections;
(C) counter-arguments based own words and not out of
(C) an organizing structure
(D) an organizing structure
on evidence to anticipate and
context);
appropriate to the purpose,
appropriate to the purpose,
address objections;
(C) an organizing structure
audience, and context;
audience, and context; and
(D) an organizing structure
appropriate to the purpose,
(D) information on the
(E) an analysis of the relative appropriate to the purpose,
audience, and context;
complete range of relevant
value of specific data, facts,
audience, and context;
(D) information on the
perspectives;
and ideas.
(E) an analysis of the relative complete range of relevant
(E) demonstrated
value of specific data, facts,
perspectives;
consideration of the validity
and ideas; and
(E) demonstrated
and reliability of all primary
(F) a range of appropriate
consideration of the validity
and secondary sources used;
appeals (e.g., descriptions,
and reliability of all primary
(F) language attentively
anecdotes, case studies,
and secondary sources used;
crafted to move a
analogies, illustrations).
and
disinterested or opposed
(F) language attentively
audience, using specific
crafted to move a
rhetorical devices to back up
disinterested or opposed
assertions (e.g., appeals to
audience, using specific
logic, emotions, ethical
rhetorical devices to back up
beliefs); and
assertions (e.g., appeals to
(G) an awareness and
logic, emotions, ethical
anticipation of audience
beliefs).
response that is reflected in
different levels of formality,
style, and tone.
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas
and information to specific audiences for specific purposes. Students are expected to:
E1.15A
E2.15A
E3.15A
E4.15A
(A) write an analytical
essay of sufficient length
that includes:
(i) effective introductory
and concluding paragraphs
and a variety of sentence
structures;
(ii) rhetorical devices, and
transitions between
paragraphs;
(iii) a controlling idea or
thesis;
(iv) an organizing
structure appropriate to
purpose, audience, and
context; and
(v) relevant information
and valid inferences;
(A) write an analytical
essay of sufficient length
that includes:
(i) effective introductory
and concluding paragraphs
and a variety of sentence
structures;
(ii) rhetorical devices, and
transitions between
paragraphs;
(iii) a thesis or controlling
idea;
(iv) an organizing
structure appropriate to
purpose, audience, and
context;
(v) relevant evidence and
well-chosen details; and
(vi) distinctions about the
relative value of specific
data, facts, and ideas that
support the thesis
statement;
(A) write an analytical
essay of sufficient length
that includes:
(A) write an analytical
essay of sufficient length
that includes:
(i) effective introductory (i) effective introductory
and concluding paragraphs
and concluding
paragraphs and a variety and a variety of sentence
structures;
of sentence structures;
(ii) rhetorical devices, and
(ii) rhetorical devices,
transitions between
and transitions between
paragraphs;
paragraphs;
(iii) a clear thesis
(iii) a clear thesis
statement or controlling
statement or controlling
idea;
idea;
(iv) a clear organizational
(iv) a clear
schema for conveying
ideas;
organizational schema
(v) relevant and
for conveying ideas;
substantial evidence and
(v) relevant and
substantial evidence and well-chosen details;
well-chosen details; and (vi) information on all
relevant perspectives and
(vi) information on
consideration of the
multiple relevant
validity, reliability, and
perspectives and a
relevance of primary and
consideration of the
secondary sources; and
validity, reliability, and
relevance of primary and
secondary sources;
(vii) an analysis of
views and information
that contradict the thesis
statement and the
evidence presented for it;