TPS Composition Objectives and Standards
(Rev. Mar 19, 2013)
These levels correspond to TPS English courses as shown on this diagram (not to the number in a
particular course name).
Level 1
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Structure of paragraph (can identify and write)
Structure of 3- and 5-paragraph essays (can identify parts and write)
Knows variety of PW techniques
Write 3-point thesis and support
Paraphrases
Use MLA in-text citation and works cited page
Write these essay types: process, comparison-contrast, character sketch, personal narrative,
persuasive, pro-con, definition, memoir, cause-effect, cause-effect in literature, pro-con in
literature
Write other forms: biography, fiction
Use quotes to support main idea
Write paragraphs of 6-10 sentences
Use variety of sentence structures and can intentionally sentence combine to create more
varied lengths
Use and apply self-editing skills: self-assessment per writing trait with evidence to support each
trait and knowing one’s strengths and weaknesses
Write in active voice (and at least can identify passive voice)
Use varied sentence starters
Write in poetic forms (villanelle, sestina, ode, free verse, haiku)
Analyze poetry for rhythm (4 basic meters) and rhyme schemes
Identify poetic elements (figurative language, rhyming techniques, symbolism, imagery)
Grammar: all parts of speech and their roles, sentence patterns (diagramming), verbals, clauses,
application to writing for purpose of clarity, variety, maturity
Literature: short stories, novels, plays
Literature analysis: identify literary terms and basic themes
Media incorporation (Animal Farm, The Miracle Worker)
Giving feedback to peers (shows composition analysis)
Time management building (pacing steps in the writing process)
Oral presentation/report
Apply biblical worldview through analysis of author and literature
© 2013 The Potter’s School. May not be displayed, saved, printed, disseminated or distributed without permission.
Level 2
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Purposeful beginnings—writer can create more than just the basic introduction but rather an
introduction that hooks the reader and speaks to a specific audience.
Varied types of conclusions—Writer does more than just repeating points.
Purposeful writing overall—the student begins to touch on rhetorical strategies and how to use
them effectively.
Active voice writing: write can write an entire composition in the active voice.
Clear, concise, direct communication: writer says as much as possible in as few words as
possible.
Paragraph development and not just fulfillment: writer can fully develop the paragraph with
appropriate details and not just any details that support the arch.
Word choice: writer uses precise words and not just “easy” and dead words.
Writer can complete a full composition in 30 minutes or fewer with 15 minutes of prep time.
Writer can contrive an age-appropriate topic.
Thesis development, proof throughout the essay
Chooses the right quote (as opposed to just any quote) and integrates it well.
Literary analysis (applying literary terminology in an analysis)
Apply biblical worldview through analysis of author and literature
© 2013 The Potter’s School. May not be displayed, saved, printed, disseminated or distributed without permission.
Level 3
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Uses and applies MLA standards throughout.
Uses rhetorical strategies such as pathos, ethos, and logos purposefully
Selective details: select details that best meet the objective of the piece and not just any detail.
Audience-specific writing: the writer should be able to write to a specific audience and
understand how to craft his or her writing to a specific audience.
Student is familiar with twenty composition styles (including paragraph, rebuttal, argument,
article, news report, compare/contrast, cause/effect, essay, book review, imaginary journey,
description, details and particulars, news report, précis, narration, sketch, process, analysis,
opposition, and imitation)
Word choice: writer not only uses precise words but does so with a specific purpose in mind,
crafting the word choice for an audience and specific purpose.
Discerning active voice writing: the writer can write actively and does so more than passively,
but the writer makes intelligent decisions on when to write actively or passively based on his or
her audience and objective for the piece.
Rhetorical analysis: writer can conduct a rhetorical analysis where he analyzes the strategies
used in writing a specific piece.
Research: writer knows how to select appropriate sources and to cite those sources in his
writing. Writer understands valid sources and can select them intelligently, discerning the best
source for a given subject.
Writer can contrive a sophisticated topic appropriate for an advanced high school student.
Can interpret and analyze literature using literary terminology
Can interpret and analyze themes within a text
Apply biblical worldview through analysis of author and literature
© 2013 The Potter’s School. May not be displayed, saved, printed, disseminated or distributed without permission.
Level 4
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Uses and applies MLA standards throughout.
Uses rhetorical strategies such as pathos, ethos, and logos purposefully
Uses and understands these rhetorical strategies to effect a response from the reader.
Can analyze the rhetorical strategies of literature and media
Audience-specific writing: the writer should be able to write to a specific audience and
understand how to craft his or her writing deliberately for that audience
Word choice: can purposefully craft a piece of writing that imitates an author but puts a
particular twist on the writing to make it his or her own.
Discerning active voice writing: the writer can write actively and does so more than passively,
but the writer makes intelligent decisions on when to write actively or passively based on his or
her audience and objective for the piece.
Rhetorical analysis: writer can conduct a rhetorical analysis where he analyzes the strategies
used in writing a specific piece.
Research: writer knows how to select and cite appropriate sources in his writing.
Writer can use critical sources to analyze a piece of literature appropriately.
Writer can contrive a college-age appropriate topic.
Writer can interpret and analyze literature using literary terminology.
Writer can thematically dissect literature and demonstrates understanding of how literary
elements work together
Writer can apply biblical worldview through analysis of author and literature.
© 2013 The Potter’s School. May not be displayed, saved, printed, disseminated or distributed without permission.