Writing: Writing Genres, Updated June 24, 2009
K
1
2
3
4
5
Six Step
Vocabulary/Target
Words
-beginning
-middle
-end
-personal story
-poem
-journal entry
-narrative
-analogy
-topic sentence
-sequence
-elaboration
-expository
-persuasive
-classification
-technical writing
-falling action
-stanza
-limerick
complex
While engaging in
grade appropriate
writing tasks, the
student demonstrates
competence in a variety
of genres by:
*writing simple narrative
stories using words and
sentences that have a
beginning, middle, and
end
*writing simple poetry
While engaging in
grade appropriate
writing tasks, the
student demonstrates
competence in a variety
of genres by:
*writing descriptively
about objects or personal
experiences
*writing simple narrative
stories about personal
experiences
*writing simple reports,
letters, and journal
entries
*writing simple poems
*writing with sensory
details
While engaging in
grade appropriate
writing tasks, the
student demonstrates
competence in a variety
of genres by:
*writing simple narrative
stories with setting and
characters
*writing sensory
descriptions that help the
reader visualize the
writer’s ideas
*writing basic expository
pieces (e.g. letters, and
reports)
*writing simple technical
pieces (e.g. descriptions,
directions, and
instructions)
*writing simple
persuasive pieces (e.g.
state opinion and
support with details)
*writing simple poetry
(e.g. cinquain)
*write simple rhymes
(e.g. couplets)
While engaging in
grade appropriate
writing tasks, the
student demonstrates
competence in a variety
of genres by:
*writing simple narrative
stories with plot structure
*using descriptions and
phrases
*writing basic expository
compositions with two or
more paragraphs with
topic sentences,
supporting details,
logical sequences, and
sufficient elaboration
*writing simple poetry
(e.g. rhymes with abab
pattern)
*writing persuasive
compositions (e.g.
persuasive letters)
While engaging in grade
appropriate writing tasks,
the student demonstrates
competence in a variety of
genres by:
*writing descriptive
narratives (e.g. short stories)
with rising and falling action
*writing expository
compositions (e.g. friendly
letters, research reports)
*writing simple technical
pieces (e.g. science fair
presentations)
*writing simple poetry with
multiple stanzas
*writing persuasive
compositions (e.g.
advertisements and
pamphlets)
While engaging in grade
appropriate writing tasks,
the student demonstrates
competence in a variety of
genres by:
*writing simple narratives
(e.g. autobiographies) that
focus on point of view and
cause and effect
*writing basic expository
compositions (e.g. letters
and reports)
*writing simple technical
compositions (e.g.
descriptions, directions, and
instructions)
*writing simple poetry (e.g.
limericks)
*writing persuasive
compositions (e.g. letters to
the editor)
Revised January 23, 2009
1
Writing: Writing Genres, Updated June 24, 2009
simple
Recognizing and
recalling specific
terminology such as:
-beginning
-middle
-end
Recognizing and
recalling isolated
details such as:
- stories can be written
down
- written stories and
explanations are often
based on personal
experiences
- poems and rhyme can
follow a pattern
Performing basic
processes such as:
- writing stories using
pictures, letters, strings
of random letters, or
scribble writing
Six Step
Vocabulary/Target
Words
Recognizing and
recalling specific
terminology such as:
- personal story
- letter
- journal entry
- poem
Recognizing and
recalling isolated
details such as:
- formats that students
can select from
- characteristics of
specific formats (e.g.
short stories, poems,
and journal entries)
- writing can be
enhanced by using
sensory experiences
Recognizing and
recalling specific
terminology such as:
- narrative
- character
- opinion
- couplet
- cinquain
Recognizing and
recalling isolated
details such as:
- words help the reader
visualize the writer’s
ideas
- knowing different types
of writing (e.g. narrative,
expository, and simple
technical pieces)
Performing basic
processes such as:
- using sensory to help
the reader visualize the
writer’s ideas
Recognizing and
recalling specific
terminology such as:
- analogies
- topic sentence
- sequence
- elaboration
- expository
- persuasive
Recognizing and recalling
specific terminology such
as:
- category
- classification
- technical
- rising action
- falling action
- stanza
Recognizing and recalling
specific terminology such
as:
- autobiography
- compare
- contrast
- cause
- effect
- limerick
Recognizing and
recalling isolated
details such as:
- narratives have a plot
- expository
compositions give
explanations
- some poetry has
rhyming patterns
- understanding a simple
rhyming pattern: abab
Recognizing and recalling
isolated details such as:
- expository compositions
explain step-by-step
- narrative compositions
include what happened, how
it happened, and why it
happened
- understanding poetry breaks
up into stanzas
Recognizing and recalling
isolated details such as:
- different types points-ofview are narrative
compositions
Performing basic processes
such as:
- grouping ideas, information,
people, objects, or events
according to chosen
similarities in expository
writing
Performing basic
processes such as:
- explaining comparisons
and contrasts among two or
more subjects
- explaining causes and their
effects
6
7
8
9
10
11
12
-problem
-solution
-evidence
-response
-issue
-persona
-progression of
ideas
-script
-dialogue
-connotation
-denotation
-rhetorical devices
-argumentation
-literary analysis
-resume
Revised January 23, 2009
2
Writing: Writing Genres, Updated June 24, 2009
complex
While engaging
in grade
appropriate
writing tasks,
the student
demonstrates
competence in
a variety of
genres by:
*writing a
problemsolution
expository essay
(e.g. identifies
and defines the
problem,
describes a
solution clearly
and
convincingly,
presents logical
and wellsupported
reasons)
While
engaging in
grade
appropriate
writing tasks,
the student
demonstrates
competence in
a variety of
genres by:
* expressing
individual
perspectives in
personal and
social issues
through writing
expository
pieces
*summarizing
text for reports
While engaging in
grade appropriate
writing tasks, the
student demonstrates
competence in a
variety of genres by:
*creating persuasive
arguments that:
- establish context
- create a persona
- develop interest
- develop a controlling
idea that makes a clear
and knowledgeable
judgment
- arrange details,
reasons, and examples
effectively
- anticipate and address
reader/listener concerns
While engaging in
grade appropriate
writing tasks, the
student
demonstrates
competence in a
variety of genres
by:
*describing and
analyzing a
progression of ideas
(e.g. personal
narratives,
descriptive essays,
literary analyses,
business letters,
research reports)
While engaging in
grade appropriate
writing tasks, the
student demonstrates
competence in a
variety of genres by:
*utilizing literal,
figurative, and
connotative language in
persuasive essays,
literary analysis essays,
comparison/contrast
essays, script/dialogue,
research reports, and
expository essays
While engaging in grade
appropriate writing
tasks, the student
demonstrates
competence in a variety
of genres by:
*utilizing a one-sided
perspective to write
persuasive compositions
*synthesizing and
organizing information
and ideas
*utilizing rhetorical
devices
(e.g. personal narratives,
poetry,
comparison/contrast
essays, descriptive essays,
persuasive essays,
literary analysis essays,
and
argumentation/persuasion)
While engaging in
grade appropriate
writing tasks, the
student demonstrates
competence in a variety
of genres by:
* applying grammatical,
metaphorical, and
rhetorical devices to
- definition essays
- synthesis essays
- personal resumes
- literary analysis essays
*applying technical
writing through job
application
*writing
college/scholarship
essays with a clearly
defined voice
simple
Recognizing
and recalling
specific
terminology
such as:
- problem
- solution
- evidence
Recognizing
and recalling
specific
terminology
such as:
- response
- issue
- perspective
Recognizing and
recalling specific
terminology such as:
- context
- persona
Recognizing and
recalling specific
terminology such
as:
- analysis
- progression of
ideas
Recognizing and
recalling specific
terminology such as:
- script
- dialogue
- connotation
- denotation
Recognizing and
recalling specific
terminology such as:
- rhetorical devices
- argumentation
Recognizing and
recalling specific
terminology such as:
- literary analysis
- resume
- voice
Recognizing and
recalling isolated
details such as:
-understanding the
elements of
analyzing a
progression of ideas
Recognizing and
recalling isolated
details such as:
- understanding the
difference between
literal and figurative
language
- understanding how to
use figurative language
Performing
basic processes
such as:
- identifying
problems
- listing
solutions
Revised January 23, 2009
Performing
basic
processes such
as:
- identifying
individual
perspectives in
personal and
social issues
Recognizing and
recalling isolated
details such as:
- knowing how to
establish context
- understanding the
development of persona
- understanding how to
develop a controlling
idea
Performing basic
processes such as:
- arranging details,
evidence, and examples
effectively
Performing basic
processes such as:
- differentiating between
connotative and
denotative meanings
- writing dialogue
among multiple
characters
3
Recognizing and
recalling isolated details
such as:
- understanding the use of
and the effect of rhetorical
devices
- understanding the
components of persuasion
and argumentation (e.g.
emotion, logic, fact, and
evidence)
Performing basic
processes such as:
- listing pros and cons of
an argument
Recognizing and
recalling isolated details
such as:
- knowing and
understanding the
elements of definition
compositions
- knowing and
understanding the
elements of synthesis
compositions
- knowing and
understanding the
elements of literary
analysis compositions
Writing: Writing Genres, Updated June 24, 2009
PreAP 9
PreAP 10
AP Lang. and Comp. (Grade 11)
AP Lit. and Comp. (Grade
12)
complex
While engaging in grade
appropriate writing tasks,
the student demonstrates
competence in a variety of
genres by:
*describing and analyzing a
progression of ideas (e.g.
personal narratives,
descriptive essays, literary
analyses, business letters,
research reports)
While engaging in grade
appropriate writing tasks,
the student demonstrates
competence in a variety of
genres by:
*writing persuasive
compositions
*utilizing literal, figurative,
and connotative language in
persuasive essays, literary
analysis essays,
comparison/contrast essays,
script/dialogue, research
reports, and expository essays
While engaging in grade
appropriate writing tasks, the
student demonstrates
competence in a variety of
genres by:
*writing persuasive
compositions from a one-sided
perspective
*synthesizing and organizing
information and ideas
(e.g. personal narratives,
poetry, comparison/contrast
essays, descriptive essays,
persuasive essays, nonfiction,
literary analysis essays, and
argumentation/persuasion)
While engaging in grade
appropriate writing tasks,
the student demonstrates
competence in a variety of
genres by:
* applying grammatical,
metaphorical, and rhetorical
devices to
- definition essays
- synthesis essays
- personal resumes
- literary analysis essays
*applying technical writing
through job application
*writing
college/scholarship essays
with a clearly defined voice
simple
Recognizing and recalling
specific terminology such as:
- analysis
- progression of ideas
Recognizing and recalling
specific terminology such as:
- script
- dialogue
- connotation
- denotation
Recognizing and recalling
specific terminology such as:
- rhetorical devices
- argumentation
Recognizing and recalling
specific terminology such
as:
- literary analysis
- resume
- voice
Recognizing and recalling
isolated details such as:
-understanding the elements of
analyzing a progression of
ideas
Recognizing and recalling
isolated details such as:
- understanding the difference
between literal and figurative
language
- understanding how to use
figurative language
Performing basic processes
such as:
- differentiating between
connotative and denotative
meanings
- writing dialogue among
multiple characters
Revised January 23, 2009
Recognizing and recalling
isolated details such as:
- understanding the use of and
the effect of rhetorical devices
- understanding the components
of persuasion and argumentation
(e.g. emotion, logic, fact, and
evidence)
Performing basic processes
such as:
- listing pros and cons of an
argument
4
Recognizing and recalling
isolated details such as:
- knowing and
understanding the elements
of definition compositions
- knowing and
understanding the elements
of synthesis compositions
- knowing and
understanding the elements
of literary analysis
compositions