1
GRADE 6
FRAMEWORK / CONTENT STANDARDS
ADDRESSED:
Massachusetts Curriculum Framework
for ELA and Literacy (2011)
“What should good student writing at this
grade level look like?”
The answer lies in the writing itself.
The Writing Standards in Action Project
uses high quality student writing samples to
illustrate what performance to grade level
standards looks like—in action.
Writing Standards in Action
Grade 6
English Language Arts
Opinion / Argument
(Persuasive Essay)
Homelessness Essay—
The World of Hobos
Massachusetts Department of Elementary and Secondary Education
Writing Standards in Action Project
www.doe.mass.edu/candi/wsa
SAMPLE B6-12 (Opinion/Argument— Persuasive Essay)
2
GRADE 6
FRAMEWORK / CONTENT STANDARDS ADDRESSED:
Massachusetts Curriculum Framework
for ELA and Literacy (2011)
Background Information
Writing Sample Title:
Homelessness Essay—The World of Hobos
Text Type and Purpose:
Opinion / Argument
Grade level/Content area:
Grade 6 English Language Arts
Type of Assignment:
Persuasive Essay
Standards Addressed:
(W.6.1), (W.6.4),
(L.6.2), (L.6.3), (L.6.5)
See descriptions of these standards in
the right column of the next page.
Highlights:
This sample of student work meets grade level standards.
It demonstrates the following attributes of effective writing.
STANDARDS-BASED COMMENTARY
The student writing sample that follows
includes standards-based commentary.
The commentary in this column describes
how the writing meets the standards in the
Massachusetts Curriculum Framework for
English Language Arts and Literacy (2011)
and other content frameworks when
applicable.
Understanding the
Standards-Based Commentary
1. Grade-specific standards addressed
are:
 Listed in the column to the right of
student work by strand, grade, and
number (or number and letter, where
applicable)
 Marked by a letter code (in
parenthesis), also in the column to the
right of the student work
EXAMPLE:
(A)
The sample:








Introduces an empathetic claim, contextualized in a
vivid and empathetic manner
Elaborates on the claim with clear, convincing reasoning
and evidence
Creates with a variety of linking words, phrases, and
clauses a logical, cohesive progression of ideas
Establishes and maintains an effective style
Makes strategic use of precise language to express
ideas concisely
Varies sentence patterns to enhance style
Uses words and phrases to indicate an enthusiastic tone
Provides a strong conclusion that reinforces the claim
with figurative language
2. The letter codes with a letter-coded
arrow beneath each standard in the
right column:
 Are of the same letter code as the letter
in parenthesis that marks the standard
being addressed
 Mark standards-based commentary
related to the standard being
addressed
 Appear in alphabetical order
EXAMPLE:
A1>
3. Corresponding letter coded arrows
within the text:
 Set off sections of student work to
which commentary applies
 Do not necessarily appear in
alphabetical order—but where evidence
of a particular standard exists
Massachusetts Department of Elementary and Secondary Education
Writing Standards in Action Project
www.doe.mass.edu/candi/wsa
SAMPLE B6-12 (Opinion/Argument— Persuasive Essay)
EXAMPLE: (begin>) section (<end)
3
GRADE 6
FRAMEWORK / CONTENT STANDARDS ADDRESSED:
Massachusetts Curriculum Framework
for ELA and Literacy (2011)
Instructional Practices:
The teacher used the following practices:
 Classroom analysis of exemplars to demonstrate features
of effective opinion/argument writing


Modeling of various organizational possibilities
Frequent teacher/student interaction at each step of the
writing process
Writing Standards:
Grade 6, Standard 1 (W.6.1)
Write arguments to support claims with clear
reasons and relevant evidence.
EXAMPLES: (A) (B) (C) (D)
Writing Standards:
Grade 6, Standard 4 (W.6.4)
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
EXAMPLE:
Assignment Description:
Students were asked to propose a solution to a local, state, or
national problem. Relying on personal experience, they were to
convince readers of the serious nature of the problem and the
practicality of the solution.
Intended Audience:
Teacher, peers
Time:
4 class periods
Writing Process:
Alone; in class; pre-writing; organizing; drafting; revising; selfediting; peer-editing/peer response; teacher feedback
Materials:
Exemplars, graphic organizers, persuasion map, teacher-made
handouts, language arts text
Please note:
The samples may contain inaccuracies in wording and content or
shortcomings in the use of standard English conventions.
Massachusetts Department of Elementary and Secondary Education
Writing Standards in Action Project
www.doe.mass.edu/candi/wsa
SAMPLE B6-12 (Opinion/Argument— Persuasive Essay)
(E)
Language Standards:
Grade 6, Standard 2 (L.6.2)
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
EXAMPLE: (F)
Language Standards:
Grade 6, Standard 3 (L.6.3)
Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
EXAMPLE:
(G) (H)
Language Standards:
Grade 6, Standard 5 (L.6.5)
Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings.
EXAMPLE: (I)
4
GRADE 6
FRAMEWORK / CONTENT STANDARDS ADDRESSED:
Massachusetts Curriculum Framework
for ELA and Literacy (2011)
Grade 6—Opinion / Argument
STANDARDS-BASED COMMENTARY:
:
Understanding the Standards-Based
Commentary
In this sample…
The writer argues in favor of increasing the number of
homeless shelters in Boston. A logical progression of ideas
incorporates convincing reasoning and evidence, made
cohesive with a variety of transitional elements. Precise
language and varied sentence types clarify complex ideas
and create a consistent style and tone that reflect empathy for
the homeless and enthusiasm for the claim. The essay
concludes with figurative language that crystallizes the
argument, giving it added impact. Notwithstanding somewhat
formulaic organization, this sample is an effective effort at
persuading the reader of the wisdom the writer’s claim.
The student writing sample that begins on
this page includes in this column
standards-based commentary describing
how the writing meets the standards in
the Massachusetts Curriculum
Framework for English Language Arts
and other content frameworks, when
applicable. Where they apply, substandards marked by letters are included.
Evidence for the commentary is noted
in the text of the student writing using
paired letter-coded arrows and colored
highlighting.
For example:
A1> Marks the beginning and <A1
marks the end of the relevant section,
which is also highlighted. Please note
that these labeled items in the text do
not necessarily appear in alphabetical
order.
----------------------------------------------------
Homelessness Essay
The World of Hobos
Writing. Grade 6, Standard 1
(A)
W.6.1.a
Introduce claim(s) and organize the
reasons and evidence clearly.
Hobos! Your first thought would probably be “Say,
What?” or “Wah?”. C1>Then you might be imagining<C1 what
a hobo might be like. A1>Some people may think of them as
Massachusetts Department of Elementary and Secondary Education
Writing Standards in Action Project
www.doe.mass.edu/candi/wsa
SAMPLE B6-12 (Opinion/Argument— Persuasive Essay)
A1> Examples: 1
The writer defines the plight of the
homeless in a vivid, empathetic manner
(Some people may think of them as
broke bums who stay behind a Dunkin’
Donuts or in front of a 7-11. Others may
think hobos as awesome and cuddly
people who are there for our
entertainment, begging for cash. The
reality is that they’re really people like
you and me, misunderstood and treated
unfairly by society.).
5
GRADE 6
FRAMEWORK / CONTENT STANDARDS ADDRESSED:
Massachusetts Curriculum Framework
for ELA and Literacy (2011)
broke bums who stay behind a Dunkin’ Donuts or in front of a
7-11. Others may think hobos as awesome and cuddly people
STANDARDS-BASED COMMENTARY:
:
who are there for our entertainment, begging for cash. G>The
Writing. Grade 6, Standard 1
(continued)
reality is that they’re really people like you and me,
misunderstood and treated unfairly by society.<A1 <G
C1>A2>
One simple thing to solve this is<C1 to create more
A2> Examples: 1
The writer concisely proposes a solution
for homelessness (One simple thing to
solve this is to create more homeless
shelters in Boston.)
A3> Examples: 1
homeless shelters in Boston. <A2
H>
Little do you know <H
that A3>it could create less crime, provide jobs for many, and
how we could all easily become homeless in a second. <A3
Massachusetts Department of Elementary and Secondary Education
Writing Standards in Action Project
www.doe.mass.edu/candi/wsa
SAMPLE B6-12 (Opinion/Argument— Persuasive Essay)
The writer provides an organizational
framework by specifying several benefits
of the proposed solution (...it could
create less crime, provide jobs for many,
and how we could all easily become
homeless in a second.).
6
GRADE 6
FRAMEWORK / CONTENT STANDARDS ADDRESSED:
Massachusetts Curriculum Framework
for ELA and Literacy (2011)
C2>
Now, I know you are probably wondering what
crime has to do with a homeless shelter. <C2 H> B1>The truth
is <H that like any person, homeless people can get fed up with
asking for money and can resort to more desperate measures.
G>
Valuables and food can be stolen for money or survival. <G
C1>
So, like any robbery, <C1 police will have to respond which
can distract them from doing other important things.
C1>
Shelters come in to this because <C1 when people are taken
in, they are usually supplied with most things needed for
living, such as a bed and food.<B1 C1> B2>This means that <C1
there is less need for hobos or the homeless to steal
necessities. <B2
Massachusetts Department of Elementary and Secondary Education
Writing Standards in Action Project
www.doe.mass.edu/candi/wsa
SAMPLE B6-12 (Opinion/Argument— Persuasive Essay)
STANDARDS-BASED COMMENTARY:
:
Writing. Grade 6, Standard 1
(continued)
(B)
W.6.1.b
Support claim(s) with clear reasons and
relevant evidence, using credible
sources and demonstrating an
understanding of the topic or text.
B1> Examples: 1
The writer constructs a logical, fairly
easy to follow progression of ideas to
give credence to each specified benefit
of the proposed solution (The truth is that
like any person, homeless people can
get fed up with asking for money and can
resort to more desperate measures.
Valuables and food can be stolen for
money or survival. So, like any robbery,
police will have to respond which can
distract them from doing other important
things. Shelters come in to this because
when people are taken in, they are
usually supplied with most things needed
for living, such as a bed and food... folks
can usually jump to thinking that they
were just fools that gambled too much
(even I used to think that). If you think
about it, though, what the Massachusetts
economy is like, it would not be
surprising for someone to lose a job.
This can force someone to sell or just
lose their house completely... What I’m
talking about is you, yourself, and how
we could all be homeless in a second.
Plus, adults, what if you had children?
Sure, I bet a fully-grown adult would
know how to take care of themselves for
a while on the street, but a child or a
baby would have no means to keep
themselves warm or know how to search
for food.).
7
GRADE 6
FRAMEWORK / CONTENT STANDARDS ADDRESSED:
Massachusetts Curriculum Framework
for ELA and Literacy (2011)
C2>
Another cause of crime increase and people being
homeless is because of job loss.
clothed, homeless people,
B1>
<C2
When people see tattered
Writing. Grade 6, Standard 1
(continued)
folks can usually jump to
thinking that they were just fools that gambled too much (even
I used to think that).
C1>
If you think about it, though,
<C1
STANDARDS-BASED COMMENTARY:
:
what
the Massachusetts economy is like, it would not be surprising
for someone to lose a job. G>This can force someone to sell or
just lose their house completely. <B1 <G C1>B2>However, with
B2> Examples: 1, 2, 3
The writer’s straightforward progression
of ideas leads to several conclusions to
buttress the overarching argument (This
means that there is less need for hobos
or the homeless to steal necessities...
However, with more shelters, it gives
these people somewhere to go where
they can start small jobs to save money
and get back on their feet... The
situation could even lead to illness and
with no money, little kids can die if left
with an untreated illness.).
more shelters, <C1 it gives these people somewhere to go
(C)
where they can start small jobs to save money and get back on
their feet. <B2
W.6.1.c
Use words, phrases, and clauses to
clarify the relationships among claim(s)
and reasons.
C1> Examples: 1, 2, 3, 4, 5, 6, 7, 8
The writer creates cohesion within
paragraphs with a variety of transitional
elements (Then you might be
imagining... One simple thing to solve
this is... So, like any robbery... Shelters
come in to this because... This means
that... If you think about it, though...
However, with more shelters... , or...).
C2> Examples: 1, 2, 3, 4
Massachusetts Department of Elementary and Secondary Education
Writing Standards in Action Project
www.doe.mass.edu/candi/wsa
SAMPLE B6-12 (Opinion/Argument— Persuasive Essay)
The writer provides a variety of
transitions from one paragraph to the
next by referring to relevant ideas from
the introduction (Now, I know you are
probably wondering what crime has to
do with a homeless shelter... Another
cause of crime increase and people
being homeless is because of job loss...
What I’m talking about is you, yourself,
and how we could all be homeless in a
second... So, this would be why and
how shelters can benefit you...).
8
GRADE 6
FRAMEWORK / CONTENT STANDARDS ADDRESSED:
Massachusetts Curriculum Framework
for ELA and Literacy (2011)
H>
Still, after all this, <H we’ve been talking about other
people, but what about right now. C2> B1>What I’m talking
about is you, yourself, and how we could all be homeless in a
second. <C2 Plus, adults, what if you had children? Sure, I bet
a fully-grown adult would know how to take care of
themselves for a while on the street, but a child or a baby
would have no means to keep themselves warm or know how
to search for food. <B1 B2>The situation could even lead to
illness and with no money, little kids can die if left with an
untreated illness. <B2
STANDARDS-BASED COMMENTARY:
Writing. Grade 6, Standard 1
(continued)
(D)
W.6.1.e
Provide a concluding statement or
section that follows from the argument
presented.
D> Examples: 1
The strong concluding statement refers
to broad contours of the argument that
encapsulate it and reinforce a dramatic
call to action (So, this would be why and
how shelters can benefit you, and
maybe next time you see someone out,
homeless, on the street, you might
realize that could someday be a
neighbor, a friend, or you! Even now,
while you’re reading this, a shelter in the
world could be helping someone get
their life back. So, what are you waiting
for? Now that you know about these
reasons, you can try help make more
shelters in Boston and give more people
a chance. For all you know, you could
be helping someone that could be the
world’s next Bill Gates!).
Writing. Grade 6, Standard 4
(E)
W.6.4
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience.
E> Overall Text Reference
The writer makes an enthusiastic
argument with a logical, fairly easy to
follow progression of ideas enhanced by
convincing details.
Note: Comment refers to the piece as a
whole rather than a specific example
within the text.
Massachusetts Department of Elementary and Secondary Education
Writing Standards in Action Project
www.doe.mass.edu/candi/wsa
SAMPLE B6-12 (Opinion/Argument— Persuasive Essay)
9
GRADE 6
FRAMEWORK / CONTENT STANDARDS ADDRESSED:
Massachusetts Curriculum Framework
for ELA and Literacy (2011)
D> C2>
So, this would be why and how shelters can
benefit you, <C2 and maybe next time you see someone out,
homeless, on the street, you might realize that could someday
be a neighbor, a friend, or you!
G> C1>
Even now,
<C1
while
you’re reading this, a shelter in the world could be helping
STANDARDS-BASED COMMENTARY:
Language. Grade 6, Standard 2
(F)
L.6.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
F> Overall Text Reference
someone get their life back.
H>
So, what are you waiting
for? <G <H Now that you know about these reasons, you can
try help make more shelters in Boston and give more people
The writer’s sophisticated control of
standard English capitalization,
punctuation, and spelling enhances the
clarity of this sample.
Note: Comment refers to the piece as a
whole rather than a specific example
within the text.
a chance. H>For all you know, <H I>you could be helping
someone that could be the world’s next Bill Gates! <D <I
Language. Grade 6, Standard 3
(G)
L.6.3.a
Vary sentence patterns for meaning,
reader/listener interest, and style.
G> Examples: 1, 2, 3, 4
END OF WRITING SAMPLE
Massachusetts Department of Elementary and Secondary Education
Writing Standards in Action Project
www.doe.mass.edu/candi/wsa
SAMPLE B6-12 (Opinion/Argument— Persuasive Essay)
The writer uses a variety of sentence
types to clarify ideas and enhance
reader interest (The reality is that they’re
really people like you and me,
misunderstood and treated unfairly by
society... Valuables and food can be
stolen for money or survival... This can
force someone to sell or just lose their
house completely... Even now, while
you’re reading this, a shelter in the world
could be helping someone get their life
back. So, what are you waiting for?).
10
GRADE 6
FRAMEWORK / CONTENT STANDARDS ADDRESSED:
Massachusetts Curriculum Framework
for ELA and Literacy (2011)
STANDARDS-BASED COMMENTARY:
Language. Grade 6, Standard 3
(continued)
(H)
L.6.3.b
Maintain consistency in style and tone.
H> Examples: 1, 2, 3, 4, 5
The writer makes purposeful use of
appropriate words and phrases to
indicate an enthusiastic tone (Little do
you know... The truth is... Still, after all
this... So, what are you waiting for...?
For all you know...).
Language. Grade 6, Standard 5
(I)
L.6.5
Demonstrate understanding of figurative
language, word relationships, and
nuances in word meanings.
I> Examples: 1
The writer heightens the effect of the
argument by concluding it with a
meaningful allusion to a well-known
contemporary figure (... you could be
helping someone that could be the
world’s next Bill Gates!).
END OF COMMENTARY
Massachusetts Department of Elementary and Secondary Education
Writing Standards in Action Project
www.doe.mass.edu/candi/wsa
SAMPLE B6-12 (Opinion/Argument— Persuasive Essay)