Writing Standards

Writing Standards - Level 5

Argumentative Writing (A)

Argumentative writing takes many forms (e.g., editorial, persuasive letter, persuasive essay, speech). Argumentative writing emerges from a process of investigation, deliberation, reasoning, and consideration of strategic appeals.

Research Writing (R)

Research writing takes many forms (e.g., I-Search, formal research papers, research briefs, multi-genre research papers, presentations). Research writing emerges from a process of investigation, deliberation, reasoning, and consideration of strategic appeals. Authentic research is an integral part of everyday life, and all levels of the research process are complex.

Literary Analysis (L)

Literary analysis may take different forms (e.g., essays, formal research papers, presentations, diary entries, or personal letters written from the perspective of a character). Literary texts—poems, short stories, novels, drama, literary nonfiction—are complex, and an attentive reader who carefully and deliberately examines and analyzes these texts can help others to understand and appreciate them. Literary analysis requires skills in analytical close reading, familiarity with formal critical perspectives, and knowledge of literary elements.

Creative and Reflective Writing (CR)

Creative and reflective writing may take a variety of forms by which writers share insights and observations (e.g., narratives, poems, personal essays). This type of writing draws upon a variety of sources (e.g., personal experiences, interviews with others, secondary sources) and upon imaginative thinking. It provides rich opportunities for recollection of past, present, or imagined experiences and thoughtful reflection on these experiences.

Writers determine their purpose* for writing (e.g., to explore, to inform, to express, to persuade, to entertain, to share an experience or emotion) and consider possible audiences and genres. They analyze rhetorical tasks in a variety of ways and with an emerging sense of audience. In doing so, they reflect on, explore, define, and organize their thoughts in order to set goals about how best to accomplish the writing tasks. This process is recursive, not linear: writers redefine their goals and strategies in light of audience and context. Depending upon the task and upon their experiences, writers may compose written or mental lists, engage in fast writes, or even perform this process tacitly.

Standard 1:Rhetorical Analysis and Planning

Objective: W1.1 Student analyzes components of purpose, goals, audience, and genre.

Student considers his or her purposes and goals for writing, identifies possible audiences, and understands how genre guides decision making.

Performance Expectation Category
W1.1.1 Makes decisions about purposes and goals to be achieved in the writing.	W1.1-1.5 Evaluates potential purposes for writing (e.g., to reflect, to inform, to explain, to persuade, to entertain, to share an experience or emotion, to make a political or social statement) and determines specific goals to be achieved.
W1.1.2 Identifies audiences appropriate to the writing task	W1.1-2.5 Analyzes the rhetorical situation, evaluates multiple possible audiences (i.e., analyzes assumptions, values, and background knowledge of each audience), and selects an appropriate audience.
W1.1.3 Uses knowledge of genre to guide decisions about topic, audience, organizational structure, and authorial persona.	W1.1-3.5 Selects a genre from among possible genres and analyzes how the selected genre will guide the treatment of the topic, the development of a stance toward the audience, and the organizational structure.

Standard 2: Generating Content

Students consider what they already know and need to know in order to guide exploration of the topic. They gather information (e.g., probe personal experiences and imagination, conduct primary research, conduct secondary research) to deepen their understanding of their topic and guide and support their development of a point of view. In addition, they use organizational structures and consider expectations of the chosen genre as they represent ideas, make connections, and develop a structure for drafting. They know how to evaluate, react to, and build upon the ideas of other writers and how to track sources.

Argumentative

Objective W2.1: Student takes inventory of what he or she knows and needs to know.

Student considers what he or she knows and needs to know about a topic to guide additional research.

Performance Expectation Category
W2.1.1 Selects a topic, identifies what he or she knows about the topic, and determines the need for additional information	W2.1-1.5R Refines a working thesis claim based on his or her exploration and organization of existing information and consideration of various perspectives, identifying the need for further research.
W2.1.2 Identifies a variety of primary and secondary sources of information and uses a system for tracking sources	W2.1-2.5R Identifies, evaluates, and analyzes a variety of primary and secondary sources of information (e.g., student-generated data, such as interviews with experts in a field, observations, and surveys; appropriate Internet sources; books; magazines; newspapers; documentaries) that present multiple perspectives on the issue and uses a system for tracking sources.

Research

Objective W2.1: Student takes inventory of what he or she knows and needs to know.

Student considers what he or she knows and needs to know about a topic to guide additional research.

Performance Expectation Category
W2.1.1 Selects a topic, identifies what he or she knows about the topic, and determines the need for additional information.	W2.1-2.5A Identifies, evaluates, and analyzes a variety of primary and secondary sources of information (e.g., student-generated data, such as interviews with experts in a field, observations, and surveys; appropriate Internet sources; books; magazines; newspapers; documentaries) that present multiple perspectives on the issue and uses a system for tracking sources.
W2.1.2 Identifies a variety of primary and secondary sources of information and uses a racking sources.	W2.1-2.5A Identifies, evaluates, and analyzes a variety of primary and secondary sources of information (e.g., student-generated data, such as interviews with experts in a field, observations, and surveys; appropriate Internet sources; books; magazines; newspapers; documentaries) that present multiple perspectives on the issue and uses a system for tracking sources.

Objective W2.2: Student generates, selects, connects, and organizes information and ideas.

Student generates content by activating prior knowledge and by using outside source materials and develops a system for tracking sources. Student uses organizational structures and expectations of the chosen genre to represent ideas, make connections, and develop an organizational structure for drafting.

Performance Expectation Category
W2.2.1 Uses a variety of strategies to guide the generation of content by activating prior knowledge.	W2.2-1.5L Uses a variety of strategies to guide the generation of content by activating and elaborating prior knowledge (e.g., idea mapping, outlining, dialectical journaling, small group discussions); developing and selecting major ideas, relevant reasons, supporting examples, and details; analyzing strengths and weaknesses of his or her interpretations; and considering and addressing varying interpretations from others.
W2.2.2 Uses a variety of strategies to guide the generation of content by using outside source materials.	W2.2-2.5L Uses a variety of strategies to guide the generation of content (e.g., close reading of primary text; free writing; journaling; talking with peers in reader-response groups or group discussions; using dictionaries or other resources to define unfamiliar vocabulary; situating the text in its political, historical, cultural, geographical, and social context; addressing interpretations of critics).
W2.2.3 Refines the topic by considering personal relevance, audience, purpose, goals, limits of the assignment, and available resources.	W2.2-3.5L Refines the interpretive claim as the analysis develops by considering whether it is substantive, relevant, interesting, and meaningful and can be supported within limits of assignment and available resources; anticipates alternative interpretations.
W2.2.4 Uses conventional organizational structures and expectations of the chosen genre to select content, represent ideas, make connections, and develop an organizational structure for drafting.	W2.2-4.5L Uses conventional structures and expectations for literary analysis to select content, represent ideas, make connections, generate new insights, and develop an organizational structure for drafting.

Student generates content by activating prior knowledge and by using outside source materials and develops a system for tracking sources.

Student uses organizational structures and expectations of the chosen genre to represent ideas, make connections, and develop an organizational structure for drafting.

Drafting

Standard 3: Student composes text that develops and supports the topic. Argumentative

Objectives: W3.1 Student generates text to develop points within the preliminary organizational structure.

Performance Expectation Category
W3.1.1 Drafts text that presents a coherent and smooth progression of ideas, includes supporting details, incorporates source materials as appropriate, and reaches a satisfactory conclusion	W3.1-1.5A Drafts text to present a clear thesis claim, develops a coherent and smooth progression of ideas, supports claims and opinions with evidence (i.e., reasons, examples, and facts), incorporates varied source materials to strengthen the argument, and draws a persuasive conclusion
W3.1.2 Incorporates source materials in a variety of ways, demonstrating an understanding of the ethics of writing	W3.1-2.5A Appropriately uses source materials in a variety of ways (e.g., directly quoting words, phrases, and sentences; paraphrasing), demonstrating an understanding of the ethics of writing
W3.1.3 Uses rhetorical appeals and organizational structures to establish a credible voice	W3.1-3.5A Uses appropriate rhetorical appeals (e.g., considers audience interests, values, opinions, and background knowledge; establishes a credible voice appropriate to point of view; establishes the soundness of the claim; anticipates and refutes possible counter-arguments) and effective organizational patterns (e.g., description, problem-solution, question-answer, compare-and contrast, cause-and-effect) to persuade the intended audience

Objective W3.2: Student makes stylistic choices with language to achieve intended effects.

As a student composes, he or she makes stylistic choices about dialect, tone, voice, diction, detail, figurative language, word choice, and sentence structure with an awareness of purpose, audience, and the ethics of writing.

Performance Expectation Category
W3.2.1 Selects precise vocabulary, compelling verbs, and figurative language to achieve intended effects and appeal to the audience	W3.2-1.5A Selects precise vocabulary (technical terms, appropriate use of standard and nonstandard words, regionalisms), compelling verbs, figurative language (e.g., metaphor, irony, wordplay, puns) to achieve intended effects (e.g., formal or informal tone, credible voice, mood), to support position, and to appeal to the audience.
W3.2.2 Uses a variety of sentence structures to create specific effects	W3.2-2.5A Selects a variety of sentence structures (e.g., parallel structures; simple, coordinate, subordinate, compound, complex and compound-complex constructions; questions as topic sentences; rhetorical questions; fragments; appositives; varying sentence length, complexity, and type— declaratives, interrogatives, exclamations); clearly establishes actors, actions, objects, indirect objects, and pronoun antecedents; and consistently uses active or passive voice to achieve specific effects.
W3.2.3 Uses topic sentences to establish the focus of paragraphs, uses transition words to signal progression of ideas within and between paragraphs, and uses appropriate words and phrases to signal organizational patterns.	W3.2-3.5A Uses clear, varied, and engaging topic sentences to establish the focus of paragraphs; varies the position of topic sentences within paragraphs; uses transition words and phrases to signal progression of ideas within and between paragraphs; and uses appropriate words and phrases to signal organizational patterns (e.g., description, question-answer, compare-contrast, problem-solution, cause-and-effect).
W3.2.4 Chooses language carefully to avoid negative labels, stereotypes, or characterizations that exclude other people.	W3.2-4.5A Carefully selects language that provides balanced and thoughtful representations of others, and that avoids offensive language, stereotypes, or exclusions, even in its nuances.

Standard 4: Evaluating and Revising Texts - Argumentative

Students critique written drafts and revise accordingly. They evaluate drafts in light of rhetorical goals and feedback from self, peers, and others to determine whether overall development and organization convey a coherent, consistent message. They also evaluate the draft for effectiveness of stylistic choices

Experienced writers engage in both local and global revision. Local revision occurs when writers stop often, sometimes after drafting a few sentences, to re-read and make changes in their text for reasons of clarity or style. Global revision occurs when a piece of text is more fully developed and writers can consider overarching issues, including organization, development, focus, and consistency of voice. Global revision may involve moving, eliminating, or adding sections of text, potentially leading writers to revisit aspects of planning and drafting.

Objective W4.1: Student evaluates drafted text for development, organization, and focus.

Student evaluates his or her draft for clarity of focus, progression of ideas, development, organization, and appropriateness of conclusion in order to identify areas requiring further invention and research.

Performance Expectation Category

W4.1 Evaluates the draft for clarity of focus, progression of ideas, development, organization, and appropriateness of conclusion in order to identify areas requiring further invention and research

W4.1-1.5A Uses a variety of strategies (e.g., reading the draft aloud, seeking feedback from a reviewer, capturing and evaluating the organization of the draft in an outline or organizational map, reading the draft from the perspective of the intended audience) to evaluate whether the thesis claim is clear and aligned with the purpose and goals; whether the progression of ideas is smooth and coherent; whether claims and opinions are supported by evidence (i.e., reasons, examples, and facts); whether his or her opinions and/or use of sources displays bias; whether counterarguments are anticipated and addressed; whether audience “pressure points” (i.e., interests, values, opinions, and background knowledge) are appealed to; whether organizational patterns are clear and developed; and whether the conclusion is appropriate, in order to guide ongoing drafting, including identification of areas requiring further invention and research.

Objective W 4.2: Student evaluates drafted text to determine the effectiveness of stylistic choices.

After composing, student evaluates stylistic choices - dialect, tone, voice, and diction; detail, figurative language, word choice; sentence and paragraph organization and structure—with an awareness of purpose and audience.

Performance Expectation Category

W4.2 Evaluates stylistic choices—dialect, tone, voice, and diction; detail, figurative language, word choice; sentence and paragraph organization and structure—with an awareness of purpose and audience.

W4.2-1.5A Uses a variety of strategies (e.g., reading the draft aloud; seeking feedback from a reviewer; using a rubric, outline, or organizational map to track and check the development of the draft; reading the draft from the perspective of the intended audience) to evaluate whether vocabulary is precise, verbs are compelling, and figurative language is varied and effective; whether language is inoffensive and inclusive; whether voice is distinctive and tone and mood are appropriate; whether actors, actions, objects, and indirect objects are clearly established; whether sentence structures are varied and use of active and passive voice is appropriate; a of paragraphs is clear, transitions among ideas within and between and whether the focus paragraphs are well marked, and organizational patterns are clear and well signaled, in order to achieve his or her purposes for writing to the intended audience.

??????????????????????

Standard 2: Generating Content

Research

Students consider what they already know and need to know in order to guide exploration of the topic. They gather information (e.g., probe personal experiences and imagination conduct primary research, conduct secondary research) to deepen their understanding of their topic and guide and support their development of a point of view. In addition, they use organizational structures and consider expectations of the chosen genre as they represent ideas, make connections, and develop a structure for drafting. They know how to evaluate, react to, and build upon the ideas of other writers and how to track sources.

Performance Expectation Category
W2.1.1 Selects a topic, identifies what he or she knows about the topic, and determines the need for additional information.	W2.1-2.5A Refines a working working research question based on his or her exploration and organization of existing information and consideration of various perspectives, identifying the need for further research.
W2.1.2 Identifies a variety of primary and secondary sources of information and uses a racking sources.	W2.1-2.5A Identifies, evaluates, and analyzes a variety of primary and secondary sources of information (e.g., student-generated data, such as interviews with experts in a field, observations, and surveys; appropriate Internet sources; books; magazines; newspapers; documentaries) that present multiple perspectives on the issue and uses a system for tracking sources.

Objective W2.2: Student generates, selects, connects, and organizes information and ideas.

Performance Expectation Category
W2.2.1 Uses a variety of strategies to guide the generation of content by activating prior knowledge.	W2.2-1.5L Uses a variety of strategies to guide the generation of content by activating and elaborating prior knowledge (e.g., idea mapping, outlining, dialectical journaling, small group discussions); developing and selecting major ideas, relevant reasons, supporting examples, and details; analyzing strengths and weaknesses of his or her interpretations; and considering and addressing varying interpretations from others.
W2.2.2 Uses a variety of strategies to guide the generation of content by using outside source materials.	W2.2-2.5L Uses a variety of strategies to guide the generation of content (e.g., close reading of primary text; free writing; journaling; talking with peers in reader-response groups or group discussions; using dictionaries or other resources to define unfamiliar vocabulary; situating the text in its political, historical, cultural, geographical, and social context; addressing interpretations of critics).
W2.2.3 Refines the topic by considering personal relevance, audience, purpose, goals, limits of the assignment, and available resources.	W2.2-3.5L Refines the interpretive claim as the analysis develops by considering whether it is substantive, relevant, interesting, and meaningful and can be supported within limits of assignment and available resources; anticipates alternative interpretations.
W2.2.4 Uses conventional organizational structures and expectations of the chosen genre to select content, represent ideas, make connections, and develop an organizational structure for drafting.	W2.2-4.5L Uses conventional structures and expectations for literary analysis to select content, represent ideas, make connections, generate new insights, and develop an organizational structure for drafting.

Research: Writers employ a variety of technologies (e.g., pencil, pen, computer) to compose sentences and paragraphs, lines and stanzas, and larger units of text, starting at various places within the preliminary organizational structure. As they draft, writers consider how the emerging text fits with their goals and develops their topic, revisiting their analyses and developing new content as needed. As they compose, they consider stylistic choices, grammar, and usage; evaluate the relevance, quality, and reliability of information; and attend to the ethics of writing.

Drafting is highly recursive. Many experienced writers continuously revise and edit as they draft. For example, they may compose a paragraph, read what they have written, and make changes immediately before drafting additional text. As they compose, writers frequently identify a need for additional information that may lead to further reflection or research.

Objective W3.1: Student generates text to develop points within the preliminary organizational structure.

Student composes text that develops and supports the topic.

Performance Expectation Category
W3.1.1 Drafts text that presents a coherent and smooth progression of ideas, includes supporting details, incorporates source materials as appropriate, and reaches a satisfactory conclusion	W3.1-1.5R Drafts a focused research question; develops a coherent and smooth progression of ideas; includes supporting ideas, explanations, examples, and facts from multiple sources to strengthen the treatment of the topic, reflecting multiple perspectives; and draws an effective conclusion.
W3.1.2 Incorporates source materials in a variety of ways, demonstrating an understanding of the ethics of writing	W3.1-2.5R Appropriately uses source materials in a variety of ways (e.g., directly quoting words, phrases, and sentences; paraphrasing), demonstrating an understanding of the ethics of writing.
W3.1.3 Uses rhetorical appeals and organizational structures to establish a credible voice	W3.1-3.5R Uses appropriate rhetorical appeals (e.g., considers audience background knowledge and interests; establishes his or her credibility; establishes the soundness of the research and the reliability of sources, reflecting multiple perspectives; considers competing research claims; establishes a credible voice) and effective organizational patterns (e.g., description, problem-solution, question-answer, compare-and-contrast, cause-and-effect) to inform the intended audience.

Objective W3.2: Student makes stylistic choices with language to achieve intended effects.

Performance Expectation Category
W3.2.1 Selects precise vocabulary, compelling verbs, and figurative language to achieve intended effects and appeal to the audience	W3.2-1.5R Selects precise vocabulary (e.g., technical terms, appropriate use of standard and nonstandard words and phrases, compelling verbs), figurative language (e.g., illustrative metaphors, similes), rhetorical questions, and detailed images and examples to develop credibility of voice, to support findings, and to communicate information clearly.
W3.2.2 Uses a variety of sentence structures to create specific effects	W3.2-2.5R Selects a variety of sentence structures (e.g., parallel structure; simple, coordinate, subordinate, compound, complex, and compound-complex constructions; rhetorical questions; fragments; appositives); selects active or passive voice; varies sentence length, type, and complexity; and uses a variety of ways to achieve specific effects.
W3.2.3 Uses topic sentences to establish the focus of paragraphs, uses transition words to signal progression of ideas within and between paragraphs, and uses appropriate words and phrases to signal organizational patterns.	W3.2-3.5R Uses clear, varied, and engaging topic sentences to establish the focus of paragraphs, varies the position of topic sentences within paragraphs, uses transition words and phrases to signal progression of ideas within and between paragraphs, and uses appropriate words and phrases to signal organizational patterns (e.g., description, question-answer, compare-contrast, problem-solution, cause-and-effect).
W3.2.4 Chooses language carefully to avoid negative labels, stereotypes, or characterizations that exclude other people.	W3.2-4.5R Carefully selects language that provides balanced and thoughtful representations of others, and that avoids offensive language, stereotypes, or exclusions, even in its nuances.

Standard 4: Evaluating and Revising texts

W4.1 Objective W4.1 Student evaluates drafted text for development, organization, and focus.

Performance Expectation Category

W4.1-1.5R Uses a variety of strategies (e.g., reading the draft aloud, seeking feedback from a reviewer, capturing and evaluating the organization of the draft in an outline or organizational map, reading the draft from the perspective of the intended audience) to evaluate whether the draft is focused on the research question; whether the progression of ideas is coherent and smooth; whether the draft includes sufficient supporting ideas, reasons, examples, and facts from multiple sources; whether his or her reasoning and/or use of sources displays bias; whether organizational patterns are clear and developed; and whether conclusion is appropriate, in order to guide ongoing drafting, including identification of areas requiring further research.

Objective W4. 2: Student evaluates drafted text to determine the effectiveness of stylistic choices.

After composing, student evaluates stylistic choices—dialect, tone, voice, and diction; detail, figurative language, word choice; sentence and paragraph organization and structure—with an awareness of purpose and audience

Performance Expectation Category

W4.2-1.5R Uses a variety of strategies (e.g., reading the draft aloud; seeking feedback from a reviewer; using a rubric, outline, or organizational map to track and check the development of the draft; reading the draft from the perspective of the intended audience) to evaluate whether the response to the research question is clear and supported; whether vocabulary is precise, verbs are compelling, and figurative language is varied and effective; whether language is inoffensive and inclusive; whether voice is distinctive and tone and mood are appropriate; whether actors, actions, objects, and indirect objects are clearly established; whether sentence structures are varied and use of active and passive voice is appropriate; and whether the focus of paragraphs is clear, transitions among ideas within and between paragraphs are well marked, and organizational patterns are clear and well signaled, in order to achieve his or her purposes for writing to the intended audience.

Standard 2: Generating Content

Literary Analysis

For some genres and purposes, writers may feel less need to formally probe experiences and research external resources when generating content. Sometimes the act of generating content may be less formal, more automatic, and concurrent to drafting. Whereas novice writers may not fully appreciate the need for planning, generating, and developing content before writing, skilled writers appreciate the importance of planning, even though they may plan and generate content intuitively, revisiting their planning after they have substantially developed their text.

Objective: W2.1 Student takes inventory of what he or she knows and needs to know.

Performance Expectation Category

W2.1.1 Selects a topic, identifies what he or she knows about the topic, and determines the need for additional information

W2.1-1.5L Refines a working interpretation based on his or her exploration and organization of information about the literary text. Uses this information to guide further analysis of the text, knowing that the interpretation may change during the process of re-reading, analysis, and further research.

W2.1.2 Identifies a variety of primary and secondary sources of information and uses a system for tracking sources.

W2.1-2.5L Identifies, evaluates, and analyzes a variety of primary and secondary sources of information (e.g., close re-reading of the text; information from a scholar or critical source; appropriate Internet sources, dictionaries, or other print resources; discussions with others) that provide multiple perspectives on the literary text and uses a system for tracking sources.

Objective W2.2: Student generates, selects, connects, and organizes information and ideas.

Performance Expectation Category
W2.2.1 Uses a variety of strategies to guide the generation of content by activating prior knowledge.	W2.2-1.5L Uses a variety of strategies to guide the generation of content by activating and elaborating prior knowledge (e.g., idea mapping, outlining, dialectical journaling, small group discussions); developing and selecting major ideas, relevant reasons, supporting examples, and details; analyzing strengths and weaknesses of his or her interpretations; and considering and addressing varying interpretations from others.
W2.2.2 Uses a variety of strategies to guide the generation of content by using outside source materials.	W2.2-2.5L Uses a variety of strategies to guide the generation of content (e.g., close reading of primary text; free writing; journaling; talking with peers in reader-response groups or group discussions; using dictionaries or other resources to define unfamiliar vocabulary; situating the text in its political, historical, cultural, geographical, and social context; addressing interpretations of critics).
W2.2.3 Refines the topic by considering personal relevance, audience, purpose, goals, limits of the assignment, and available resources.	W2.2-3.5L Refines the interpretive claim as the analysis develops by considering whether it is substantive, relevant, interesting, and meaningful and can be supported within limits of assignment and available resources; anticipates alternative interpretations.
W2.2.4 Uses conventional organizational structures and expectations of the chosen genre to select content, represent ideas, make connections, and develop an organizational structure for drafting.	W2.2-4.5L Uses conventional structures and expectations for literary analysis to select content, represent ideas, make connections, generate new insights, and develop an organizational structure for drafting.

Standard 3: Drafting

Writers employ a variety of technologies (e.g., pencil, pen, computer) to compose sentences and paragraphs, lines and stanzas, and larger units of text, starting at various places within the preliminary organizational structure. As they draft, writers consider how the emerging text fits with their goals and develops their topic, revisiting their analyses and developing new content as needed. As they compose, they consider stylistic choices, grammar, and usage; evaluate the relevance, quality, and reliability of information; and attend to the ethics of writing.

class=Section7>

Objective W3.1: Student generates text to develop points within the preliminary organizational structure.

Student composes text that develops and supports the topic.

Performance Expectation Category
W3.1.1 Drafts text that presents a coherent and smooth progression of ideas, includes supporting details, incorporates source materials as appropriate, and reaches a satisfactory conclusion.	W3.1-1.5L Drafts a thoughtful and substantive interpretative claim; weaves together effective reasoning with supporting evidence from the text and outside sources (e.g., direct quotations, paraphrases, and examples); develops a coherent and smooth progression of ideas, signaling main and supporting ideas; and draws an appropriate and engaging conclusion.
W3.1.2 Incorporates source materials in a variety of ways, demonstrating an understanding of the ethics of writing	W3.1-2.5L Appropriately uses source materials in a variety of ways (e.g., directly quoting words, phrases, and sentences; paraphrasing), demonstrating an understanding of the ethics of writing.
W3.1.3 Uses rhetorical appeals and organizational structures to establish a credible voice.	W3.1-3.5L Uses appropriate rhetorical appeals (e.g., considers audience knowledge of the text, establishes his or her understanding of the text, establishes the soundness of the interpretation, considers alternative interpretations, establishes a credible voice) and effective organizational patterns to guide the intended audience through the interpretation of the text.

Objective: W 3.2 Student makes stylistic choices with language to achieve intended effects.

Performance Expectation Category
W3.2.1 Selects precise vocabulary, compelling verbs, and figurative language to achieve intended effects and appeal to the audience.	W3.2-1.5L Selects precise vocabulary (e.g., appropriate literary terminology, compelling verbs, figurative language including illustrative metaphors and similes, rhetorical questions, detailed images, and examples) to develop credibility of voice, to support interpretation of the text, and to communicate information clearly.
W3.2.2 Uses a variety of sentence structures to create specific effects.	W3.2-2.5L Selects a variety of sentence structures (e.g., parallel structure; simple, coordinate, subordinate, compound, complex, and compound-complex constructions; questions as topic sentences; fragments; appositives); uses rhetorical questions; establishes actors, actions, objects, indirect objects, and pronoun antecedents; selects active or passive constructions for emphasis; varies sentence length, type, and complexity to create desired effects.
W3.2.3 Uses topic sentences to establish the focus of paragraphs, uses transition words to signal progression of ideas within and between paragraphs, and uses appropriate words and phrases to signal organizational patterns.	W3.2-3.5L Uses clear, varied, and engaging topic sentences to establish the focus of paragraphs; varies the position of topic sentences within paragraphs; uses transition words and phrases to signal progression of ideas within and between paragraphs (e.g., building toward a concluding topic sentence, writing topic sentences as questions or exclamations, building tension or suspense that is explained or resolved in concluding sentence); uses appropriate words and phrases to signal organizational patterns (e.g., description, question-answer, compare-and-contrast, problem-solution, cause-and-effect).
W3.2.4 Chooses language carefully to avoid negative labels, stereotypes, or characterizations that exclude other people.	W3.2-4.5L Carefully selects language that provides balanced and thoughtful representations of others, and that avoids offensive language, stereotypes, or exclusions, even in its nuances.

Standard 4: Evaluating And Revising Texts

Objective W4.1 Student evaluates drafted text for development, organization, and focus.

Performance Expectation Category

W4.1-1.5L Uses a variety of strategies (e.g., reading the draft aloud, seeking feedback from a reviewer, capturing and evaluating the organization of the draft in an outline or organizational map, reading the draft from the perspective of the intended audience) to evaluate whether the organization of the draft is effective, sufficiently supported, and adequately developed; whether the interpretative claim is clear and substantive; whether the development of the explication is coherent; whether interpretations and claims are supported by appropriate and sufficient evidence (i.e., reasons, examples, and textual evidence); whether sources are used effectively to support the development of ideas (e.g., avoids excessive reliance on quotations); whether text is appropriate to audience interests and background knowledge; whether the authorial voice is credible; and whether conclusion is appropriate and convincing, in order to guide ongoing investigation and drafting.

class=Section8>

Objective W 4.2: Students evaluates drafted text to determine the effectiveness of stylistic choices.

Performance Expectation Category

W4.2-1.5L Uses a variety of strategies (e.g., reading the draft aloud; seeking feedback from a reviewer; using a rubric, outline, or organizational map to track and check the development of the draft; reading the draft from the perspective of the intended audience) to evaluate whether the interpretative claim is clear and supported; whether vocabulary is precise, verbs are compelling, and figurative language is varied and effective; whether language is inoffensive and inclusive; whether voice is distinctive and tone and mood are appropriate; whether actors, actions, objects, and indirect objects are clearly established; whether sentence structures are varied and use of active and passive voice is appropriate; and whether the focus of paragraphs is clear, transitions among ideas within and between paragraphs are well marked, and organizational patterns are clear and well signaled, in order to achieve his or her purposes for writing to the intended audience.

Standard 2: Generating Content

Creative And Reflective

For some genres and purposes, writers may feel less need to formally probe experiences and research external resources when generating content. Sometimes the act of generating content may be less formal, more automatic, and concurrent to drafting. Whereas novice writers may not fully appreciate the need for planning, generating, and developing content before writing, skilled writers appreciate the importance of planning, even though they may plan and generate content intuitively, revisiting their planning after they have substantially developed their text.

Objective W2.1: Student takes inventory of what he or she knows and needs to know.

Student considers what he or she knows and needs to know about a topic to guide additional research.

Performance Expectation Category
W2.1.1 Selects a topic, identifies what he or she knows about the topic, and determines the need for additional information.	W2.1-1.5CR Analyzes and refines a creative or reflective working topic (e.g., reflects on an experience or time in the past, draws upon imagination, draws on experiences of others); evaluates the appropriateness of the chosen genre (e.g., poem, short story, personal essay); inventories and organizes what he or she knows about the topic, ideas, examples, and genre; and identifies areas for further research.
W2.1.2 Identifies a variety of primary and secondary sources of information and uses a system for tracking sources.	W2.1-2.5CR Identifies, evaluates, and analyzes a variety of sources of information and ideas (e.g., personal experience, imagination, interviews, books, Web sites, historical records) that present different perspectives on the topic and uses a system for further developing and recording ideas and tracking sources.

Objective W2.2: Student generates, selects, connects, and organizes information and ideas

Performance Expectation Category
W2.2.1 Uses a variety of strategies to guide the generation of content by activating prior knowledge.	W2.2-1.5CR Uses a variety of strategies to guide the generation of content by activating prior knowledge and imagination (e.g., brainstorming; idea mapping or outlining; free writing; journaling; exploring through journalist’s questions—who, what, when, where, why, and how; exploring the significance of life events); selecting and developing major ideas, relevant reasons, supporting examples, and details; and analyzing strengths and weaknesses of his or her text.
W2.2.2 Uses a variety of strategies to guide the generation of content by using outside source materials.	W2.2-2.5CR Uses a variety of strategies to generate notes and content through interacting with others (e.g., interviewing friends and family members, interviewing significant participants about identified past experiences, interviewing others who have experienced similar types of life events), through reading secondary sources (e.g., Web-based resources, fiction, histories, dramas, memoirs, newspapers, magazines), and through examining personal and other artifacts.
W2.2.3 Refines the topic by considering personal relevance, audience, purpose, goals, limits of the assignment, and available resources.	W2.2-3.5CR Refines the topic by selecting content that is personally interesting and meaningful; is relevant, interesting, and meaningful to audience; is aligned with purposes and goals; and can be explored within the requirements of the writing task and available resources.
W2.2.4 Uses conventional organizational structures and expectations of the chosen genre to select content, represent ideas, make connections, and develop an organizational structure for drafting.	W2.2-4.5CR Uses conventional structures and expectations of the chosen genre to select content, represent ideas, make connections, generate new insights, and develop an organizational structure for drafting.

Objectives W3.1: Student generates text to develop points within the preliminary organizational structure.

Performance Expectation Category
W3.1.1 Drafts text that presents a coherent and smooth progression of ideas, includes supporting details, incorporates source materials as appropriate, and reaches a satisfactory conclusion.	W3.1-1.5CR Drafts a creative or reflective text with a clear controlling idea or working thesis, develops a coherent and smooth progression of ideas and illustrative details (e.g., reflection on important experiences, events, or times in his or her past), and draws an appropriate and substantive conclusion or arrives at a satisfactory closing.
W3.1.2 Incorporates source materials in a variety of ways, demonstrating an understanding of the ethics of writing.	W3.1-2.5CR Uses direct and indirect quotations (e.g., words, phrases, and sentences) correctly, punctuates dialogue correctly, uses dialogue and interior monologue effectively to add depth to and enliven the text, and uses outside source materials (e.g., quotations from books, films, and songs) to develop and extend a text.
W3.1.3 Uses rhetorical appeals and organizational structures to establish a credible voice.	W3.1-3.5CR Uses appropriate rhetorical appeals (e.g., considers background knowledge and interests of the audience, establishes his or her credibility), uses an effective genre or mode (e.g., poem, short story, personal essay), and establishes a credible voice to guide the intended audience.

Objective W3.2: Student makes stylistic choices with language to achieve intended effects.

Performance Expectation Category
W3.2.1 Selects precise vocabulary, compelling verbs, and figurative language to achieve intended effects and appeal to the audience.	W3.2-1.5CR Selects precise vocabulary (e.g., appropriate use of standard or nonstandard words or phrases, compelling verbs, figurative language including illustrative metaphors and similes, rhetorical questions, detailed images and examples) to develop voice and to communicate with and appeal to the intended audience.
W3.2.2 Uses a variety of sentence structures to create specific effects.	W3.2-2.5CR Selects a variety of sentence structures (e.g., parallel structure; simple, coordinate, subordinate, compound, complex, and compound-complex constructions; questions as topic sentences; fragments; appositives); uses rhetorical questions; establishes actors, actions, objects, indirect objects, and pronoun antecedents; selects active or passive constructions for emphasis; and varies sentence length, type, and complexity to create desired effects.
W3.2.3 Uses topic sentences to establish the focus of paragraphs, uses transition words to signal progression of ideas within and between paragraphs, and uses appropriate words and phrases to signal organizational patterns.	W3.2-3.5CR Uses a variety of strategies to establish focus of paragraphs or verses (e.g., clear and engaging topic sentences; questions as topic sentences; varying position of topic sentences; repetition of words, phrases, or dominant images; experimenting with various patterns, meters, and rhyme schemes), uses transition words and phrases to signal progression of ideas within and between paragraphs or verses, builds tension or suspense that is explained or resolved in the conclusion, and uses appropriate words and phrases to signal organizational patterns.
W3.2.4 Chooses language carefully to avoid negative labels, stereotypes, or characterizations that exclude other people.	W3.2-4.5CR Carefully selects language that provides balanced and thoughtful representations of others, and that avoids offensive language, stereotypes, or exclusions, even in its nuances.

Standard 4: Evaluating and Revising Text

W4.1 Student evaluates drafted text for development, organization, and focus.

Performance Expectation Category

W4.1 Evaluates the draft for clarity of focus, progression of ideas, development, organiza-tion, and appropriateness of conclusion in order to identify areas requiring further inven-tion and research.

W4.1-1.5CR Uses a variety of strategies (e.g., reading the draft aloud; seeking feedback from a reviewer; using a rubric, outline, or organizational map to track and check the development of the draft; reading the draft from the perspective of the intended audience) to evaluate whether the writing is creative and reflective; whether the progression of ideas is focused, smooth, and coherent; whether ideas are adequately developed (i.e., sufficient use of details, examples, images, and descriptions); whether organizational patterns are clear and sufficiently developed; and whether the conclusion is appropriate, in order to guide ongoing drafting.

W4.2 Student evaluates drafted text to determine the effectiveness of stylistic choices.

Performance Expectation Category

W4.2-1.5CR Uses a variety of strategies (e.g., reading the draft aloud; seeking feedback from a reviewer; using a rubric, outline, or organizational map to track and check the development of the draft; reading the draft from the perspective of the intended audience) to evaluate whether the writing is clear and reflective; whether vocabulary is precise, verbs are compelling, and figurative language is varied and effective; whether language is inoffensive and inclusive; whether voice is distinctive and tone and mood are appropriate; whether actors, actions, objects, and indirect objects are clearly established; whether sentence structures are varied and use of active and passive voice is appropriate; and whether the focus of paragraphs is clear, transitions among ideas within and between paragraphs are well marked, and organizational patterns are clear and well signaled, in order to achieve his or her purposes for writing to the intended audience.

Standard 5: Editing to Present Technically Sound Texts

Students understand and employ rules of grammar, usage, and mechanics (e.g., spelling, capitalization, punctuation) in increasingly sophisticated ways and in relation to the demands of various audiences, purposes, and genres. Students apply citation rules from specified manuals to correctly cite sources. Students prepare final drafts for presentation or publication.

Not every text needs to be edited for mechanics and usage. For some genres of writing and in certain contexts, writers decide to use language in idiosyncratic ways to achieve specific effects. For example, to achieve a particular style, a writer may choose to use a series of fragments for emphasis, non-standard usage or dialect for authenticity of voice, or variations in spelling, capitalization, and punctuation to make a point. As writers develop skill, they come to understand that all aspects of writing reflect deliberate choices made by an author.

W5.1 Student edits for conventions of standard written English and usage.

Performance Expectation Category

W5.1 Edits for conventions of standard written English and usage.

W5.1-1.5 Corrects errors in grammatical conventions (e.g., complete sentences; parallel constructions; subordination and coordination; compound and complex structures; subject-verb agreement; appropriate verb tense; pronoun-antecedent relationship; noun and pronoun agreement; use of modifying phrases including prepositional phrases, participles, gerunds, and infinitives; use of adjectives and adverbs) appropriate for the genre.

W5.2 Student employs proofreading strategies and consults resources to correct errors in spelling, capitalization, and punctuation.

Performance Expectation Category
W5.2 Student employs proofreading strategies and consults resources to correct errors in spelling, capitalization, and punctuation.	W5.2-1.5 Employs proofreading strategies and consults resources (e.g., handbooks and style manuals, spell-checks, personal spelling lists, dictionaries, thesauruses, style sheets) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations.

W5.3 Student edits for accuracy of citation and proper use of publishing guidelines.

Performance Expectation Category
W5.3 Uses a specified format for in-text citation of source materials and for bibliographies and lists of works cited, checking against original source for accuracy.	W5.3-1.5 Uses appropriate publication manuals (e.g., MLA Handbook for Writers of Research Papers, The Chicago Manual of Style, The Publication Manual of the American Psychological Association, The Associated Press Stylebook) to guide the incorporation and citation of source materials and to prepare bibliographies and lists of works cited, checking against original source for accuracy.

Objective W5.4: Student prepares text for presentation/publication.

Performance Expectation Category
W5.4 Student prepares a clean final draft, formatted and illustrated appropriately for the genre.	W5.4-1.5 Prepares clean final draft, demonstrating care in layout, format, and illustration (e.g., graphs, charts, tables, maps, photographs), appropriate for the genre.