Analysis Standards, Grades 6-8

Common Core

(Adopted 2010)

Grade 6 | Common Core | Writing Standards

Text Types and Purposes

CCSS.ELA-LITERACY.W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- CCSS.ELA-LITERACY.W.6.2.A: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- CCSS.ELA-LITERACY.W.6.2.B: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- CCSS.ELA-LITERACY.W.6.2.C: Use appropriate transitions to clarify the relationships among ideas and concepts.
- CCSS.ELA-LITERACY.W.6.2.D: Use precise language and domain-specific vocabulary to inform about or explain the topic.
- CCSS.ELA-LITERACY.W.6.2.E: Establish and maintain a formal style.
- CCSS.ELA-LITERACY.W.6.2.F: Provide a concluding statement or section that follows from the information or explanation presented.

Production and Distribution of Writing

CCSS.ELA-LITERACY.W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)

Range of Writing

CCSS.ELA-LITERACY.W.6.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grade 7 | Common Core | Writing Standards

Text Types and Purposes

CCSS.ELA-LITERACY.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- CCSS.ELA-LITERACY.W.7.2.A: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- CCSS.ELA-LITERACY.W.7.2.B: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- CCSS.ELA-LITERACY.W.7.2.C: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- CCSS.ELA-LITERACY.W.7.2.D: Use precise language and domain-specific vocabulary to inform about or explain the topic.
- CCSS.ELA-LITERACY.W.7.2.E: Establish and maintain a formal style.
- CCSS.ELA-LITERACY.W.7.2.F: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

CCSS.ELA-LITERACY.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)

Range of Writing

CCSS.ELA-LITERACY.W.7.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grade 8 | Common Core | Writing Standards

Text Types and Purposes

CCSS.ELA-LITERACY.W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- CCSS.ELA-LITERACY.W.8.2.A: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- CCSS.ELA-LITERACY.W.8.2.B: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- CCSS.ELA-LITERACY.W.8.2.C: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
- CCSS.ELA-LITERACY.W.8.2.D: Use precise language and domain-specific vocabulary to inform about or explain the topic.
- CCSS.ELA-LITERACY.W.8.2.E: Establish and maintain a formal style.
- CCSS.ELA-LITERACY.W.8.2.F: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

CCSS.ELA-LITERACY.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 here.)

Range of Writing

CCSS.ELA-LITERACY.W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Alaska

(Adopted 2012)

Grade 6 | Alaska | Writing Standards

Text Types and Purposes

W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- W.6.2.a: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- W.6.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- W.6.2.c: Use appropriate transitions to clarify the relationships among ideas and concepts.
- W.6.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
- W.6.2.e: Establish and maintain a formal style.
- W.6.2.f: Provide a concluding statement or section that follows from the information or explanation presented.

Production and Distribution of Writing

W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)

Range of Writing

W.6.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grade 7 | Alaska | Writing Standards

Text Types and Purposes

W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- W.7.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- W.7.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- W.7.2.c: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- W.7.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
- W.7.2.e: Establish and maintain a formal style.
- W.7.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.)

Range of Writing

W.7.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grade 8 | Alaska | Writing Standards

Text Types and Purposes

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- W.8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- W.8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- W.8.2.c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
- W.8.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
- W.8.2.e: Establish and maintain a formal style.
- W.8.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

Range of Writing

W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Arizona

(Adopted 2016)

Grade 6 | Arizona | Writing Standards

Text Types and Purposes

6.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- 6.W.2.a: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- 6.W.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- 6.W.2.c: Use appropriate transitions to clarify the relationships among ideas and concepts.
- 6.W.2.d: Use precise language and domain‐specific vocabulary to inform about or explain the topic.
- 6.W.2.e:Establish and maintain a formal style.
- 6.W.2.f: Provide a concluding statement or section that follows from the information or explanation presented.

Production and Distribution of Writing

6.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6.W.6: Use technology, including the internet, to type and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to complete a writing task in a single sitting.

Research to Build and Present Knowledge

6.W.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
6.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- 6.W.9.a: Apply grade 6 Reading standards to literature.
- 6.W.9.b: Apply grade 6 Reading standards to informational text and nonfiction.

Grade 7 | Arizona | Writing Standards

Text Types and Purposes

7.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- 7.W.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- 7.W.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- 7.W.2.c: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- 7.W.2.d: Use precise language and domain‐specific vocabulary to inform about or explain the topic.
- 7.W.2.e: Establish and maintain a formal style.
- 7.W.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

7.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
7.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
7.W.6: Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.

Research to Build and Present Knowledge

7.W.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
7.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- 7.W.9.a: Apply grade 7 Reading standards to literature.
- 7.W.9.b: Apply grade 7 Reading standards to informational text and nonfiction.

Grade 8 | Arizona | Writing Standards

Text Types and Purposes

8.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- 8.W.2.a:Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- 8.W.2.b: Develop the topic with well-chosen, relevant facts, definitions, concrete details, quotations, or other information and examples.
- 8.W.2.c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
- 8.W.2.d: Use precise language and domain‐specific vocabulary to inform about or explain the topic.
- 8.W.2.e: Establish and maintain a formal style.
- 8.W.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

8.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
8.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
8.W.6: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge

8.W.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
8.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- 8.W.9.a: Apply grade 8 Reading standards to literature.
- 8.W.9.b: Apply grade 8 Reading standards to informational text and nonfiction.

Florida

(Adopted 2021)

Grade 6 | Florida | Writing Standards

C.1.3 Argumentative Writing

ELA.6.C.1.3: Write and support a claim using logical reasoning, relevant evidence from multiple sources, elaboration, and a logical organizational structure with varied transitions.

C.1.5 Improving Writing

ELA.6.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.

C.4.1 Researching and Using Information

ELA.6.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources and refocusing the inquiry when appropriate.

V.1.1 Academic Vocabulary

ELA.6.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

K-12 ELA Expectations

ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.

Grade 7 | Florida | Writing Standards

C.1.3 Argumentative Writing

ELA.7.C.1.3: Write and support a claim using logical reasoning, relevant evidence from multiple sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim.

C.1.5 Improving Writing

ELA.7.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.

C.4.1 Researching and Using Information

ELA.7.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources and generating additional questions for further research.

V.1.1 Academic Vocabulary

ELA.7.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

K-12 ELA Expectations

ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.

Grade 8 | Florida | Writing Standards

C.1.3 Argumentative Writing

ELA.8.C.1.3: Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical reasoning, credible evidence from multiple sources, elaboration, and using a logical organizational structure.

C.1.5 Improving Writing

ELA.8.C.1.5: Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity and cohesiveness.

C.4.1 Researching and Using Information

ELA.8.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources and generating additional questions for further research.

V.1.1 Academic Vocabulary

ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

K-12 ELA Expectations

ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.

Indiana

(Adopted 2014)

Grade 6 | Indiana | Writing Standards

Writing Genres: Argumentative, Informative, and Narrative

6.W.3.2: Write informative compositions in a variety of forms that –
- 6.W.3.2.a: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition and classification.
- 6.W.3.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples from various sources and texts.
- 6.W.3.2.c: Use appropriate transitions to clarify the relationships among ideas and concepts.
- 6.W.3.2.d: Include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- 6.W.3.2.e: Establish and maintain a style appropriate to purpose and audience.
- 6.W.3.2.f: Provide a concluding statement or section that follows from the information or explanation presented.

The Writing Process

6.W.4: Apply the writing process to –
- Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.

Grade 7 | Indiana | Writing Standards

Writing Genres: Argumentative, Informative, and Narrative

7.W.3.2: Write informative compositions in a variety of forms that –
- Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition and classification; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples from various sources and texts.
- Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- Choose language and content-specific vocabulary that express ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
- Establish and maintain a style appropriate to purpose and audience.
- Provide a concluding statement or section that follows from and supports the information or explanation presented.

The Writing Process

7.W.4: Apply the writing process to –
- Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.

Grade 8 | Indiana | Writing Standards

Writing Genres: Argumentative, Informative, and Narrative

8.W.3.2: Write informative compositions in a variety of forms that –
- Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from various sources and texts.
- Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
- Choose language and content-specific vocabulary that express ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
- Establish and maintain a style appropriate to the purpose and audience.
- Provide a concluding statement or section that follows from and supports the information or explanation presented.

The Writing Process

8.W.4: Apply the writing process to –
- Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.

Iowa

(Adopted 2012)

Grade 6 | Iowa | Writing Standards

Text Types and Purposes

W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- W.6.2.a: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- W.6.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- W.6.2.c: Use appropriate transitions to clarify the relationships among ideas and concepts.
- W.6.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
- W.6.2.e: Establish and maintain a formal style.
- W.6.2.f: Provide a concluding statement or section that follows from the information or explanation presented.

Production and Distribution of Writing

W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above)
W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6)

Research to Build and Present Knowledge

W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.6.10: Write routinely over extended time frames(time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grade 7 | Iowa | Writing Standards

Text Types and Purposes

W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through selection, organization, and analysis of relevant content.
- W.7.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- W.7.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- W.7.2.c: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- W.7.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
- W.7.2.e: Establish and maintains a formal style.
- W.7.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above)
W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7)

Research to Build and Present Knowledge

W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.7.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grade 8 | Iowa | Writing Standards

Text Types and Purposes

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- W.8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g.,headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- W.8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- W.8.2.c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
- W.8.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
- W.8.2.e: Establish and maintain a formal style.
- W.8.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above)
W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8)

Research to Build and Present Knowledge

W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Nebraska

(Adopted 2014)

Grade 6 | Nebraska | Writing Standards

LA 6.2 Writing: Students will learn and apply writing skills and strategies to communicate.

LA 6.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.
- LA 6.2.1.a: Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, and answer questions.
- LA 6.2.1.b: Generate a draft that develops a clear topic suited to the purpose and intended audience and organizational pattern, including a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.
- LA 6.2.1.d: Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.
- LA 6.2.1.e: Revise to improve and clarify writing through self-monitoring strategies and feedback from others.
- LA 6.2.1.g: Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.
- LA 6.2.1.h: Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).
- LA 6.2.1.i: Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.
LA 6.2.2 Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.
- LA 6.2.2.a: Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.
- LA 6.2.2.b: Provide evidence from literary or informational text to support analysis, reflection, and research.
- LA 6.2.2.d: Use precise word choice and domain-specific vocabulary to write in a variety of modes.

Grade 7 | Nebraska | Writing Standards

LA 7.2 Writing: Students will learn and apply writing skills and strategies to communicate

LA 7.2.1.a: Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, and answer questions.
LA 7.2.1.b: Generate a draft that conveys complex ideas through analysis and use of organizational patterns that are suited to the purpose and intended audience, and includes a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.
LA 7.2.1.d: Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.
LA 7.2.1.e: Revise to improve and clarify writing through self-monitoring strategies and feedback from others.
LA 7.2.1.g: Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.
LA 7.2.1.h: Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).
LA 7.2.1.i: Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.

Grade 8 | Nebraska | Writing Standards

LA 8.2 Writing: Students will learn and apply writing skills and strategies to communicate.

LA 8.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.
- LA 8.2.1.a: Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, answer questions, and synthesize information.
- LA 8.2.1.b: Generate a draft that conveys complex ideas through analysis and use of organizational patterns that are suited to the purpose and intended audience and includes a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.
- LA 8.2.1.c: Gather and use relevant information and evidence from multiple authoritative print and/or digital sources including primary and secondary sources to support claims or theses.
- LA 8.2.1.d: Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.
- LA 8.2.1.e: Revise to improve and clarify writing through self-monitoring strategies and feedback from others.
- LA 8.2.1.f: Provide oral, written, and/or digital descriptive feedback to other writers.
- LA 8.2.1.g: Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.
- LA 8.2.1.h: Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).
- LA 8.2.1.i: Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.
- LA 8.2.1.j: Publish a legible document using a variety of media, and apply formatting techniques to enhance the readability and impact of the document (e.g., fonts, spacing, design, images, citations).
LA 8.2.2 Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.
- LA 8.2.2.a: Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.
- LA 8.2.2.b: Provide evidence from literary or informational text to support analysis, reflection, and research.
- LA 8.2.2.c: Conduct and publish both short and sustained research projects to answer questions or solve problems using multiple primary and/or secondary sources to support theses.
- LA 8.2.2.d: Use precise word choice and domain-specific vocabulary to write in a variety of modes.
- LA 8.2.2.e: Analyze various mentor texts and/or exemplars in order to create a similar piece.

New Jersey

(Adopted 2016)

Grade 6 | New Jersey | Writing Standards

Text Types and Purposes

W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- W.6.2.a: Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia) when useful to aiding comprehension.
- W.6.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- W.6.2.c: Use appropriate transitions to clarify the relationships among ideas and concepts.
- W.6.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
- W.6.2.e: Establish and maintain a formal/academic style, approach, and form.
- W.6.2.f: Provide a concluding statement or section that follows from the information or explanation presented.

Production and Distribution of Writing

W.6.4: Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.
W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Research to Build and Present Knowledge

W.6.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W.6.9.a: Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
- W.6.9.b: Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”)

Grade 7 | New Jersey | Writing Standards

Text Types and Purposes

W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- W.7.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia).
- W.7.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- W.7.2.c: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- W.7.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
- W.7.2.e: Establish and maintain a formal style academic style, approach, and form.
- W.7.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

W.7.4: Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.
W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.7.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Research to Build and Present Knowledge

W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W.7.9.a:Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
- W.7.9.b:Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Grade 8 | New Jersey | Writing Standards

Text Types and Purposes

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- W.8.2.a: Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia).
- W.8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- W.8.2.c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
- W.8.2.e: Use precise language and domain-specific vocabulary to inform about or explain the topic.
- W.8.2.f: Establish and maintain a formal style/academic style, approach, and form.
- W.8.2.g: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

W.8.4: Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.
W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge

W.8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W.8.9.a: Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
- W.8.9.b: Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

Oklahoma

(Amended 2016)

Grade 6 | Oklahoma | Writing Standards

Standard 2. Writing Strand: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

6.2.W.1: Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
6.2.W.2: Students will plan (e.g., outline) and prewrite a first draft as necessary.
6.2.W.3: Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.
6.2.W.4: Students will edit and revise multiple drafts for intended purpose (e.g., staying on topic), organization, coherence, using a consistent point of view.
6.2.W.5: Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

Standard 3. Writing Strand: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

6.3.W.2: Students will compose essays and reports about topics, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure.

Standard 4. Writing Strand: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

6.4.W.1: Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.
6.4.W.2: Students will select appropriate language to create a specific effect according to purpose in writing.

Standard 5. Writing Strand: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

6.5.W.1: Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.
6.5.W.2: Students will compose simple, compound, and complex sentences and questions to signal differing relationships among ideas.
6.5.W.3: Students will use intensive and reflexive pronouns.
6.5.W.4: Students will recognize and correct inappropriate shifts in pronoun number and person.
6.5.W.5: Students will recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

Grade 7 | Oklahoma | Writing Standards

Standard 2. Writing Strand: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

7.2.W.1: Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
7.2.W.2: Students will plan (e.g., outline) and prewrite a first draft as necessary.
7.2.W.3: Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.
7.2.W.4: Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, using a consistent point of view.
7.2.W.5: Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

7.3.W.2: Students will compose essays and reports about topics, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure and a formal style.

Standard 4. Writing Strand: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

7.4.W.1: Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.
7.4.W.2: Students will select appropriate language to create a specific effect according to purpose in writing.

Standard 5. Writing Strand: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

7.5.W.1: Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.
7.5.W.2: Students will compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.
7.5.W.3: Students will use prepositional phrases and clauses (e.g., dependent and independent) in writing.

Grade 8 | Oklahoma | Writing Standards

Standard 2. Writing Strand:Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

8.2.W.1: Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
8.2.W.2: Students will plan (e.g., outline) and prewrite a first draft as necessary.
8.2.W.3: Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.
8.2.W.4: Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, sentence variety, and use of consistent point of view.
8.2.W.5: Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

8.3.W.2: Students will compose essays and reports about topics, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure and a formal style.

Standard 4. Writing Strand: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

8.4.W.1: Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.
8.4.W.2: Students will select appropriate language to create a specific effect according to purpose in writing.

Standard 5. Writing Strand: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

8.5.W.1: Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.
8.5.W.2: Students will compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.
8.5.W.3: Students will use verbals (e.g., gerunds, participles, infinitives) in writing.
8.5.W.4: Students will form and use verbs in the active and passive voice.
8.5.W.5: Students will form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

Pennsylvania

(Amended 2014)

Grade 6 | Pennsylvania | Writing Standards

1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CC.1.4.6.A: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
CC.1.4.6.B: Identify and introduce the topic for the intended audience.
CC.1.4.6.C: Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.
CC.1.4.6.D: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
CC.1.4.6.E: Write with an awareness of the stylistic aspects of composition.
- Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Use sentences of varying lengths and complexities.
- Develop and maintain a consistent voice.
- Establish and maintain a formal style.
CC.1.4.6.F: Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.6.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.6.T: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CC.1.4.6.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grade 7 | Pennsylvania | Writing Standards

1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CC.1.4.7.A: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
CC.1.4.7.B: Identify and introduce the topic clearly, including a preview of what is to follow.
CC.1.4.7.C: Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.
CC.1.4.7.D: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
CC.1.4.7.E: Write with an awareness of the stylistic aspects of composition.
- Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Use sentences of varying lengths and complexities.
- Develop and maintain a consistent voice.
- Establish and maintain a formal style.
CC.1.4.7.F: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.7.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.7.T: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CC.1.4.7.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grade 8 | Pennsylvania | Writing Standards

1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CC.1.4.8.A: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
CC.1.4.8.B: Identify and introduce the topic clearly, including a preview of what is to follow.
CC.1.4.8.C: Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.
CC.1.4.8.D: Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
CC.1.4.8.E: Write with an awareness of the stylistic aspects of composition.
- Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Use sentences of varying lengths and complexities.
- Create tone and voice through precise language.
- Establish and maintain a formal style.
CC.1.4.8.F: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.8.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.8.T: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CC.1.4.8.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

South Carolina

(Adopted 2015)

Grade 6 | South Carolina | Writing Standards

Fundamentals of Writing

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
Interact and collaborate with peers and adults to develop and strengthen writing.
Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2.1: Write informative/explanatory texts that:
- 2.1.a: introduce a focused topic;
- 2.1.b: use relevant information from multiple print and multimedia sources;
- 2.1.c: use definition, classification, comparison/contrast, and cause/effect structures to organize ideas, concepts, and information;
- 2.1.d: use credible sources;
- 2.1.f: develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples;
- 2.1.g: develop and strengthen writing as needed by planning, revising, editing, rewriting;
- 2.1.h: paraphrase, quote, and summarize to avoid plagiarism;
- 2.1.j: use appropriate transitions to clarify the relationships among ideas and concepts;
- 2.1.k: use precise language and domain-specific vocabulary to inform or explain the topic;
- 2.1.l: establish and maintain a style and tone authentic to the purpose;
- 2.1.m: provide a concluding statement or section that follows the information or explanation presented.

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

6.1: Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

Grade 7 | South Carolina | Writing Standards

Fundamentals of Writing

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
Interact and collaborate with peers and adults to develop and strengthen writing.
Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2.1: Write informative/explanatory texts that:
- 2.1.a: introduce a topic clearly, previewing what is to follow;
- 2.1.b: use relevant information from multiple print and multimedia sources;
- 2.1.c: use definition, classification, comparison/contrast, and cause/effect structures to organize ideas, concepts, and information;
- 2.1.d: use credible sources;
- 2.1.f: develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples;
- 2.1.g: develop and strengthen writing as needed by planning, revising, editing, rewriting;
- 2.1.h: paraphrase, quote, and summarize to avoid plagiarism;
- 2.1.j: use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts;
- 2.1.k: use precise language and domain-specific vocabulary to inform or explain the topic;
- 2.1.l: establish and maintain a style and tone authentic to the purpose;
- 2.1.m: provide a concluding statement or section that follows and supports the information or explanation presented.

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

6.1: Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

Grade 8 | South Carolina | Writing Standards

Fundamentals of Writing

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
Interact and collaborate with peers and adults to develop and strengthen writing.
Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2.1: Write informative/explanatory texts that:
- 2.1.a: introduce a topic;
- 2.1.b: use relevant information from multiple print and multimedia sources;
- 2.1.c: organize ideas, concepts, and information into broader categories;
- 2.1.d: assess the credibility of each source;
- 2.1.f: develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples;
- 2.1.g: develop and strengthen writing as needed by planning, revising, editing, rewriting;
- 2.1.h: paraphrase, quote, and summarize to avoid plagiarism;
- 2.1.j: use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts;
- 2.1.k: use precise language and domain-specific vocabulary to explain the topic;
- 2.1.l: establish and maintain a style and tone authentic to the purpose;
- 2.1.m: provide a concluding statement or section that follows and supports the information or explanation presented.

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

6.1: Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

Tennessee

(Adopted 2017)

Grade 6 | Tennessee | Writing Standards

Text Types and Protocols - Standard 2

6.W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- 6.W.TTP.2.a: Introduce a topic clearly, using the introduction to prepare the reader for what is to follow.
- 6.W.TTP.2.b: Organize ideas, concepts, and information using effective strategies to create cohesion and aid in comprehension.
- 6.W.TTP.2.c: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- 6.W.TTP.2.c: Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material.
- 6.W.TTP.2.d: Craft an effective and relevant conclusion.
- 6.W.TTP.2.e: Include formatting, graphics, and multimedia when appropriate.
- 6.W.TTP.2.f: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- 6.W.TTP.2.g: Use precise language and domain-specific vocabulary.
- 6.W.TTP.2.h: Use varied sentence structure to enhance meaning and reader interest.
- 6.W.TTP.2.i: Establish and maintain a formal style.

Production and Distribution of Writing – Standard 4

6.W.PDW.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Production and Distribution of Writing – Standard 5

6.W.PDW.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Production and Distribution of Writing – Standard 6

6.W.PDW.6: Use technology, including the Internet, to produce and publish writing and to collaborate with others; type a complete product in a single sitting as defined in W.1-3.

Research to Build and Present Knowledge – Standard 7

6.W.RBPK.7: Conduct research to answer a question, drawing on multiple sources and refocusing the inquiry when appropriate.

Research to Build and Present Knowledge – Standard 8

6.W.RBPK.8: Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Research to Build and Present Knowledge – Standard 9

6.W.RBPK.9: Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 6 standards for reading.

Grade 7 | Tennessee | Writing Standards

Text Types and Protocols - Standard 2

7.W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- 7.W.TTP.2.a: Introduce a topic clearly, using the introduction to prepare the reader for what is to follow.
- 7.W.TTP.2.b: Organize ideas, concepts, and information using effective strategies to create cohesion and aid in comprehension.
- 7.W.TTP.2.c: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- 7.W.TTP.2.d: Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material.
- 7.W.TTP.2.e: Craft an effective and relevant conclusion.
- 7.W.TTP.2.f: Include formatting, graphics, and multimedia when appropriate.
- 7.W.TTP.2.g: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- 7.W.TTP.2.h: Use precise language and domain-specific vocabulary.
- 7.W.TTP.2.i: Use varied sentence structure to enhance meaning and reader interest.
- 7.W.TTP.2.j: Establish and maintain a formal style.

Production and Distribution of Writing – Standard 4

7.W.PDW.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Production and Distribution of Writing – Standard 5

7.W.PDW.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Production and Distribution of Writing – Standard 6

7.W.PDW.6: Use technology, including the Internet, to produce and publish writing and to collaborate with others; link to and cite sources; type a complete product in a single sitting as defined in W.1-3.

Research to Build and Present Knowledge – Standard 7

7.W.RBPK.7: Conduct research to answer a question, drawing on multiple sources and generating additional related, focused questions for further research and investigation.

Research to Build and Present Knowledge – Standard 8

7.W.RBPK.8: Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Research to Build and Present Knowledge – Standard 9

7.W.RBPK.9: Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 7 standards for reading; assess whether the evidence is relevant and sufficient to support the claims.

Grade 8 | Tennessee | Writing Standards

Text Types and Protocols - Standard 2

8.W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- 8.W.TTP.2.a: Introduce a topic clearly, using the introduction to prepare the reader for what is to follow.
- 8.W.TTP.2.b: Synthesize and organize ideas, concepts, and information into broader categories using effective strategies to create cohesion and aid in comprehension.
- 8.W.TTP.2.c: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- 8.W.TTP.2.d: Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material.
- 8.W.TTP.2.e: Craft an effective and relevant conclusion.
- 8.W.TTP.2.f: Include formatting, graphics, and multimedia when appropriate.
- 8.W.TTP.2.g: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
- 8.W.TTP.2.h: Use precise language and domain-specific vocabulary.
- 8.W.TTP.2.i: Use varied sentence structure to enhance meaning and reader interest.
- 8.W.TTP.2.j: Establish and maintain a formal style.

Production and Distribution of Writing – Standard 4

8.W.PDW.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Production and Distribution of Writing – Standard 5

8.W.PDW.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Production and Distribution of Writing – Standard 6

8.W.PDW.6: Use technology, including the Internet, to produce and publish writing and to collaborate with others; present the relationships between information and ideas efficiently; type a complete product in a single sitting as defined in W.1-3.

Research to Build and Present Knowledge – Standard 7

8.W.RBPK.7: Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Research to Build and Present Knowledge – Standard 8

8.W.RBPK.8: Use search terms effectively; integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Research to Build and Present Knowledge – Standard 9

8.W.RBPK.9: Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for reading; assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced.

Texas

(Adopted 2017)

Texas

TEKS 110 B, English Language Arts and Reading, Grades 6-8

ANALYSIS STANDARDS

TEKS 110.22, Grade 6

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(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
- (I) reflect on and adjust responses as new evidence is presented.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
- (A) infer multiple themes within and across texts using text evidence;
- (B) analyze how the characters' internal and external responses develop the plot;
- (C) analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback; and
- (D) analyze how the setting, including historical and cultural settings, influences character and plot development.
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths;
- (B) analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;
- (C) analyze how playwrights develop characters through dialogue and staging;
- (D) analyze characteristics and structural elements of informational text, including:
  - (i) the controlling idea or thesis with supporting evidence;
  - (ii) features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and
  - (iii) organizational patterns such as definition, classification, advantage, and disadvantage;
- (E) analyze characteristics and structures of argumentative text by:
  - (i) identifying the claim;
  - (ii) explaining how the author uses various types of evidence to support the argument; and
  - (iii) identifying the intended audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.; and
(9) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) explain the author's purpose and message within a text;
- (B) analyze how the use of text structure contributes to the author's purpose;
- (C) analyze the author's use of print and graphic features to achieve specific purposes;
- (D) describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;
- (E) identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose;
- (F) analyze how the author's use of language contributes to mood and voice; and
- (G) explain the differences between rhetorical devices and logical fallacies.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts and details;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose multi-paragraph argumentative texts using genre characteristics and craft; and
(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (D) identify and gather relevant information from a variety of sources;
- (F) synthesize information from a variety of sources;
- (H) examine sources for:
  - (i) reliability, credibility, and bias; and
  - (ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype;

TEKS 110.23, Grade 7

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(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
- (I) reflect on and adjust responses as new evidence is presented.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
- (A) infer multiple themes within and across texts using text evidence;
- (B) analyze how characters' qualities influence events and resolution of the conflict;
- (C) analyze plot elements, including the use of foreshadowing and suspense, to advance the plot; and
- (D) analyze how the setting influences character and plot development.
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction;
- (B) analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms;
- (C) analyze how playwrights develop characters through dialogue and staging;
- (D) analyze characteristics and structural elements of informational text, including:
  - (i) the controlling idea or thesis with supporting evidence;
  - (ii) features such as references or acknowledgements; and
  - (iii) organizational patterns that support multiple topics, categories, and subcategories;
- (E) analyze characteristics and structures of argumentative text by:
  - (i) identifying the claim;
  - (ii) explaining how the author uses various types of evidence and consideration of alternatives to support the argument; and
  - (iii) identifying the intended audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.; and
(9) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) explain the author's purpose and message within a text;
- (B) analyze how the use of text structure contributes to the author's purpose;
- (C) analyze the author's use of print and graphic features to achieve specific purposes;
- (D) describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;
- (E) identify the use of literary devices, including subjective and objective point of view;
- (F) analyze how the author's use of language contributes to mood, voice, and tone; and
- (G) explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose multi-paragraph argumentative texts using genre characteristics and craft
(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (D) identify and gather relevant information from a variety of sources;
- (E) differentiate between primary and secondary sources;
- (F) synthesize information from a variety of sources;
- (G) differentiate between paraphrasing and plagiarism when using source materials;
- (H) examine sources for:
  - (i) reliability, credibility, and bias; and
  - (ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype;
  - (I) display academic citations and use source materials ethically; and
- (J) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

TEKS 110.24, Grade 8

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(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
- (I) reflect on and adjust responses as new evidence is presented; and
- (J) defend or challenge the authors' claims using relevant text evidence.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
- (A) analyze how themes are developed through the interaction of characters and events;
- (B) analyze how characters' motivations and behaviors influence events and resolution of the conflict;
- (C) analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and
- (D) explain how the setting influences the values and beliefs of characters.
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, fantasy, science fiction, and short stories;
- (B) analyze the effect of graphical elements such as punctuation and line length in poems across a variety of poetic forms such as epic, lyric, and humorous poetry;
- (C) analyze how playwrights develop dramatic action through the use of acts and scenes;
- (D) analyze characteristics and structural elements of informational text, including:
  - (i) the controlling idea or thesis with supporting evidence;
  - (ii) features such as footnotes, endnotes, and citations; and
  - (iii) multiple organizational patterns within a text to develop the thesis;
- (E) analyze characteristics and structures of argumentative text by:
  - (i) identifying the claim and analyzing the argument;
  - (ii) identifying and explaining the counter argument; and
  - (iii) identifying the intended audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.
(9) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) explain the author's purpose and message within a text;
- (B) analyze how the use of text structure contributes to the author's purpose;
- (C) analyze the author's use of print and graphic features to achieve specific purposes;
- (D) describe how the author's use of figurative language such as extended metaphor achieves specific purposes;
- (E) identify and analyze the use of literary devices, including multiple points of view and irony;
- (F) analyze how the author's use of language contributes to the mood, voice, and tone; and
- (G) explain the purpose of rhetorical devices such as analogy and juxtaposition and of logical fallacies such as bandwagon appeals and circular reasoning.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose multi-paragraph argumentative texts using genre characteristics and craft;
(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (D) identify and gather relevant information from a variety of sources;
- (F) synthesize information from a variety of sources;
- (H) examine sources for:
  - (i) reliability, credibility, and bias, including omission; and
  - (ii) faulty reasoning such as bandwagon appeals, repetition, and loaded language;

ARGUMENTATIVE STANDARDS

TEKS 110.22, Grade 6

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(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
- (I) reflect on and adjust responses as new evidence is presented.
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (E) analyze characteristics and structures of argumentative text by:
  - (i) identifying the claim;
  - (ii) explaining how the author uses various types of evidence to support the argument; and
  - (iii) identifying the intended audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts and details;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose multi-paragraph argumentative texts using genre characteristics and craft; and
- (D) compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (D) identify and gather relevant information from a variety of sources;
- (F) synthesize information from a variety of sources;

TEKS 110.23, Grade 7

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(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
- (I) reflect on and adjust responses as new evidence is presented.
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (E) analyze characteristics and structures of argumentative text by:
  - (i) identifying the claim;
  - (ii) explaining how the author uses various types of evidence and consideration of alternatives to support the argument; and
  - (iii) identifying the intended audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose multi-paragraph argumentative texts using genre characteristics and craft; and
- (D) compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (D) identify and gather relevant information from a variety of sources;
- (F) synthesize information from a variety of sources;
- (I) display academic citations and use source materials ethically; and

TEKS 110.24, Grade 8

▲Top

Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
- (I) reflect on and adjust responses as new evidence is presented; and
- (J) defend or challenge the authors' claims using relevant text evidence.
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (E) analyze characteristics and structures of argumentative text by:
  - (i) identifying the claim and analyzing the argument;
  - (ii) identifying and explaining the counter argument; and
  - (iii) identifying the intended audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose multi-paragraph argumentative texts using genre characteristics and craft;
- (D) compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (D) identify and gather relevant information from a variety of sources;
- (F) synthesize information from a variety of sources;
- (H) examine sources for:
  - (i) reliability, credibility, and bias, including omission; and
  - (ii) faulty reasoning such as bandwagon appeals, repetition, and loaded language;

HISTORICAL ANALYSIS STANDARDS

TEKS 110.22, Grade 6

▲Top

(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
- (I) reflect on and adjust responses as new evidence is presented.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
- (A) infer multiple themes within and across texts using text evidence;
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) analyze characteristics and structural elements of informational text, including:
  - (i) the controlling idea or thesis with supporting evidence;
  - (ii) features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and
  - (iii) organizational patterns such as definition, classification, advantage, and disadvantage;
- (E) analyze characteristics and structures of argumentative text by:
  - (i) identifying the claim;
  - (ii) explaining how the author uses various types of evidence to support the argument; and
  - (iii) identifying the intended audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.
(9) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) explain the author's purpose and message within a text;
- (B) analyze how the use of text structure contributes to the author's purpose;
- (C) analyze the author's use of print and graphic features to achieve specific purposes;
- (D) describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;
- (E) identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose;
- (F) analyze how the author's use of language contributes to mood and voice; and
- (G) explain the differences between rhetorical devices and logical fallacies.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts and details;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose multi-paragraph argumentative texts using genre characteristics and craft;
(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (D) identify and gather relevant information from a variety of sources;
- (F) synthesize information from a variety of sources;
- (H) examine sources for:
  - (i) reliability, credibility, and bias; and
  - (ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype;

TEKS 110.23, Grade 7

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(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
- (I) reflect on and adjust responses as new evidence is presented.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
- (A) infer multiple themes within and across texts using text evidence;
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) analyze characteristics and structural elements of informational text, including:
  - (i) the controlling idea or thesis with supporting evidence;
  - (ii) features such as references or acknowledgements; and
  - (iii) organizational patterns that support multiple topics, categories, and subcategories;
- (E) analyze characteristics and structures of argumentative text by:
  - (i) identifying the claim;
  - (ii) explaining how the author uses various types of evidence and consideration of alternatives to support the argument; and
  - (iii) identifying the intended audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.; and
(9) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) explain the author's purpose and message within a text;
- (B) analyze how the use of text structure contributes to the author's purpose;
- (C) analyze the author's use of print and graphic features to achieve specific purposes;
- (D) describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;
- (E) identify the use of literary devices, including subjective and objective point of view;
- (F) analyze how the author's use of language contributes to mood, voice, and tone; and
- (G) explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose multi-paragraph argumentative texts using genre characteristics and craft; and
(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (D) identify and gather relevant information from a variety of sources;
- (F) synthesize information from a variety of sources;
- (H) examine sources for:
  - (i) reliability, credibility, and bias; and
  - (ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype;

TEKS 110.24, Grade 8

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(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
- (I) reflect on and adjust responses as new evidence is presented; and
- (J) defend or challenge the authors' claims using relevant text evidence.
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) analyze characteristics and structural elements of informational text, including:
  - (i) the controlling idea or thesis with supporting evidence;
  - (ii) features such as footnotes, endnotes, and citations; and
  - (iii) multiple organizational patterns within a text to develop the thesis;
- (E) analyze characteristics and structures of argumentative text by:
  - (i) identifying the claim and analyzing the argument;
  - (ii) identifying and explaining the counter argument; and
  - (iii) identifying the intended audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.
(9) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) explain the author's purpose and message within a text;
- (B) analyze how the use of text structure contributes to the author's purpose;
- (C) analyze the author's use of print and graphic features to achieve specific purposes;
- (D) describe how the author's use of figurative language such as extended metaphor achieves specific purposes;
- (E) identify and analyze the use of literary devices, including multiple points of view and irony;
- (F) analyze how the author's use of language contributes to the mood, voice, and tone; and
- (G) explain the purpose of rhetorical devices such as analogy and juxtaposition and of logical fallacies such as bandwagon appeals and circular reasoning.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose multi-paragraph argumentative texts using genre characteristics and craft;
(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (D) identify and gather relevant information from a variety of sources;
- (F) synthesize information from a variety of sources;
- (H) examine sources for:
  - (i) reliability, credibility, and bias, including omission; and
  - (ii) faulty reasoning such as bandwagon appeals, repetition, and loaded language;

INFORMATIVE STANDARDS

TEKS 110.22, Grade 6

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(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
- (I) reflect on and adjust responses as new evidence is presented.
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) analyze characteristics and structural elements of informational text, including:
  - (i) the controlling idea or thesis with supporting evidence;
  - (ii) features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and
  - (iii) organizational patterns such as definition, classification, advantage, and disadvantage;
- (F) analyze characteristics of multimodal and digital texts.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts and details;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (D) identify and gather relevant information from a variety of sources;
- (F) synthesize information from a variety of sources;

TEKS 110.23, Grade 7

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(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
- (I) reflect on and adjust responses as new evidence is presented.
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) analyze characteristics and structural elements of informational text, including:
  - (i) the controlling idea or thesis with supporting evidence;
  - (ii) features such as references or acknowledgements; and
  - (iii) organizational patterns that support multiple topics, categories, and subcategories;
- (F) analyze characteristics of multimodal and digital texts.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (D) identify and gather relevant information from a variety of sources;
- (F) synthesize information from a variety of sources;

TEKS 110.24, Grade 8

▲Top

(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
- (I) reflect on and adjust responses as new evidence is presented
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) analyze characteristics and structural elements of informational text, including:
  - (i) the controlling idea or thesis with supporting evidence;
  - (ii) features such as footnotes, endnotes, and citations; and
  - (iii) multiple organizational patterns within a text to develop the thesis
- (F) analyze characteristics of multimodal and digital texts.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (D) identify and gather relevant information from a variety of sources;
- (F) synthesize information from a variety of sources;

NARRATIVE STANDARDS

TEKS 110.22, Grade 6

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(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (A) describe personal connections to a variety of sources, including self-selected texts;
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts and details;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;

TEKS 110.23, Grade 7

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(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (A) describe personal connections to a variety of sources, including self-selected texts;
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft.

TEKS 110.24, Grade 8

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(b) Knowledge and skills.

(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (A) describe personal connections to a variety of sources, including self-selected texts;
- (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- (C) use text evidence to support an appropriate response;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using newly acquired vocabulary as appropriate;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
  - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  - (ii) developing an engaging idea reflecting depth of thought with specific facts and details;
- (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- (D) edit drafts using standard English conventions
- (E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft.

TEKS 110 C, English Language Arts and Reading, English I-IV (Adopted 2017)

ANALYSIS STANDARDS

TEKS 110.36, English I

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support a comprehensive response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants; and
- (J) defend or challenge the authors' claims using relevant text evidence.
(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
- (A) analyze how themes are developed through characterization and plot in a variety of literary texts;
- (B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;
- (C) analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and
- (D) analyze how the setting influences the theme.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (A) read and respond to American, British, and world literature;
- (B) analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms;
- (C) analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;
- (D) analyze characteristics and structural elements of informational texts such as:
  - (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and
  - (ii) multiple organizational patterns within a text to develop the thesis;
- (E) analyze characteristics and structural elements of argumentative texts such as:
  - (i) clear arguable claim, appeals, and convincing conclusion;
  - (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
  - (iii) identifiable audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.
(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) analyze the author's purpose, audience, and message within a text;
- (B) analyze use of text structure to achieve the author's purpose;
- (C) evaluate the author's use of print and graphic features to achieve specific purposes;
- (D) analyze how the author's use of language achieves specific purposes;
- (E) analyze the use of literary devices such as irony and oxymoron to achieve specific purposes;
- (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and
- (G) explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.; and
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using an organizing structure appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose argumentative texts using genre characteristics and craft; and
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;
- (G) examine sources for:
  - (i) credibility and bias, including omission; and
  - (ii) faulty reasoning such as ad hominem, loaded language, and slippery slope.

TEKS 110.37, English II

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an interpretive response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants; and
- (J) defend or challenge the authors' claims using relevant text evidence.
(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
- (A) analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures;
- (B) analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events;
- (C) analyze isolated scenes and their contribution to the success of the plot as a whole; and
- (D) analyze how historical and cultural settings influence characterization, plot, and theme across texts.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (A) read and analyze world literature across literary periods;
- (B) analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;
- (C) analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;
- (D) analyze characteristics and structural elements of informational texts such as:
  - (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and
  - (ii) the relationship between organizational design and thesis;
- (E) analyze characteristics and structural elements of argumentative texts such as:
  - (i) clear arguable claim, appeals, and convincing conclusion;
  - (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
  - (iii) identifiable audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.
(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) analyze the author's purpose, audience, and message within a text;
- (B) analyze use of text structure to achieve the author's purpose;
- (C) evaluate the author's use of print and graphic features to achieve specific purposes;
- (D) analyze how the author's use of language informs and shapes the perception of readers;
- (E) analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;
- (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and
- (G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using an organizing structure appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose argumentative texts using genre characteristics and craft.
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;
- (G) examine sources for:
  - (i) credibility and bias, including omission; and
  - (ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or.

TEKS 110.38, English III

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an analytic response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit and implicit meanings of text;
- (H) respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants; and
- (J) defend or challenge the authors' claims using relevant text evidence.
(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
- (A) analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;
- (B) analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;
- (C) evaluate how different literary elements shape the author's portrayal of the plot; and
- (D) analyze how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (A) read and analyze American literature across literary periods;
- (B) analyze relationships among characteristics of poetry, including stanzas, line breaks, speaker, and sound devices in poems across a variety of poetic forms;
- (C) analyze how the relationships among dramatic elements advance the plot;
- (D) analyze characteristics and structural elements of informational texts such as:
  - (i) clear thesis, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and
  - (ii) the relationship between organizational design and author's purpose;
- (E) analyze characteristics and structural elements of argumentative texts such as:
  - (i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;
  - (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
  - (iii) identifiable audience or reader; and
- (F) analyze the effectiveness of characteristics of multimodal and digital texts.
(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) analyze the author's purpose, audience, and message within a text;
- (B) evaluate use of text structure to achieve the author's purpose;
- (C) evaluate the author's use of print and graphic features to achieve specific purposes;
- (D) evaluate how the author's use of language informs and shapes the perception of readers;
- (E) evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;
- (F) evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text; and
- (G) analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;
- (D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose argumentative texts using genre characteristics and craft;
- (E) compose literary analysis using genre characteristics and craft; and
- (F) compose rhetorical analysis using genre characteristics and craft.
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;
- (G) examine sources for:
  - (i) credibility, bias, and accuracy; and
  - (ii) faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;

TEKS 110.39, English IV

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an evaluative response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit and implicit meanings of text;
- (H) respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants; and
- (J) defend or challenge the authors' claims using relevant text evidence.
(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
- (A) analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;
- (B) analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;
- (C) critique and evaluate how complex plot structures such as subplots contribute to and advance the action; and
- (D) evaluate how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (A) read and analyze British literature across literary periods;
- (B) analyze the effects of sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods and cultures;
- (C) analyze and evaluate how the relationships among the dramatic elements advance the plot;
- (D) critique and evaluate characteristics and structural elements of informational texts such as:
  - (i) clear thesis, effective supporting evidence, pertinent examples, commentary, summary, and conclusion; and
  - (ii) the relationship between organizational design and author's purpose;
- (E) critique and evaluate characteristics and structural elements of argumentative texts such as:
  - (i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;
  - (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
  - (iii) identifiable audience or reader; and
- (F) critique and evaluate the effectiveness of characteristics of multimodal and digital texts.
(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) evaluate the author's purpose, audience, and message within a text;
- (B) evaluate use of text structure to achieve the author's purpose;
- (C) evaluate the author's use of print and graphic features to achieve specific purposes;
- (D) critique and evaluate how the author's use of language informs and shapes the perception of readers;
- (E) evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;
- (F) evaluate how the author's diction and syntax contribute to the effectiveness of a text; and
- (G) analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;
- (D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose argumentative texts using genre characteristics and craft;
- (E) compose literary analysis using genre characteristics and craft; and
- (F) compose rhetorical analysis using genre characteristics and craft.
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;
- (G) examine sources for:
  - (i) credibility, bias, and accuracy; and
  - (ii) faulty reasoning such as straw man, false dilemma, faulty analogies, and non-sequitur;

ARGUMENTATIVE STANDARDS

TEKS 110.36, English I

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support a comprehensive response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (E) analyze characteristics and structural elements of argumentative texts such as:
  - (i) clear arguable claim, appeals, and convincing conclusion;
  - (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
  - (iii) identifiable audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using an organizing structure appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose argumentative texts using genre characteristics and craft; and
- (D) compose correspondence in a professional or friendly structure.
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;

TEKS 110.37, English II

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an interpretive response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (E) analyze characteristics and structural elements of argumentative texts such as:
  - (i) clear arguable claim, appeals, and convincing conclusion;
  - (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
  - (iii) identifiable audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using an organizing structure appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose argumentative texts using genre characteristics and craft; and
- (D) compose correspondence in a professional or friendly structure.
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;

TEKS 110.38, English III

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an analytic response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit and implicit meanings of text;
- (H) respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (E) analyze characteristics and structural elements of argumentative texts such as:
  - (i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;
  - (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
  - (iii) identifiable audience or reader.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;
- (D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose argumentative texts using genre characteristics and craft;
- (D) compose correspondence in a professional or friendly structure;
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;

TEKS 110.39, English IV

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an evaluative response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit and implicit meanings of text;
- (H) respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (E) critique and evaluate characteristics and structural elements of argumentative texts such as:
  - (i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;
  - (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
  - (iii) identifiable audience or reader.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;
- (D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose argumentative texts using genre characteristics and craft;
- (D) compose correspondence in a professional or friendly structure;
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources.

HISTORICAL ANALYSIS STANDARDS

TEKS 110.36, English I

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support a comprehensive response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants; and
- (J) defend or challenge the authors' claims using relevant text evidence.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) analyze characteristics and structural elements of informational texts such as:
  - (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and
  - (ii) multiple organizational patterns within a text to develop the thesis;
- (E) analyze characteristics and structural elements of argumentative texts such as:
  - (i) clear arguable claim, appeals, and convincing conclusion;
  - (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
  - (iii) identifiable audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.
(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) analyze the author's purpose, audience, and message within a text;
- (B) analyze use of text structure to achieve the author's purpose;
- (C) evaluate the author's use of print and graphic features to achieve specific purposes;
- (D) analyze how the author's use of language achieves specific purposes;
- (E) analyze the use of literary devices such as irony and oxymoron to achieve specific purposes;
- (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and
- (G) explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.; and
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using an organizing structure appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose argumentative texts using genre characteristics and craft; and
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;
- (G) examine sources for:
  - (i) credibility and bias, including omission; and
  - (ii) faulty reasoning such as ad hominem, loaded language, and slippery slope.

TEKS 110.37, English II

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an interpretive response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants; and
- (J) defend or challenge the authors' claims using relevant text evidence.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) analyze characteristics and structural elements of informational texts such as:
  - (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and
  - (ii) the relationship between organizational design and thesis;
- (E) analyze characteristics and structural elements of argumentative texts such as:
  - (i) clear arguable claim, appeals, and convincing conclusion;
  - (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
  - (iii) identifiable audience or reader; and
- (F) analyze characteristics of multimodal and digital texts.
(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) analyze the author's purpose, audience, and message within a text;
- (B) analyze use of text structure to achieve the author's purpose;
- (C) evaluate the author's use of print and graphic features to achieve specific purposes;
- (D) analyze how the author's use of language informs and shapes the perception of readers;
- (E) analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;
- (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and
- (G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using an organizing structure appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose argumentative texts using genre characteristics and craft; and
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;
- (G) examine sources for:
  - (i) credibility and bias, including omission; and
  - (ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or.

TEKS 110.38, English III

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an analytic response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit and implicit meanings of text;
- (H) respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants; and
- (J) defend or challenge the authors' claims using relevant text evidence.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) analyze characteristics and structural elements of informational texts such as:
  - (i) clear thesis, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and
  - (ii) the relationship between organizational design and author's purpose;
- (E) analyze characteristics and structural elements of argumentative texts such as:
  - (i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;
  - (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
  - (iii) identifiable audience or reader; and
- (F) analyze the effectiveness of characteristics of multimodal and digital texts.
(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) analyze the author's purpose, audience, and message within a text;
- (B) evaluate use of text structure to achieve the author's purpose;
- (C) evaluate the author's use of print and graphic features to achieve specific purposes;
- (D) evaluate how the author's use of language informs and shapes the perception of readers;
- (E) evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;
- (F) evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text; and
- (G) analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;
- (D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose argumentative texts using genre characteristics and craft;
- (F) compose rhetorical analysis using genre characteristics and craft.
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;
- (G) examine sources for:
  - (i) credibility, bias, and accuracy; and
  - (ii) faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;

TEKS 110.39, English IV

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an evaluative response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit and implicit meanings of text;
- (H) respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants; and
- (J) defend or challenge the authors' claims using relevant text evidence.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) critique and evaluate characteristics and structural elements of informational texts such as:
  - (i) clear thesis, effective supporting evidence, pertinent examples, commentary, summary, and conclusion; and
  - (ii) the relationship between organizational design and author's purpose;
- (E) critique and evaluate characteristics and structural elements of argumentative texts such as:
  - (i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;
  - (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
  - (iii) identifiable audience or reader; and
- (F) critique and evaluate the effectiveness of characteristics of multimodal and digital texts.
(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) evaluate the author's purpose, audience, and message within a text;
- (B) evaluate use of text structure to achieve the author's purpose;
- (C) evaluate the author's use of print and graphic features to achieve specific purposes;
- (D) critique and evaluate how the author's use of language informs and shapes the perception of readers;
- (E) evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;
- (F) evaluate how the author's diction and syntax contribute to the effectiveness of a text; and
- (G) analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;
- (D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (C) compose argumentative texts using genre characteristics and craft;
- (F) compose rhetorical analysis using genre characteristics and craft.
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;
- (G) examine sources for:
  - (i) credibility, bias, and accuracy; and
  - (ii) faulty reasoning such as straw man, false dilemma, faulty analogies, and non-sequitur;

INFORMATIVE STANDARDS

TEKS 110.36, English I

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support a comprehensive response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) analyze characteristics and structural elements of informational texts such as:
  - (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and
  - (ii) multiple organizational patterns within a text to develop the thesis;
- (F) analyze characteristics of multimodal and digital texts.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using an organizing structure appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (B) compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;

TEKS 110.37, English II

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an interpretive response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit or implicit meanings of text;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) analyze characteristics and structural elements of informational texts such as:
  - (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and
  - (ii) the relationship between organizational design and thesis;
- (F) analyze characteristics of multimodal and digital texts.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using an organizing structure appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (B) compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;

TEKS 110.38, English III

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an analytic response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit and implicit meanings of text;
- (H) respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) analyze characteristics and structural elements of informational texts such as:
  - (i) clear thesis, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and
  - (ii) the relationship between organizational design and author's purpose;
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;
- (D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (B) compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;

TEKS 110.39, English IV

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an evaluative response;
- (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (G) discuss and write about the explicit and implicit meanings of text;
- (H) respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice;
- (I) reflect on and adjust responses when valid evidence warrants.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
- (D) critique and evaluate characteristics and structural elements of informational texts such as:
- (i) clear thesis, effective supporting evidence, pertinent examples, commentary, summary, and conclusion; and
- (ii) the relationship between organizational design and author's purpose;
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;
- (D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (B) compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (F) synthesize information from a variety of sources;

NARRATIVE STANDARDS

TEKS 110.36, English I

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (A) describe personal connections to a variety of sources, including self-selected texts;
- (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support a comprehensive response;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using an organizing structure appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (A) compose literary texts such as fiction and poetry using genre characteristics and craft.

TEKS 110.37, English II

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (A) describe personal connections to a variety of sources, including self-selected texts;
- (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an interpretive response;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using an organizing structure appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;
- (D) edit drafts using standard English conventions;
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (A) compose literary texts such as fiction and poetry using genre characteristics and craft;

TEKS 110.38, English III

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (A) describe personal connections to a variety of sources, including self-selected texts;
- (B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an analytic response;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (H) respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;
- (D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (A) compose literary texts such as fiction and poetry using genre characteristics and craft;

TEKS 110.39, English IV

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(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- (A) describe personal connections to a variety of sources, including self-selected texts;
- (B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;
- (C) use text evidence and original commentary to support an evaluative response;
- (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- (F) respond using acquired content and academic vocabulary as appropriate;
- (H) respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice.
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
- (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
- (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
  - (i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and
  - (ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
- (C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;
- (D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and
- (E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (A) compose literary texts such as fiction and poetry using genre characteristics and craft.

Virginia

(Adopted 2017)

Grade 6 | Virginia | Writing Standards

Standard 6.7: The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.

6.7.a: Engage in writing as a recursive process.
6.7.b: Choose audience and purpose.
6.7.c: Use a variety of prewriting strategies to generate and organize ideas.
6.7.d: Organize writing to fit mode or topic.
6.7.f: Establish a central idea incorporating evidence and maintaining an organized structure.
6.7.g: Compose a thesis statement for expository and persuasive writing.
6.7.h: Write multiparagraph compositions with elaboration and unity.
6.7.i: Use transition words and phrases.
6.7.j: Select vocabulary and information to enhance the central idea, tone, and voice.
6.7.k: Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
6.7.l: Revise writing for clarity of content including specific vocabulary and information.

Standard 6.8: The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.

6.8.a: Use subject-verb agreement with intervening phrases and clauses.
6.8.b: Use pronoun-antecedent agreement to include indefinite pronouns.
6.8.c: Maintain consistent verb tense across paragraphs.
6.8.d: Eliminate double negatives.
6.8.e: Use quotation marks with dialogue.
6.8.f:Choose adverbs to describe verbs, adjectives, and other adverbs.
6.8.g: Use correct spelling for frequently used words.
6.8.h: Use subordinating and coordinating conjunctions.

Grade 7 | Virginia | Writing Standards

Standard 7.7: The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on expository and persuasive writing.

7.7.a: Engage in writing as a recursive process.
7.7.b: Choose intended audience and purpose.
7.7.c: Use a variety of prewriting strategies to generate and organize ideas.
7.7.d: Organize writing structure to fit form or topic.
7.7.e: Establish a central idea incorporating evidence, while maintaining an organized structure and a formal style.
7.7.g: Clearly state a position and organize reasons and evidence, using credible sources.
7.7.h: Distinguish between fact and opinion to support a position.
7.7.i: Write multiparagraph compositions with elaboration and unity.
7.7.j: Use transition words and phrases within and between paragraphs.
7.7.k: Develop and modify the central idea, tone, and voice to fit the audience and purpose.
7.7.l: Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
7.7.m: Use clauses and phrases for sentence variety.
7.7.n: Revise writing for clarity of content including specific vocabulary and information.

Standard 7.8: The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.

7.8.a: Choose appropriate adjectives and adverbs to enhance writing.
7.8.b: Use pronoun-antecedent agreement to include indefinite pronouns.
7.8.c: Use subject-verb agreement with intervening phrases and clauses.
7.8.d: Edit for verb tense consistency and point of view.
7.8.e: Use quotation marks with dialogue and direct quotations.
7.8.f: Use correct spelling for commonly used words.

Grade 8 | Virginia | Writing Standards

Standard 8.7: The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on expository and persuasive writing.

8.7.a: Engage in writing as a recursive process.
8.7.b: Choose intended audience and purpose.
8.7.c: Use prewriting strategies to generate and organize ideas.
8.7.d: Organize writing structure to fit form or topic.
8.7.e: Establish a central idea incorporating evidence, maintaining an organized structure and formal style.
8.7.g: Clearly state and defend a position with reasons and evidence, from credible sources.
8.7.h: Identify a counterclaim and provide a counter - argument.
8.7.i: Distinguish between fact and opinion to support a position.
8.7.j: Organize information to provide elaboration and unity.
8.7.k: Develop and modify the central idea, tone, and voice to fit the audience and purpose.
8.7.l: Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.

Standard 8.8: The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.

8.8.a: Use and punctuate correctly varied sentence structures to include conjunctions and transition words.
8.8.b: Correctly use pronouns in prepositional phrases with compound objects.
8.8.c: Use a variety of sentence structures to infuse sentence variety in writing.
8.8.d: Maintain consistent verb tense across paragraphs.
8.8.e: Use comparative and superlative degrees in adverbs and adjectives.
8.8.f: Use quotation marks with dialogue and direct quotations.
8.8.g: Use correct spelling for frequently used words.

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