(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.

 

(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.

 

(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.

 

(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.

 

(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.

 

(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.

 

(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.

 

(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”)

 

(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).

 

(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.

 

(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.

 

(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.

 

(Adopted 2017)

Texas

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

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;
  • (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

▲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;
  • (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

▲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; 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

▲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.
• (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

▲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.
• (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

▲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 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

▲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; 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

▲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.
• (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

▲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.
• (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

▲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:
  • (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

▲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:
  • (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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(c) Knowledge and skills.

• (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

▲Top

(c) Knowledge and skills.

• (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

▲Top

(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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

▲Top

(c) Knowledge and skills.

• (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

▲Top

(c) Knowledge and skills.

• (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

▲Top

(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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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(c) Knowledge and skills.

• (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.

 

 

(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.