Informative Standards, Grades 6-8

(Adopted 2010)

Grade 6 | Common Core | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Range of Writing

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

 

Grade 7 | Common Core | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Range of Writing

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

 

Grade 8 | Common Core | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Range of Writing

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

 

 

(Adopted 2012)

Grade 6 | Alaska | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Range of Writing

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

 

Grade 7 | Alaska | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Range of Writing

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

 

Grade 8 | Alaska | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Range of Writing

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

 

 

(Adopted 2016)

Grade 6 | Arizona | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Research to Build and Present Knowledge

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

 

Grade 7 | Arizona | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Research to Build and Present Knowledge

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

 

Grade 8 | Arizona | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Research to Build and Present Knowledge

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

 

 

(Adopted 2021)

Grade 6 | Florida | Writing Standards

C.1.4 Expository Writing

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

C.1.5 Improving Writing

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

C.4.1 Researching and Using Information

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

V.1.1 Academic Vocabulary

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

K-12 ELA Expectations

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

 

Grade 7 | Florida | Writing Standards

C.1.4 Expository Writing

  • ELA.7.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details and a logical organizational pattern.

C.1.5 Improving Writing

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

C.4.1 Researching and Using Information

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

V.1.1 Academic Vocabulary

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

K-12 ELA Expectations

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

 

Grade 8 | Florida | Writing Standards

C.1.4 Expository Writing

  • ELA.8.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details, logical organization, and varied purposeful transitions.

C.1.5 Improving Writing

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

C.4.1 Researching and Using Information

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

V.1.1 Academic Vocabulary

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

K-12 ELA Expectations

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

 

 

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

The Writing Process

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

 

Grade 7 | Indiana | Writing Standards

Writing Genres: Argumentative, Informative, and Narrative

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

The Writing Process

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

 

Grade 8 | Indiana | Writing Standards

Writing Genres: Argumentative, Informative, and Narrative

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

The Writing Process

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

 

 

(Adopted 2012)

Grade 6 | Iowa | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Research to Build and Present Knowledge

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

Range of Writing

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

 

Grade 7 | Iowa | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Research to Build and Present Knowledge

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

Range of Writing

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

 

Grade 8 | Iowa | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Research to Build and Present Knowledge

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

Range of Writing

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

 

 

(Adopted 2014)

Grade 6 | Nebraska | Writing Standards

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

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

 

Grade 7 | Nebraska | Writing Standards

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

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

 

Grade 8 | Nebraska | Writing Standards

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

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

 

 

(Adopted 2016)

Grade 6 | New Jersey | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Research to Build and Present Knowledge

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

 

Grade 7 | New Jersey | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

  • W.7.4: Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.

  • W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

  • W.7.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Research to Build and Present Knowledge

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

 

Grade 8 | New Jersey | Writing Standards

Text Types and Purposes

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

Production and Distribution of Writing

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

Research to Build and Present Knowledge

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

 

 

(Amended 2016)

Grade 6 | Oklahoma | Writing Standards

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

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

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

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

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

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

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

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

 

Grade 7 | Oklahoma | Writing Standards

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

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

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.

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

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

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

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

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

 

Grade 8 | Oklahoma | Writing Standards

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

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

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.

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

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

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

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

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

 

 

(Amended 2014)

Grade 6 | Pennsylvania | Writing Standards

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

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

 

Grade 7 | Pennsylvania | Writing Standards

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

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

 

Grade 8 | Pennsylvania | Writing Standards

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

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

 

 

(Adopted 2015)

Grade 6 | South Carolina | Writing Standards

Fundamentals of Writing

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

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

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

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

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

 

Grade 7 | South Carolina | Writing Standards

Fundamentals of Writing

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

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

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

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

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

 

Grade 8 | South Carolina | Writing Standards

Fundamentals of Writing

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

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

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

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

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

 

 

(Adopted 2017)

Grade 6 | Tennessee | Writing Standards

Text Types and Protocols - Standard 2

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

Production and Distribution of Writing – Standard 4

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

Production and Distribution of Writing – Standard 5

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

Production and Distribution of Writing – Standard 6

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

Research to Build and Present Knowledge – Standard 7

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

Research to Build and Present Knowledge – Standard 8

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

Research to Build and Present Knowledge – Standard 9

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

 

Grade 7 | Tennessee | Writing Standards

Text Types and Protocols - Standard 2

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

Production and Distribution of Writing – Standard 4

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

Production and Distribution of Writing – Standard 5

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

Production and Distribution of Writing – Standard 6

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

Research to Build and Present Knowledge – Standard 7

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

Research to Build and Present Knowledge – Standard 8

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

Research to Build and Present Knowledge – Standard 9

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

 

Grade 8 | Tennessee | Writing Standards

Text Types and Protocols - Standard 2

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

Production and Distribution of Writing – Standard 4

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

Production and Distribution of Writing – Standard 5

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

Production and Distribution of Writing – Standard 6

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

Research to Build and Present Knowledge – Standard 7

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

Research to Build and Present Knowledge – Standard 8

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

Research to Build and Present Knowledge – Standard 9

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

 

 

(Adopted 2017)

Grade 6 | Virginia | Writing Standards

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

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

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

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

 

Grade 7 | Virginia | Writing Standards

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

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

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

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

 

Grade 8 | Virginia | Writing Standards

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

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

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

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