Narrative Standards, Grades 9-10
Common Core
http://www.corestandards.org/ELA-Literacy/W/introduction-for-6-12/ (Adopted 2010)
Grades 9-10 | Common Core | Writing Standards
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.A
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.9-10.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.C
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
CCSS.ELA-LITERACY.W.9-10.4
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.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)
CCSS.ELA-LITERACY.W.9-10.10
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 tasks, purposes, and audiences
Grades 11-12 | Common Core | Writing Standards
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.11-12.3.A
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.11-12.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.11-12.3.C
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
CCSS.ELA-LITERACY.W.11-12.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.11-12.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
CCSS.ELA-LITERACY.W.11-12.4
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.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)
CCSS.ELA-LITERACY.W.11-12.10
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 tasks, purposes, and audiences.
Alaska
https://education.alaska.gov/standards/ (Adopted 2012)
Grades 9-10 | Alaska | Writing Standards
Text Types and Purposes
Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style and features are appropriate to task, genre, purpose, and audience.
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 grades 9-10.)
Range of Writing
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 tasks, purposes, and audiences.
Grades 11-12 | Alaska | Writing Standards
Text Types and Purposes
Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style and features are appropriate to task, genre, purpose, and audience.
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 grades 11-12.)
Range of Writing
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 tasks, purposes, and audiences.
Arizona
http://www.azed.gov/standards-practices/englishlanguageartsstandards/ (Adopted 2010)
Grades 9-10 | Arizona | Writing Standards
Text Types and Purposes
9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative
Production and Distribution of Writing
9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
9-10.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
9-10.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research
9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grades 9-10 Reading standards to literature.
Apply grades 9-10 Reading standards to informational text and nonfiction.
Grades 11-12 | Arizona | Writing Standards
Text Types and Purposes
11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome.
Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
11-12.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grades 11-12 Reading standards to literature.
Apply grades 11-12 Reading standards to informational text and nonfiction.
Florida
Grades 9 | Florida | Writing Standards
C.1.2 Narrative Writing
- ELA.9.C.1.2: Write narratives using narrative techniques, varied transitions, and a clearly established point of view.
C.1.5 Improving Writing
- ELA.9.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising for clarity and cohesiveness.
C.4.1 Researching and Using Information
- ELA.9.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources and refining the scope of the question to align with findings.
V.1.1 Academic Vocabulary
- ELA.9.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
K-12 ELA Expectations
- ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Grades 10 | Florida | Writing Standards
C.1.2 Narrative Writing
- ELA.10.C.1.2: Write narratives using an appropriate pace to create tension, mood, and/or tone.
C.1.5 Improving Writing
- ELA.10.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to address the needs of a specific audience.
C.4.1 Researching and Using Information
- ELA.10.C.4.1: Conduct research to answer a question, refining the scope of the question to align with findings and synthesizing information from multiple reliable and valid sources.
V.1.1 Academic Vocabulary
- ELA.10.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
K-12 ELA Expectations
- ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Grades 11 | Florida | Writing Standards
C.1.2 Narrative Writing
- ELA.11.C.1.2: Write complex narratives using appropriate techniques to establish multiple perspectives.
C.1.5 Improving Writing
- ELA.11.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to improve clarity, structure, and style.
C.4.1 Researching and Using Information
- ELA.11.C.4.1: Conduct literary research to answer a question, refining the scope of the question to align with interpretations of texts and synthesizing information from primary and secondary sources.
V.1.1 Academic Vocabulary
- ELA.11.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
K-12 ELA Expectations
- ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Grades 12 | Florida | Writing Standards
C.1.2 Narrative Writing
- ELA.12.C.1.2: Write complex narratives using appropriate techniques to establish multiple perspectives and convey universal themes.
C.1.5 Improving Writing
- ELA.12.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to enhance purpose, clarity, structure, and style.
C.4.1 Researching and Using Information
- ELA.12.C.4.1: Conduct research on a topical issue to answer a question and synthesize information from a variety of sources.
V.1.1 Academic Vocabulary
- ELA.12.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
K-12 ELA Expectations
- ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Indiana
http://www.doe.in.gov/standards/englishlanguage-arts (Adopted 2014)
Grades 9-10 | Indiana | Writing Standards
Writing Genres: Argumentative, Informative, and Narrative
9-10.W.3.3 Write narrative compositions in a variety of forms that –
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.
Create a smooth progression of experiences or events.
Use narrative techniques, (e.g., dialogue, pacing, description, reflection, and multiple plot lines), to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide an ending that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
The Writing Process
9-10.W.4 Apply the writing process to –
Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent.
Grades 11-12 | Indiana | Writing Standards
Writing Genres: Argumentative, Informative, and Narrative
11-12.W.3.3 Write narrative compositions in a variety of forms that –
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.
Create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide an ending that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
The Writing Process
11-12.W.4 Apply the writing process to –
Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent.
Iowa
https://iowacore.gov/iowa-core/subject/literacy (Adopted 2012)
Grades 9-10 | Iowa | Writing Standards
Text Types and Purposes
W.9–10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.9–10.4 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.9–10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying and new approach, focusing on addressing what is most significant for a specific purpose or audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10)
Research to Build and Present Knowledge
W.9–10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W.9–10.10 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 tasks, purposes, and audiences.
Grades 11-12 | Iowa | Writing Standards
Text Types and Purposes
W.11–12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.11–12.4 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.11–12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12)
Research to Build and Present Knowledge
W.11–12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W.11–12.10 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 tasks, purposes and audiences.
Nebraska
http://www.education.ne.gov/AcademicStandards/index.html (Adopted 2014)
Grades 9-10 | Nebraska | Writing Standards
LA 10.2 Writing: Students will learn and apply writing skills and strategies to communicate.
LA 10.2.1 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 10.2.1.a Use multiple writing strategies recursively to investigate and generate ideas, organize information, guide writing, answer questions, and synthesize information.
LA 10.2.1.b Generate a draft that conveys complex ideas and critical thinking through analysis, reflection, and use of effective organizational patterns that are appropriate to the purpose and intended audience.
LA 10.2.1.d Apply standard rules of grammar and paragraph formation, including parallel structure and subordination.
LA 10.2.1.e Revise to improve and clarify writing through self-monitoring strategies and feedback from others.
LA 10.2.1.g Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.
LA 10.2.1.h Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).
LA 10.2.1.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 10.2.2 Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.
LA 10.2.2.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 10.2.2.d Use precise word choice and domain-specific vocabulary to write in a variety of modes.
Grades 11-12 | Nebraska | Writing Standards
LA 12.2 Writing: Students will learn and apply writing skills and strategies to communicate.
LA 12.2.1 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 12.2.1.a Use multiple writing strategies recursively to investigate and generate ideas, organize information, guide writing, answer questions, and synthesize information.
LA 12.2.1.b Generate a draft that interprets complex ideas, raises relevant questions, solves problems, or evaluates ideas through synthesis, analysis, reflection, and use of effective organizational patterns that are appropriate to the purpose and intended audience.
LA 12.2.1.d Apply standard rules of grammar and paragraph formation, including parallel structure and subordination.
LA 12.2.1.e Revise to improve and clarify writing through self-monitoring strategies and feedback from others.
LA 12.2.1.g Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.
LA 12.2.1.h Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).
LA 12.2.1.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 12.2.2 Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.
LA 12.2.2.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 12.2.2.d Use precise word choice and domain-specific vocabulary to write in a variety of modes.
New Jersey
http://www.state.nj.us/education/cccs/2016/ela/ (Adopted 2016)
Grades 9-10 | New Jersey | Writing Standards
W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6. Use technology, including the Internet, to produce, share, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Grades 11-12 | New Jersey | Writing Standards
W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.6. Use technology, including the Internet, to produce, share, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Oklahoma
http://ok.gov/sde/oklahoma-academic-standards#OC3ELA (Adopted 2014)
Grade 9 | Oklahoma | Writing Standards
Writing: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
9.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
9.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.
9.2.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.
9.2.W.4 Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, sentence variety, and use of consistent tone and point of view.
9.2.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).
Writing: 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.
9.3.W.1 Students will write nonfiction narratives (e.g., memoirs, personal essays).
Writing: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.
9.4.W.1 Students will use domain-appropriate vocabulary to communicate complex ideas in writing clearly.
9.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.
Writing: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.
9.5.W.1 Students will write using correct mechanics with a focus on punctuation marks as needed.
9.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.
9.5.W.3 Students will use parallel structure.
9.5.W.4 Students will use various types of phrases (e.g., appositive, adjectival, adverbial, participial, prepositional) and clauses (e.g., independent, dependent, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Grade 10 | Oklahoma | Writing Standards
Writing: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
10.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
10.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.
10.2.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.
10.2.W.4 Students will edit and revise multiple drafts for organization, enhanced transitions and coherence, sentence variety, and consistency in tone and point of view to establish meaningful texts.
10.2.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).
Writing: 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.
10.3.W.1 Students will write narratives embedded in other modes as appropriate.
Writing: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.
10.4.W.1 Students will use domain-appropriate vocabulary to communicate complex ideas in writing clearly.
10.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.
Writing: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.
10.5.W.1 Students will write using correct mechanics.
10.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions, to signal differing relationships among ideas.
10.5.W.3 Students will practice their use of Standard American English, grammar, mechanics, and usage through writing, presentations, and/or other modes of communication to convey specific meanings and interests.
Grade 11 | Oklahoma | Writing Standards
Writing: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
11.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
11.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.
11.2.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.
11.2.W.4 Students will edit and revise multiple drafts for logical organization, enhanced transitions and coherence, sentence variety, and use of tone and point of view through specific rhetorical devices to establish meaningful texts.
11.2.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).
Writing: 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.
11.3.W.1 Students will write narratives embedded in other modes as appropriate.
Writing: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.
11.4.W.1 Students will use domain-appropriate vocabulary to communicate complex ideas in writing clearly.
11.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing
Writing: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.
11.5.W.1 Students will write using correct mechanics.
11.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions, including the use of phrases and clauses, to signal differing relationships among ideas.
11.5.W.3 Students will demonstrate command of Standard American English, grammar, mechanics, and usage through writing, presentations, and/or other modes of communication to convey specific meanings and interests.
Grade 12 | Oklahoma | Writing Standards
Writing: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
12.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
12.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.
12.2.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.
12.2.W.4 Students will edit and revise multiple drafts for logical organization, enhanced transitions and coherence, sentence variety, and use of tone and point of view through specific rhetorical devices to establish meaningful texts.
12.2.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).
Writing: 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.
12.3.W.1 Students will write narratives embedded in other modes as appropriate.
Writing: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.
12.4.W.1 Students will use domain-appropriate vocabulary to communicate complex ideas in writing clearly.
12.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.
Writing: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.
12.5.W.1 Students will write using correct mechanics.
12.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions, including the use of phrases and clauses, to signal differing relationships among ideas.
12.5.W.3 Students will demonstrate command of Standard American English, grammar, mechanics, and usage through writing, presentations, and/or other modes of communication to convey specific meanings and interests.
Pennsylvania
http://www.pdesas.org/standard/PACore (Amended 2014)
Grades 9-10 | 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.1.4.9–10.M
Write narratives to develop real or imagined experiences or events.
CC.1.4.9–10.N
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters.
CC.1.4.9–10.O
Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.
CC.1.4.9–10.P
Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
CC.1.4.9–10.Q
Write with an awareness of the stylistic aspects of writing.
Use parallel structure.
Use various types of phrases and clauses to convey meaning and add variety and interest.
CC.1.4.9–10.R
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9–10.T
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CC.1.4.9–10.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.
Grades 11-12 | 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.1.4.11–12.M
Write narratives to develop real or imagined experiences or events.
CC.1.4.11–12.N
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator and/or characters.
CC.1.4.11–12.O
Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.
CC.1.4.11–12.P
Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
CC.1.4.11–12.Q
Write with an awareness of the stylistic aspects of writing.
Use parallel structure.
Use various types of phrases and clauses to convey specific meanings and add variety and interest
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
CC.1.4.11–12.R
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.11–12.T
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CC.1.4.11–12.X
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
South Carolina
http://ed.sc.gov/instruction/standards-learning/english-language-arts/standards/ (Adopted 2015)
English I | 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 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
1 Gather ideas from texts, multimedia, and personal experience to write narratives that:
develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences;
engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events;
use narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters;
use a variety of techniques to sequence events so that they build on one another to create a coherent whole;
develop and strengthen writing as needed by planning, revising, editing, rewriting;
use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters;
provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
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.
English II | 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 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
1 Gather ideas from texts, multimedia, and personal experience to write narratives that:
develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences;
engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events;
use narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters;
use a variety of techniques to sequence events so that they build on one another to create a coherent whole;
develop and strengthen writing as needed by planning, revising, editing, rewriting;
use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters;
provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
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.
English III | 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 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
1 Gather ideas from texts, multimedia, and personal experience to write narratives that:
develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences;
engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters;
create a smooth progression of experiences or events;
use the narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters;
use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome;
develop and strengthen writing as needed by planning, revising, editing, rewriting;
use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters;
provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
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.
English IV | 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 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
1 Gather ideas from texts, multimedia, and personal experience to write narratives that:
develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences;
engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters;
create a smooth progression of experiences or events;
use the narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters;
use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome;
develop and strengthen writing as needed by planning, revising, editing, rewriting;
use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters;
provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.
Tennessee
https://www.tn.gov/education/instruction/academic-standards.html (Adopted 2017)
Grades 9-10 | Tennessee | Writing Standards
9-10.W.TTP.3 Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation, establishing point of view, and introducing a narrator/speaker and/or characters.
Sequence events so that they build on one another to create a coherent whole.
Create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to convey experiences, events, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Establish and maintain an appropriate style and tone.
9-10.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9-10.W.PDW.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
9-10.W.PDW.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
9-10.W.RBPK.9 Support and defend interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade band 9-10 standards for reading to source material.
Grades 11-12 | Tennessee | Writing Standards
11-12.W.TTP.3 Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing point of view, and introducing a narrator/speaker and/or characters.
Sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome.
Create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to convey experiences, events, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Use appropriate language and techniques, such as metaphor, simile, and analogy.
Establish and maintain an appropriate style and tone.
11-12.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12.W.PDW.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
11-12.W.PDW.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, utilizing ongoing feedback, including new arguments and information.
11-12.W.RBPK.9 Support and defend interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade band 11-12 standards for reading to source material.
Texas
http://tea.texas.gov/curriculum/teks/ (Amended 2010)
English I | Texas | Writing Standards
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning;
revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;
edit drafts for grammar, mechanics, and spelling; and
revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:
write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot;
English II | Texas | Writing Standards
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning;
revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;
edit drafts for grammar, mechanics, and spelling; and
revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:
write an engaging story with a well-developed conflict and resolution, interesting and believable characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone;
English III | Texas | Writing Standards
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning;
revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;
edit drafts for grammar, mechanics, and spelling; and
revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:
write an engaging story with a well-developed conflict and resolution, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone;
English IV | Texas | Writing Standards
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning;
revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;
edit drafts for grammar, mechanics, and spelling; and
revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:
write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone;
Virginia
http://www.doe.virginia.gov (Adopted 2010)
Grade 9 | Virginia | Writing Standards
9.6 The student will write in a variety of forms to include expository, persuasive, reflective, and analytic with an emphasis on persuasion and analysis.
a. Engage in writing as a recursive process.
b. Plan, organize, and write for a variety of audiences and purposes.
c. Objectively introduce and develop topics, incorporating evidence and maintaining an organized
structure and a formal style.
d. Blend multiple forms of writing including embedding a narrative to produce effective essays.
e. Communicate clearly the purpose of the writing using a thesis statement.
j. Use textual evidence to compare and contrast multiple texts.
k. Arrange paragraphs in a logical progression, using transitions between paragraphs and ideas.
l. Revise writing for clarity of content, accuracy, and depth of information.
9.7 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
a. Use parallel structure across sentences and paragraphs.
b. Use appositives, main clauses, and subordinate clauses.
c. Use commas and semicolons to distinguish and divide main and subordinate clauses.
d. Distinguish between active and passive voice.
e. Use a variety of sentence structures to infuse sentence variety in writing.
Grade 10 | Virginia | Writing Standards
10.6 The student will write in a variety of forms to include persuasive, reflective, interpretive, and analytic with an emphasis on persuasion and analysis.
a. Engage in writing as a recursive process.
b. Plan and organize writing to address a specific audience and purpose.
c. Adjust writing content, technique, and voice for a variety of audiences and purposes.
d. Communicate clearly the purpose of the writing using a thesis statement.
e. Objectively introduce and develop topics, incorporating evidence and maintaining an organized
structure and a formal style.
f. Compose a thesis statement for persuasive writing that advocates a position.
g. Clearly state and defend a position using reasons and sufficient evidence from credible sources as support.
h. Identify counterclaims and provide counter - arguments.
i. Show relationships among claims, reasons, and evidence and include a conclusion that follows logically from
the information presented.
j. Blend multiple forms of writing including embedding a narrative to produce effective essays.
k. Elaborate ideas clearly through word choice.
l. Use textual evidence to compare and contrast multiple texts.
m. Revise writing for clarity of content, accuracy, and depth of information.
n. Write and revise to a standard acceptable both in the workplace and in postsecondary education.
10.7 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
a. Use parallel structure across sentences and paragraphs.
b. Use complex sentence structure to infuse sentence variety in writing.
c. Distinguish between active and passive voice.
d. Use colons correctly.
e. Analyze the writing of others and suggest how writing might be improved.
Grade 11 | Virginia | Writing Standards
11.6 The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
a. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and
coherent piece of writing to address a specific audience and purpose.
d. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
e. Use words, phrases, clauses, and varied syntax to create a cohesive argument.
f. Blend multiple forms of writing including embedding narratives to produce effective essays.
g. Revise writing for clarity of content, accuracy and depth of information.
h. Write and revise to a standard acceptable both in the workplace and in postsecondary education.
11.7 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
a. Use complex sentence structure to infuse sentence variety in writing.
b. Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.
c. Distinguish between active and passive voice.
Grade 12 | Virginia | Writing Standards
12.6 The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
a. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and
coherent piece of writing to address a specific audience and purpose.
d. Blend multiple forms of writing including embedding a narrative to produce effective essays.
e. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
f. Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating
cohesion from the information presented.
g. Revise writing for clarity of content, depth of information, and technique of presentation.
h. Write and revise to a standard acceptable both in the workplace and in postsecondary education.
i. Write to clearly describe personal qualifications for potential occupational or educational opportunities.
12.7 The student will self- and peer-edit writing for Standard English.
a. Use complex sentence structure to infuse sentence variety in writing.
b. Edit, proofread, and prepare writing for intended audience and purpose.
c. Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological
Association (APA), to apply rules for punctuation and formatting of direct quotations.
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