Argumentative Standards, Grades 9-10
Common Core
Grades 9-10 | Common Core | Writing Standards
Text Types and Purposes
- CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- CCSS.ELA-LITERACY.W.9-10.1.A: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
- CCSS.ELA-LITERACY.W.9-10.1.B: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
- CCSS.ELA-LITERACY.W.9-10.1.C: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- CCSS.ELA-LITERACY.W.9-10.1.D: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- CCSS.ELA-LITERACY.W.9-10.1.E: Provide a concluding statement or section that follows from and supports the argument presented.
Production and Distribution of Writing
- 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.)
Range of Writing
- 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.
Alaska
Grades 9-10 | Alaska | Writing Standards
Text Types and Purposes
- W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- W.9-10.1.a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
- W.9-10.1.b: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
- W.9-10.1.c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- W.9-10.1.d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- W.9-10.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
Production and Distribution of Writing
- W.9-10.4: Produce clear and coherent writing in which the development, organization, and style and features are appropriate to task, genre, purpose, and audience.
- W.9-10.5: 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
- 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.
Arizona
Grades 9-10 | Arizona | Writing Standards
Text Types and Purposes
- 9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
- Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
- Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- Provide a concluding statement or section that follows from and supports the argument presented.
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 question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
- 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.
Florida
Grades 9 | Florida | Writing Standards
C.1.3 Argumentative Writing
- ELA.9.C.1.3: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and a tone appropriate to the task.
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.1.1: Cite evidence to explain and justify reasoning.
- ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Grades 10 | Florida | Writing Standards
C.1.3 Argumentative Writing
- ELA.10.C.1.3: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and maintaining a formal and objective 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.1.1: Cite evidence to explain and justify reasoning.
- ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Indiana
Grades 9-10 | Indiana | Writing Standards
Writing Genres: Argumentative, Informative, and Narrative
- 9-10.W.3.1 Write arguments in a variety of forms that –
- Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
- Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
- Use effective transitions to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- Establish and maintain a consistent style and tone appropriate to purpose and audience.
- Provide a concluding statement or section that follows from and supports the argument presented.
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.
Iowa
Grades 9-10 | Iowa | Writing Standards
Text Types and Purposes
- W.9–10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- W.9–10.1.a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
- W.9–10.1.b: Develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
- W.9–10.1.c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- W.9–10.1.d: Establish the maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- W.9–10.1.e: Provide a concluding statement or sections that follow from and supports the argument presented.
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.
Nebraska
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.b Provide evidence from literary or informational text to support analysis, reflection, and research.
- LA 10.2.2.d Use precise word choice and domain-specific vocabulary to write in a variety of modes.
New Jersey
Grades 9-10 | New Jersey | Writing Standards
Text Types and Purposes
- W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
- Develop claim(s) and counterclaims avoiding common logical fallacies, propaganda devices, and using sound reasoning, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
- Use transitions (e.g. words, phrases, clauses) to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- Establish and maintain a style and tone appropriate to the audience and purpose (e.g. formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
- Provide a concluding paragraph or section that supports the argument presented.
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.
- 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.
Research to Build and Present Knowledge
- W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation (MLA or APA Style Manuals).
- W.9-10.9. Draw evidence from literary or nonfiction informational texts to support analysis, reflection, and research.
- Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid mythology or the Bible or how a later author draws on a play by Shakespeare]”).
- Apply grades 9–10 Reading standards to nonfiction informational e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
Grades 11-12 | New Jersey | Writing Standards
Text Types and Purposes
- W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
- Develop claim(s) and counterclaims avoiding common logical fallacies and using sound reasoning and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
- Use transitions (e.g. words, phrases, clauses) to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- Establish and maintain a style and tone appropriate to the audience and purpose (e.g. formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
- Provide a concluding paragraph or section that supports the argument presented (e.g., articulating implications or the significance of the topic).
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.
- 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.
Research to Build and Present Knowledge
- W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- W.11-12.8. 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 over reliance on any one source and following a standard format for citation. (MLA or APA Style Manuals).
- W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works, including how two or more texts from the same period treat similar themes or topics”).
- Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
Oklahoma
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.4 Students will introduce claims, recognize and distinguish from alternate or opposing claims, and organize reasons and evidences, using credible sources.
- 9.3.W.5 Students will show relationships among the claim, reasons, and evidence and include a conclusion that follows logically from the information presented and supports the argument.
- 9.3.W.6 Students will blend multiple modes of writing to produce effective argumentative 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.4 Students will introduce precise claims and distinguish them from counterclaims and provide sufficient evidences to develop balanced arguments, using credible sources
- 10.3.W.5 Students will use words, phrases, and clauses to connect claims, counterclaims, evidence, and commentary to create a cohesive argument and include a conclusion that follows logically from the information presented and supports the argument
- 10.3.W.6 Students will blend multiple modes of writing to produce effective argumentative essays
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.
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.G
Write arguments to support claims in an analysis of substantive topics.
CC.1.4.9–10.H
Write with a sharp, distinct focus identifying topic, task, and audience.
Introduce the precise claim.
CC.1.4.9–10.I
Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
CC.1.4.9–10.J
Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.
CC.1.4.9–10.K
Write with an awareness of the stylistic aspects of composition.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
CC.1.4.9–10.L
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.G
Write arguments to support claims in an analysis of substantive topics.
CC.1.4.11–12.H
Write with a sharp, distinct focus identifying topic, task, and audience.
Introduce the precise, knowledgeable claim.
CC.1.4.11–12.I
Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
CC.1.4.11–12.J
Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses as well as varied syntax to link the major sections of the text to create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.
CC.1.4.11–12.K
Write with an awareness of the stylistic aspects of composition
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
CC.1.4.11–12.L
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
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 1: Write arguments to support claims with clear reasons and relevant evidence.
1 Write arguments that:
introduce a precise claim and differentiate between the claim and counterclaims;
use relevant information from multiple print and multimedia sources;
assess the credibility and accuracy of each source;
use an organizational structure that logically sequences and establishes clear relationships among claims, counterclaims, reasons, warrants, and evidence;
develop the claim and counterclaims ethically without bias, providing credible evidence and accurate interpretation of data for each while delineating the strengths and limitations of the claim and counterclaims;
develop and strengthen writing as needed by planning, revising, editing, rewriting;
quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation;
avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;
provide a concluding statement or section that follows from and supports the argument presented;
include a call to action.
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 1: Write arguments to support claims with clear reasons and relevant evidence.
1 Write arguments that:
introduce a precise claim and differentiate between the claim and counterclaims;
use relevant information from multiple print and multimedia sources;
assess the credibility and accuracy of each source;
use an organizational structure that logically sequences and establishes clear relationships among claims, counterclaims, reasons, warrants, and evidence;
develop the claim and counterclaims ethically without bias, providing credible evidence and accurate interpretation of data for each while delineating the strengths and limitations of the claim and counterclaims;
develop and strengthen writing as needed by planning, revising, editing, rewriting;
quote or paraphrase the data and conclusions of others while avoiding plagiarism
avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;
provide a concluding statement or section that follows from and supports the argument presented;
include a call to action.
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 1: Write arguments to support claims with clear reasons and relevant evidence.
- 1 Write arguments that:
- introduce a clearly articulated and well-informed claim, establish the significance of the claim and differentiate between the claim and counterclaims;
- use relevant information from multiple print and multimedia sources;
- assess the credibility and accuracy of each source;
- create an organizational structure that logically sequences claim(s), counterclaims, reasons, warrants, and evidence;
- develop claim and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases;
- use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims;
- establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline;
- develop and strengthen writing as needed by planning, revising, editing, rewriting;
- quote or paraphrase the data and conclusions of others while avoiding plagiarism
- avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;
- provide a concluding statement or section that follows from and supports the argument presented;
- include a call to action.
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.
Standard 1: Write arguments to support claims with clear reasons and relevant evidence.
- 1 Write arguments that:
- introduce a clearly articulated and well-informed claim, establish the significance of the claim and differentiate between the claim and counterclaims;
- use relevant information from multiple print and multimedia sources;
- assess the credibility and accuracy of each source;
- create an organizational structure that logically sequences claim(s), counterclaims, reasons, warrants, and evidence;
- develop claim and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases;
- use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims;
- establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline;
- develop and strengthen writing as needed by planning, revising, editing, rewriting;
- quote or paraphrase the data and conclusions of others while avoiding plagiarism
- avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;
- provide a concluding statement or section that follows from and supports the argument presented;
- include a call to action.
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
Grades 9-10 | Tennessee | Writing Standards
Text Types and Protocols - Standard 1
- 9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.
- Introduce precise claim(s).
- Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
- Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s), reasons, and evidence.
- Provide a concluding statement or section that follows from and supports the argument presented.
- Use precise language and domain-specific vocabulary to manage the complexity of the topic.
- Establish and maintain a formal style and objective tone.
Production and Distribution of Writing – Standard 4
- 9-10.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
- 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.
Production and Distribution of Writing – Standard 6
- 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.
Research to Build and Present Knowledge – Standard 7
- 9-10.W.RBPK.7 Conduct and write short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem by narrowing or broadening the inquiry when appropriate, synthesizing multiple sources on the subject, and demonstrating a new understanding of the subject under investigation.
Research to Build and Present Knowledge – Standard 8
- 9-10.W.RBPK.8 Use multiple search terms to generate a variety of print and digital sources; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Research to Build and Present Knowledge – Standard 9
- 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.
Virginia
Grade 9 | Virginia | Writing Standards
Standard 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.
- 9.6.a: Engage in writing as a recursive process.
- 9.6.b: Plan, organize, and write for a variety of audiences and purposes.
- 9.6.c: Objectively introduce and develop topics, incorporating evidence and maintaining an organized structure and a formal style.
- 9.6.d: Blend multiple forms of writing including embedding a narrative to produce effective essays.
- 9.6.e: Communicate clearly the purpose of the writing using a thesis statement.
- 9.6.f: Compose a thesis for persuasive writing that advocates a position.
- 9.6.g: Clearly state and defend a position using reasons and evidence from credible sources as support.
- 9.6.h: Identify counterclaims and provide counter - arguments.
- 9.6.i: Determine the best kind of evidence to use for a claim, and effectively use fact and opinion to support a position.
- 9.6.j: Use textual evidence to compare and contrast multiple texts.
- 9.6.k: Arrange paragraphs in a logical progression, using transitions between paragraphs and ideas.
- 9.6.l: Revise writing for clarity of content, accuracy, and depth of information.
Standard 9.7: The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
- 9.7.a: Use parallel structure across sentences and paragraphs.
- 9.7.b: Use appositives, main clauses, and subordinate clauses.
- 9.7.c: Use commas and semicolons to distinguish and divide main and subordinate clauses.
- 9.7.d: Distinguish between active and passive voice.
- 9.7.e: Use a variety of sentence structures to infuse sentence variety in writing.
Grade 10 | Virginia | Writing Standards
Standard 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.
- 10.6.a: Engage in writing as a recursive process.
- 10.6.b: Plan and organize writing to address a specific audience and purpose.
- 10.6.c: Adjust writing content, technique, and voice for a variety of audiences and purposes.
- 10.6.d: Communicate clearly the purpose of the writing using a thesis statement.
- 10.6.e: Objectively introduce and develop topics, incorporating evidence and maintaining an organized structure and a formal style.
- 10.6.f: Compose a thesis statement for persuasive writing that advocates a position.
- 10.6.g: Clearly state and defend a position using reasons and sufficient evidence from credible sources as support.
- 10.6.h: Identify counterclaims and provide counter - arguments.
- 10.6.i: Show relationships among claims, reasons, and evidence and include a conclusion that follows logically from the information presented.
- 10.6.j: Blend multiple forms of writing including embedding a narrative to produce effective essays.
- 10.6.k: Elaborate ideas clearly through word choice.
- 10.6.l: Use textual evidence to compare and contrast multiple texts.
- 10.6.m: Revise writing for clarity of content, accuracy, and depth of information.
- 10.6.n: Write and revise to a standard acceptable both in the workplace and in postsecondary education.
Standard 10.7 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
- 10.7.a: Use parallel structure across sentences and paragraphs.
- 10.7.b: Use complex sentence structure to infuse sentence variety in writing.
- 10.7.c: Distinguish between active and passive voice.
- 10.7.d: Use colons correctly.
- 10.7.e: Analyze the writing of others and suggest how writing might be improved.
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