Narrative Standards, Grade 8
Common Core
Grade 8 | Common Core | Writing Standards
Text Types and Purposes
- CCSS.ELA-LITERACY.W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- CCSS.ELA-LITERACY.W.8.3.A: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- CCSS.ELA-LITERACY.W.8.3.B: Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
- CCSS.ELA-LITERACY.W.8.3.C: Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
- CCSS.ELA-LITERACY.W.8.3.D: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- CCSS.ELA-LITERACY.W.8.3.E: Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing
- CCSS.ELA-LITERACY.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
- CCSS.ELA-LITERACY.W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 here.)
Range of Writing
- CCSS.ELA-LITERACY.W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Alaska
Grade 8 | Alaska | Writing Standards
Text Types and Purposes
- W.8.3: Use narrative writing to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- W.8.3.a: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- W.8.3.b: Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
- W.8.3.c: Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
- W.8.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to advance the action and convey experiences and events.
- W.8.3.e: Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing
- W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)
Range of Writing
- W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Arizona
Grade 6 | Arizona | Writing Standards
Text Types and Purposes
- 6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.
- 6.W.3.a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- 6.W.3.b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
- 6.W.3.c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- 6.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
- 6.W.3.e: Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
- 6.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- 6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- 6.W.6: Use technology, including the internet, to type and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to complete a writing task in a single sitting.
Research to Build and Present Knowledge
- 6.W.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
- 6.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- 6.W.9.a: Apply grade 6 Reading standards to literature.
- 6.W.9.b: Apply grade 6 Reading standards to informational text and nonfiction.
Grade 7 | Arizona | Writing Standards
Text Types and Purposes
- 7.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.
- 7.W.3.a: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- 7.W.3.b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
- 7.W.3.c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- 7.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- 7.W.3.e: Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing
- 7.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- 7.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
- 7.W.6: Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.
Research to Build and Present Knowledge
- 7.W.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- 7.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- 7.W.9.a: Apply grade 7 Reading standards to literature.
- 7.W.9.b: Apply grade 7 Reading standards to informational text and nonfiction.
Grade 8 | Arizona | Writing Standards
Text Types and Purposes
- 8.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.
- 8.W.3.a: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- 8.W.3.b: Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
- 8.W.3.c: Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
- 8.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- 8.W.3.e: Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing
- 8.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- 8.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
- 8.W.6: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Research to Build and Present Knowledge
- 8.W.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- 8.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- 8.W.9.a: Apply grade 8 Reading standards to literature.
- 8.W.9.b: Apply grade 8 Reading standards to informational text and nonfiction.
Florida
Grade 8 | Florida | Writing Standards
C.1.2 Narrative Writing
- ELA.8.C.1.2: Write personal or fictional narratives using narrative techniques, varied transitions, and a clearly established point of view.
C.1.5 Improving Writing
- ELA.8.C.1.5: Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity and cohesiveness.
C.4.1 Researching and Using Information
- ELA.8.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources and generating additional questions for further research.
V.1.1 Academic Vocabulary
- ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
K-12 ELA Expectations
- ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Indiana
Grade 8 | Indiana | Writing Standards
Writing Genres: Argumentative, Informative, and Narrative
- 8.W.3.2: Write narrative compositions in a variety of forms that –
- Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.
- Organize an event sequence (e.g., conflict, climax, resolution) that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Provide an ending that follows from and reflects on the narrated experiences or events.
The Writing Process
- 8.W.4: Apply the writing process to –
- Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.
Iowa
Grade 6 | Iowa | Writing Standards
Text Types and Purposes
- W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- W.6.3.a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- W.6.3.b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
- W.6.3.c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- W.6.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
- W.6.3.e: Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above)
W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6)
Research to Build and Present Knowledge
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Grade 7 | Iowa | Writing Standards
Text Types and Purposes
W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing
W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above)
W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7)
Research to Build and Present Knowledge
W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Grade 8 | Iowa | Writing Standards
Text Types and Purposes
W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts, from one time frame or setting to another, and show the relationships among experiences and events.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above)
W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8)
Research to Build and Present Knowledge
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W.8.5 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
Nebraska
http://www.education.ne.gov/AcademicStandards/index.html (Adopted 2014)
Grade 6 | Nebraska | Writing Standards
LA 6.2 Writing: Students will learn and apply writing skills and strategies to communicate.
LA 6.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.
LA 6.2.1.a Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, and answer questions.
LA 6.2.1.b Generate a draft that develops a clear topic suited to the purpose and intended audience and organizational pattern, including a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.
LA 6.2.1.d Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.
LA 6.2.1.e Revise to improve and clarify writing through self-monitoring strategies and feedback from others.
LA 6.2.1.g Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.
LA 6.2.1.h Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).
LA 6.2.1.i Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.
LA 6.2.2 Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.
LA 6.2.2.a Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.
LA 6.2.2.d Use precise word choice and domain-specific vocabulary to write in a variety of modes.
Grade 7 | Nebraska | Writing Standards
LA 7.2 Writing: Students will learn and apply writing skills and strategies to communicate.
LA 7.2.1 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 7.2.1.a Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, and answer questions.
LA 7.2.1.b Generate a draft that conveys complex ideas through analysis and use of organizational patterns that are suited to the purpose and intended audience, and includes a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.
LA 7.2.1.d Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.
LA 7.2.1.e Revise to improve and clarify writing through self-monitoring strategies and feedback from others.
LA 7.2.1.g Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.
LA 7.2.1.h Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).
LA 7.2.1.i Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.
LA 7.2.1.j Publish a legible document using a variety of media, and apply formatting techniques to enhance the readability and impact of the document (e.g., fonts, spacing, design, images, citations).
LA 7.2.2 Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.
LA 7.2.2.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 7.2.2.b Provide evidence from literary or informational text to support analysis, reflection, and research.
LA 7.2.2.d Use precise word choice and domain-specific vocabulary to write in a variety of modes.
Grade 8 | Nebraska | Writing Standards
LA 8.2 Writing: Students will learn and apply writing skills and strategies to communicate.
LA 8.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.
LA 8.2.1.a Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, answer questions, and synthesize information.
LA 8.2.1.b Generate a draft that conveys complex ideas through analysis and use of organizational patterns that are suited to the purpose and intended audience and includes a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.
LA 8.2.1.c Gather and use relevant information and evidence from multiple authoritative print and/or digital sources including primary and secondary sources to support claims or theses.
LA 8.2.1.d Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.
LA 8.2.1.e Revise to improve and clarify writing through self-monitoring strategies and feedback from others.
LA 8.2.1.f Provide oral, written, and/or digital descriptive feedback to other writers.
LA 8.2.1.g Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.
LA 8.2.1.h Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).
LA 8.2.1.i Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.
LA 8.2.1.j Publish a legible document using a variety of media, and apply formatting techniques to enhance the readability and impact of the document (e.g., fonts, spacing, design, images, citations).
LA 8.2.2 Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.
LA 8.2.2.a Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.
LA 8.2.2.b Provide evidence from literary or informational text to support analysis, reflection, and research.
LA 8.2.2.c Conduct and publish both short and sustained research projects to answer questions or solve problems using multiple primary and/or secondary sources to support theses.
LA 8.2.2.d Use precise word choice and domain-specific vocabulary to write in a variety of modes.
LA 8.2.2.e Analyze various mentor texts and/or exemplars in order to create a similar piece.
New Jersey
http://www.state.nj.us/education/cccs/2016/ela/ (Adopted 2016)
Grade 6 | New Jersey | Writing Standards
W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Provide a conclusion that follows from the narrated experiences or events.
W.6.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.
W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Grade 7 | New Jersey | Writing Standards
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.7.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.7.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Grade 8 | New Jersey | Writing Standards
W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.8.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.
W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Oklahoma
http://ok.gov/sde/oklahoma-academic-standards#OC3ELA (Amended 2016)
Grade 6 | Oklahoma | Writing Standards
Writing: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
6.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
6.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.
6.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.
6.2.W.4 Students will edit and revise multiple drafts for intended purpose (e.g., staying on topic), organization, coherence, using a consistent point of view.
6.2.W.5 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).
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.
6.3.W.1 Students will write narratives incorporating characters, plot, setting, point of view, conflict (i.e., internal, external), and dialogue.
Writing: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.
6.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.
6.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.
Writing: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.
6.5.W.1 Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.
6.5.W.2 Students will compose simple, compound, and complex sentences and questions to signal differing relationships among ideas.
6.5.W.3 Students will use intensive and reflexive pronouns.
6.5.W.4 Students will recognize and correct inappropriate shifts in pronoun number and person.
6.5.W.5 Students will recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Grade 7 | Oklahoma | Writing Standards
Writing: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
7.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
7.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.
7.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.
7.2.W.4 Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, using a consistent point of view.
7.2.W.5 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).
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.
7.3.W.1 Students will write narratives incorporating characters, plot, setting, point of view, conflict, dialogue, and sensory details to convey experiences and events.
Writing: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.
7.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.
7.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.
Writing: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.
7.5.W.1 Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.
7.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.
7.5.W.3 Students will use prepositional phrases and clauses (e.g., dependent and independent) in writing.
Grade 8 | Oklahoma | Writing Standards
Writing: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
8.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
8.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.
8.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.
8.2.W.4 Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, sentence variety, and use of consistent point of view.
8.2.W.5 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).
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.
8.3.W.1 Students will write narratives incorporating characters, plot (i.e., flashback and foreshadowing), setting, point of view, conflict, dialogue, and sensory details.
Writing: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.
8.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.
8.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.
Writing: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.
8.5.W.1 Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.
8.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.
8.5.W.3 Students will use verbals (e.g., gerunds, participles, infinitives) in writing.
8.5.W.4 Students will form and use verbs in the active and passive voice.
8.5.W.5 Students will form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
Pennsylvania
http://www.pdesas.org/standard/PACore (Amended 2014)
Grade 6 | Pennsylvania | Writing Standards
1.4 Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
CC.1.4.6.M
Write narratives to develop real or imagined experiences or events.
CC.1.4.6.N
Engage and orient the reader by establishing a context and introducing a narrator and/or characters.
CC.1.4.6.O
Use narrative techniques such as dialogue, description, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CC.1.4.6.P
Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from the narrated experiences and events.
CC.1.4.6.Q
Write with an awareness of the stylistic aspects of writing.
Vary sentence patterns for meaning, reader/listener interest, and style.
Use precise language.
Develop and maintain a consistent voice.
CC.1.4.6.R
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.6.T
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CC.1.4.6.X
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Grade 7 | Pennsylvania | Writing Standards
1.4 Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
CC.1.4.7.M
Write narratives to develop real or imagined experiences or events.
CC.1.4.7.N
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.
CC.1.4.7.O
Use narrative techniques such as dialogue, description, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
CC.1.4.7.P
Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from and reflects on the narrated experiences and events.
CC.1.4.7.Q
Write with an awareness of the stylistic aspects of writing.
Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
Use sentences of varying lengths and complexities.
Use precise language.
Develop and maintain a consistent voice.
CC.1.4.7.R
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.7.T
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CC.1.4.7.X
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Grade 8 | Pennsylvania | Writing Standards
1.4 Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
CC.1.4.8.M
Write narratives to develop real or imagined experiences or events.
CC.1.4.8.N
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.
CC.1.4.8.O
Use narrative techniques such as dialogue, description, reflection, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
CC.1.4.8.P
Organize an event sequence that unfolds naturally and logically using a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events; provide a conclusion that follows from and reflects on the narrated experiences or events.
CC.1.4.8.Q
Write with an awareness of the stylistic aspects of writing.
Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects.
Use sentences of varying lengths and complexities
Create tone and voice through precise language
CC.1.4.8.R
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.8.T
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CC.1.4.8.X
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
South Carolina
http://ed.sc.gov/instruction/standards-learning/english-language-arts/standards/ (Adopted 2015)
Grade 6 | South Carolina | Writing Standards
Fundamentals of Writing
Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
Interact and collaborate with peers and adults to develop and strengthen writing.
Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.
Standard 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, relevant descriptive details, and well-structured event sequences;
engage and orient the reader by establishing a context and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically;
use dialogue, pacing, and manipulation of time to develop experiences, events, and/or characters;
use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another;
develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;
use imagery, precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events and develop characters;
provide a conclusion that follows from and reflects on the narrated experiences or events.
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.
Grade 7 | South Carolina | Writing Standards
Fundamentals of Writing
Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
Interact and collaborate with peers and adults to develop and strengthen writing.
Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.
Standard 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 technique, relevant descriptive details, and well-structured event sequences;
engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically;
use dialogue, pacing, and manipulation of time to develop experiences, events, and/or characters;
use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another;
develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;
use imagery, precise words and phrases, relevant descriptive details, and sensory language to capture the action, convey experiences and events and develop characters;
provide a conclusion that follows from and reflects on narrated experiences or events.
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.
Grade 8 | South Carolina | Writing Standards
Fundamentals of Writing
Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
Interact and collaborate with peers and adults to develop and strengthen writing.
Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.
Standard 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 technique, relevant descriptive details, and well-structured event sequences;
engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically;
use dialogue, pacing, manipulation of time, and reflection, to develop experiences, events, and/or characters;
use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events;
develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;
use imagery, precise words and phrases, relevant descriptive details, and sensory language to capture the action, convey experiences and events, and develop characters;
provide a conclusion that follows from and reflects on the narrated experiences or events
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)
Grade 6 | Tennessee | Writing Standards
6.W.TTP.3 Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and point of view and introducing a speaker/narrator and/or participants/characters.
Organize an event sequence that unfolds naturally and logically.
Create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, and description when appropriate, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts, and show the relationships among experiences and events.
Craft an effective and relevant conclusion that reflects on the narrated experiences or events.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
6.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6.W.PDW.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; type a complete product in a single sitting as defined in W.1-3.
6.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 6 standards for reading.
Grade 7 | Tennessee | Writing Standards
7.W.TTP.3 Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or participants/characters.
Organize an event sequence that unfolds naturally and logically.
Create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, and description when appropriate, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts, and show the relationships among experiences and events.
Craft an effective and relevant conclusion that reflects on the narrated experiences or events.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
7.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
7.W.PDW.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
7.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; link to and cite sources; type a complete product in a single sitting as defined in W.1-3.
7.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 7 standards for reading; assess whether the evidence is relevant and sufficient to support the claims.
Grade 8 | Tennessee | Writing Standards
8.W.TTP.3 Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or participants/characters.
Organize an event sequence that unfolds naturally and logically.
Create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, and reflection when appropriate, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts, and show the relationships among experiences and events.
Craft an effective and relevant conclusion that reflects on the narrated experiences or events.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
8.W.PDW.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
8.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; present the relationships between information and ideas efficiently; type a complete product in a single sitting as defined in W.1-3.
8.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for reading; assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced.
Texas
http://tea.texas.gov/curriculum/teks/ (Amended 2010)
Grade 6 | 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 a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text 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 expected to:
write imaginative stories that include:
dialogue that develops the story; and
a specific, believable setting created through the use of sensory details; and
a clearly defined focus, plot, and point of view;
Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.
Grade 7 | 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 a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions 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 expected to:
write an imaginative story that:
sustains reader interest;
includes well-paced action and an engaging story line;
creates a specific, believable setting through the use of sensory details;
develops interesting characters; and
uses a range of literary strategies and devices to enhance the style and tone; and
Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.
Grade 8 | 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 a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions 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 expected to:
write an imaginative story that:
sustains reader interest;
includes well-paced action and an engaging story line;
creates a specific, believable setting through the use of sensory details;
develops interesting characters; and
uses a range of literary strategies and devices to enhance the style and tone;
Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.
Virginia
http://www.doe.virginia.gov (Adopted 2010)
Grade 6 | Virginia | Writing Standards
6.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.
a. Engage in writing as a recursive process.
b. Choose audience and purpose.
c. Use a variety of prewriting strategies to generate and organize ideas.
d. Organize writing to fit mode or topic.
e. Write narratives to include characters, plot, setting, and point of view.
f. Establish a central idea incorporating evidence and maintaining an organized structure.
h. Write multiparagraph compositions with elaboration and unity.
i. Use transition words and phrases.
j. Select vocabulary and information to enhance the central idea, tone, and voice.
k. Expand and embed ideas by using modifiers, standard coordination, and subordination in complete
sentences.
l. Revise writing for clarity of content including specific vocabulary and information.
6.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
a. Use subject-verb agreement with intervening phrases and clauses.
b. Use pronoun-antecedent agreement to include indefinite pronouns.
c. Maintain consistent verb tense across paragraphs.
d. Eliminate double negatives.
e. Use quotation marks with dialogue.
f. Choose adverbs to describe verbs, adjectives, and other adverbs.
g. Use correct spelling for frequently used words.
h. Use subordinating and coordinating conjunctions.
Grade 7 | Virginia | Writing Standards
7.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on expository and persuasive writing.
a. Engage in writing as a recursive process.
b. Choose intended audience and purpose.
c. Use a variety of prewriting strategies to generate and organize ideas.
d. Organize writing structure to fit form or topic.
e. Establish a central idea incorporating evidence, while maintaining an organized structure and a formal style.
i. Write multiparagraph compositions with elaboration and unity.
j. Use transition words and phrases within and between paragraphs.
k. Develop and modify the central idea, tone, and voice to fit the audience and purpose.
l. Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
m. Use clauses and phrases for sentence variety.
n. Revise writing for clarity of content including specific vocabulary and information.
7.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
a. Choose appropriate adjectives and adverbs to enhance writing.
b. Use pronoun-antecedent agreement to include indefinite pronouns.
c. Use subject-verb agreement with intervening phrases and clauses.
d. Edit for verb tense consistency and point of view.
e. Use quotation marks with dialogue and direct quotations.
f. Use correct spelling for commonly used words.
Grade 8 | Virginia | Writing Standards
8.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on expository and persuasive writing.
a. Engage in writing as a recursive process.
b. Choose intended audience and purpose.
c. Use prewriting strategies to generate and organize ideas.
d. Organize writing structure to fit form or topic.
e. Establish a central idea incorporating evidence, maintaining an organized structure and formal style.
j. Organize information to provide elaboration and unity.
k. Develop and modify the central idea, tone, and voice to fit the audience and purpose.
l. Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.
8.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
a. Use and punctuate correctly varied sentence structures to include conjunctions and transition words.
b. Correctly use pronouns in prepositional phrases with compound objects.
c. Use a variety of sentence structures to infuse sentence variety in writing.
d. Maintain consistent verb tense across paragraphs.
e. Use comparative and superlative degrees in adverbs and adjectives.
f. Use quotation marks with dialogue and direct quotations.
g. Use correct spelling for frequently used words.
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