NRS Level 6 Writing & Language

High Adult Secondary Education (Grade Levels 11.0 – 12.9)

- • methods of production and distribution of writings should be appropriate to • methods of production and distribution of writings should be appropriate to task, purpose, and audience.
- • projects, drawn from a variety of print and digital resources, answer a • projects, drawn from a variety of print and digital resources, answer a question or solve a problem and demonstrate an understanding of the subject under investigation.

######### Essential Question:

- • is the correct method chosen for the production and distribution of content- • is the correct method chosen for the production and distribution of content- specific writing projects?

######### Students will be able to:

########## (What does mastery look like)

Text Types and Purposes: History, Social Studies, Science, and Technical Subjects

- • arguments in discipline-specific content areas, formatted as • arguments in discipline-specific content areas, formatted as informative/explanatory texts, narration of historical events, scientific procedures/experiments, or technical processes.
- • arguments in discipline-specific content areas by introducing and showing • arguments in discipline-specific content areas by introducing and showing the importance of precise claim(s), distinguishing the claim(s) from opposing claims, and developing an organization which logically sequences claim(s), counterclaims, reasons, and evidence.
- • effective arguments in a discipline-appropriate form by developing claim(s) • effective arguments in a discipline-appropriate form by developing claim(s) and counterclaims fairly and thoroughly, providing relevant evidence for each while indicating strengths and limitations of both so that the audience’s knowledge level, concern, values, and biases are considered.
- • arguments in discipline-specific content areas by linking sections of the • arguments in discipline-specific content areas by linking sections of the text, creating cohesion, and clarifying relationships (between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims) through the use of words, phrases, clauses, and varied syntax.
- • arguments in discipline-specific content areas in a formal style and • arguments in discipline-specific content areas in a formal style and objective tone, adhering to the norms and conventions of the discipline.
- • informative/explanatory texts, formatted as narration of historical events, • informative/explanatory texts, formatted as narration of historical events, scientific procedures/experiments, or technical processes.
- • effective informative/explanatory texts by introducing a topic, making • effective informative/explanatory texts by introducing a topic, making connections and distinctions through clear organization of complex ideas and information so that each piece builds on the preceding piece to create a unified text, and include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful.
- • effective informative/explanatory texts by considering the audience’s • effective informative/explanatory texts by considering the audience’s knowledge of the topic when choosing the most relevant and important facts, definitions, concrete details, quotations, and other information.
- • effective informative/explanatory texts by using a variety of transitions and • effective informative/explanatory texts by using a variety of transitions and sentence structures to link sections of the text, develop cohesion, and clarify relationships among complex ideas and concepts.
- • effective informative/explanatory texts by using accurate language, • effective informative/explanatory texts by using accurate language, domain-specific vocabulary, and figurative language techniques to convey the