GRADE 7: Writing Standard 1 College and Career Readiness (CCR) Anchor Writing Standard 1: Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Grade 6: Write arguments to support claims with clear reasons and relevant evidence Grade 7: Write arguments to support claims with clear reasons and relevant evidence Grades 8: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically Progression to Mastery Key Concepts Guiding Prompts Identify a topic of argument Distinguish pros and cons Select position or claim Engage reader with intriguing opening Develop a position/claim Develop relevant reasons to support the claim Identify and acknowledge alternate or opposing claims Prioritize and organize reasons and evidence logically to support claims and alternate and opposing claims Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Argument Opening (e.g., interesting fact, anecdote, quote, statistics Reasons Evidence Reasoned and logical argument/case Strategies for dealing with opposing point of view (e.g., rebuttal, concession) What do you claim and why? What evidence, from reliable sources, do you offer to support your claim? How can you introduce a claim effectively? How can you introduce an alternate or opposing claim effectively? How do you distinguish the claim(s) from the opposing claim(s)? What other perspectives or alternate/opposing claims should you consider? How do you acknowledge alternate/opposing claims? How do you organize the reasons and evidence logically to support your claim(s)? b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Progression to Mastery Key Concepts Guiding Prompts Determine accuracy and credibility of sources Differentiate between relevant and irrelevant reasons/evidence Include an appropriate variety of reasons/evidence logical reasoning supporting evidence credible source difference between relevant and irrelevant evidence Clear reasons and relevant evidence (e.g., relevant facts, How do I support my claim with logical reasoning? How do I use credible evidence to support my claim? In sentence________, how does the author supports his counter argument with
Create a logical connection between the claim and evidence Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text statistics, credible personal and expert opinions and/or examples) Reasoned and logical argument/case Logical connection (Tie in or warrant) Accuracy and credibility (W8) relevant evidence? Does the data come from a credible source? Is the data accurate and does it come from a credible source? c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Progression to Mastery Key Concepts Guiding Prompts Choose appropriate phrases and clauses that create cohesion to strengthen and further your argument Identify how words, phrases, and clauses, as well as varied syntax, can link major sections of text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Cohesive and transitional devices (e.g., words, phrases, clauses) Effective transitional phrases syntax transition clarify precise words Use questions and prompts such as: Which words, phrases and clauses help provide cohesion for the reader? How are your claims & reasons organized? How do the words, phrases, and clauses used develop, link, and strengthen the relationships between claim(s), evidence, and opposing or alternate claims(s)? d. Establish and maintain a formal style. Progression to Mastery Key Concepts Guiding Prompts Identify and define formal style Address the needs of the audience through style Sustain a consistent style and objective tone that suggests some critical distance from the subject or claim Establish and maintain formal style Formal style Informal style Audience Objective tone What is a formal style? What makes your piece formal in style? Which words and tone are appropriate for the occasion and audience? Is my tone objective? e. Provide a concluding statement or section that follows from and supports the argument presented. Progression to Mastery Key Concepts Guiding Prompts Identify key concepts to review Construct a brief recap of the key concepts Effective conclusion (e.g., one that provides call to action/next step or answers the “so what” question, How does a concluding statement provide support to the argument presented and the overall piece?
Reiterates how the support for the claim outweighed the opposing or alternate claim Provide an impactful final statement that addresses the significance of the argument Provide a concluding statement or section that follows from and supports the argument presented. moves beyond summary) How can I prepare an effective concluding statement or sections that supports my claim and outweighs the opposing/alternate claim? What does my conclusion need to include? How does the conclusion follow from all that precedes it? 7W10: Range of Writing - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. GRADE 7: Writing Standard 2 College and Career Readiness (CCR) Anchor Writing Standard (2): Write informative/explanatory texts to examine a topic and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Grades 6: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Grades 7: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Grade 8: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Progression to Mastery Key Concepts Guiding Prompts Select an appropriate topic open to examination, discussion, or explanation Engage reader with an intriguing opening Create a thesis statement that previews what is to come Determine and use Topic Thesis statement (goes beyond the obvious and provides necessary background information) Organizational patterns (e.g., concept definition, classification, comparison/contrast, and cause/effect) What is the topic-and your purpose? What is the thesis statement in the selection? Which text structure best organizes your information? Which charts and tables should you include to support your thesis?
appropriate text structure(s) to organize Group ideas into categories to logically organize using strategies such as definition, classification, comparison/contrast, and cause/effect Recognize how graphics, formats and multimedia add clarity to a paper Select and utilize appropriate graphics, formats and/or multimedia to support thesis Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Formatting devices (e.g., headings) Graphics (e.g., charts, tables) Multimedia Effective introduction/hook (e.g., one that presents a thesis) Awareness of audience How could you use cause/effect to better convey your idea? What additional comparisons could you make to analyze the content? Which type of multimedia should be included to aid in the reader’s comprehension? How does your thesis statement preview the content of the essay? Did you employ the use of formatting with headings, graphics, and/or multimedia to aid comprehension of the topic? b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Progression to Mastery Key Concepts Guiding Prompts Evaluate and select information and examples based on significance and relevance addressing the needs of the audience Support topic with a thesis statement Support thesis statement using the strongest examples Use evidence to effectively elaborate on the topic Develop topic with relevant, well-chosen facts, definitions, concrete details, quotations or other information and examples. Topic Thesis Relevant information (e.g., facts, definitions, concrete details, personal experiences, quotations, observations, interviews) Awareness of audience What are the purpose, audience, and situation for this writing? What criteria should you apply when choosing which facts, details or other information to include? What ideas, details, or sources are most important to include? What is the most effective way to develop this topic? Have you developed the topic thoroughly? How do you integrate and interpret the evidence to support your thesis? What categories of supporting details do you provide?
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Progression to Mastery Key Concepts Guiding Prompts Recognize connections between thesis, concepts and evidence Identify how transitions create cohesion and clarify relationships in a written piece Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. cohesion Transition words, phrases, clauses What is the relationship between your thesis, concepts, and evidence? How do you transition from various ideas and concepts? Do your transitions create cohesion among ideas and concepts? d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Progression to Mastery Key Concepts Guiding Prompts Identify or determine appropriate domain-specific vocabulary Use domain-specific vocabulary to increase precision and clarity Use precise language and domain-specific vocabulary to inform about or explain the topic Domain-specific vocabulary Is the language you have chosen precise and clear? Are you using vocabulary appropriate for the or domain of the topic? e. Establish and maintain a formal style. Progression to Mastery Key Concepts Guiding Prompts Recognize the difference between formal and informal style Establish and maintain a formal style appropriate to audience and purpose Establish and maintain an appropriate style throughout a piece of writing Establish and maintain a formal style Style (e.g., formal, informal, specific to audience) Awareness of audience Forms (e.g., letters to appropriate individuals/organizations (editor, boards, business), summaries, reports (book, research), essays, articles (newspaper, magazine), messages/memos, notices, biography, autobiography, reviews) What makes the piece formal? Is the language you have chosen precise and clear? Have you maintained a formal writing style? f. Provide a concluding statement or section that follows from the information or explanation presented. Progression to Mastery Key Concepts Guiding Prompts
Provide an impactful concluding statement that moves beyond summary Provide a concluding statement or section that follows from the information or explanation presented Final/concluding statement (e.g., final insight, so what, next steps) What is the best way to lead into your concluding section? What are the main ideas you discuss or emphasize in the conclusion? How do the ideas in your concluding statement or section logically follow from all that you said prior to the conclusion? Does your conclusion move beyond summary (e.g., reinforcing the importance of the information, raising related issues and/or generating a hypothesis)? 7W10: Range of Writing - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.