I can recognize transitional words, phrases, and clauses. Recognize formal style and objective tone. I can recognize formal style of a text and unbiased tone of an author. Recognize concluding statements or sections that support the argument presented. I can recognize concluding statements or paragraphs that support the argument presented. Explain audience awareness, including knowledge level, concerns, values, and biases. I can explain audience awareness, including knowledge level, concerns, values, and biases of that audience. my claim(s)/arugment(s), counterclaims/arguments, reason, and evidence. Develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each. I can thoroughly develop claims/arguments and counterclaims/counterarguments . Analyze the -knowledge level -concerns -values -possible biases of the rhetorical audience I can analyze the audience’s knowledge level, concerns, values, and possible biases of the topic. Evaluate strengths, limitations and relevance of claims and counterclaims I can evaluate strengths, weaknesses and appropriateness of claims/arguments and counterclaims/counterarguments. Link major sections of the text and create cohesion using: -words -phrases -clauses -varied syntax I can link major sections of the text using words, phrases, clauses, and varied syntax. - establishes and maintains formal style and objective tone - attends to the and conventions of the discipline - provides a concluding statement that follows from and supports the argument presented I can write an argument that supports my claims about a text or idea by: - introducing specific and knowledgeable claim(s) - establishing the significance of the claim(s) - distinguishing claims from alternate or opposing claims - creating an organization that logically sequences claim(s), counterclaims, reasons and evidence - developing claim(s) and counterclaims fairly and thoroughly, with the most relevant evidence for each - pointing out strengths and limitations of claims and counterclaims - anticipating the audience’s knowledge level, concerns, values and possible biases - using words, phrases and clauses as well as varied syntax to link
Clarify relationships between: -claims and reasons - reasons and evidence - claims and counterclaims using words, phrases, and clauses as well as varied syntax. I can clarify relationships between: - claims/arguments and reasons - reasons and evidence - claims/arguments and counterclaims/arguments Develop formal writing and objective tone while attending to the norms and conventions of the discipline I can develop formal writing style and unbiased tone. Plan a concluding statement or section that follows from and supports the argument presented I can plan a conclusion that follows from and supports the claim/argument presented. sections of text, create cohesion, and clarify relationship - establishing and maintains formal style and objective tone - attending to the norms and conventions of the discipline - providing a concluding statement that follows from and supports the argument presented 2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and Select: -appropriate topic - complex ideas - appropriate formatting, graphics, and multimedia to aid comprehension -supporting details - effective transitions - effective word choice - tone -style Organize complex ideas and information to make important connections and distinctions I can organize complex ideas and information to make important connections and distinctions to my topic. Select well-chosen, relevant, sufficient: -facts Write informative/explanatory text - examines/conveys complex ideas, concepts, and information - demonstrates and accurate information
multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). - effective conclusions that follows from and supports the information or explanation presented I can select: - appropriate topic - appropriate formatting, graphics, and multimedia to aid comprehension - supporting details - effective transitions - effective word choice - tone -style I can recognize: - complex ideas - effective conclusions that follow from and support the information or explanation presented ( this is both deconstructed and student friendly) -definitions - details - quotations - other appropriate information -examples appropriate to the audience’s knowledge of the topic I can use my audience’s knowledge of the to appropriately select: - definitions - details - quotations - other relevant information -examples. Determine appropriate use of syntax: - link major sections - create cohesion - clarify in text I can determine appropriate use of syntax to link major sections and clarify the text. Select precise language and domain specific vocabulary to manage the complexity of the text I can select precise language and discipline specific vocabulary to foster the complexity of the text. Employ figurative devices ( like simile, metaphor, analogy) to enhance the piece. I can recognize figurative/rhetorical devices that enhance the piece. and uses: - effective selection - organization - analysis of content I can write texts informative texts that examine complex ideas, clarify the information, organize the ideas, and analyzes the content. Introduce a topic which includes: - organized complex ideas, concepts information so that each new element builds on that which precedes it to - create a unified I can organize complex ideas that build on each other and create a unified idea Include: - formatting - graphics - multimedia when useful to aiding comprehension I can format the text and use multimedia to aid comprehension.
Determine an appropriate formal style and objective tone for a concluding section that follows from and supports the information or explanation presented I can determine an appropriate formal and unbiased tone for a conclusion that follows from and supports the information or explanation presented. Develop the topic thoroughly by: - selecting the most significant and relevant facts - extended definitions - concrete details - quotations - other information - examples appropriate to the audience’s knowledge of the topic I can develop the thoroughly by: - selecting the most relevant facts, concrete details, and quotations - offering definitions - using examples and other information appropriate to the audience’s knowledge of the topic. Use appropriate and varied transitions and syntax to: - link the major sections of the text - create cohesion - clarify the relationships complex ideas and concepts I can use appropriate and varied transitions and syntax to create cohesion among the complex ideas and concepts. Use: -precise language
develop experiences, events, and/or characters I can design an organize sequence of events with dialogue to develop experiences, events, and/or characters. Use precise, descriptive, and sensory language to develop vivid images of experiences, events, setting, characters I can use precise, descriptive, and sensory language to develop vivid images of experiences, events, setting, and characters. Develop conclusions that reflects on what is experienced, observed, or resolved in a narrative I can develop conclusions that reflects on what is experienced, observed, or resolved in a narrative. - uses techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, characters and build toward a particular outcome - uses a variety of transitions to develop a coherent sequence of events - uses appropriate precise, descriptive, and sensory language - includes a reflective conclusion that from what is experienced, observed, or resolved 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.) (The underpinning knowledge targets are in Writing Standards 1, 2, 3,7, 8, 9 and Language Standards 1-6) Analyze the reason for writing a piece to decide on task purpose audience I can analyze the reason for writing a piece to determine task, purpose, and audience. Determine suitable idea development strategies organization style appropriate to task purpose and audience The underpinning knowledge targets are found in Writing Standards 1, 2, 3,7, 8, 9 and Language Standards 1-6) Analyze the reason for writing a piece to decide on task purpose audience I can analyze the reason for writing a piece to decide on task purpose audience Determine suitable idea development strategies organization style
including grade 9-10 on page 54) I can edit for coventions. 6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Know a variety of ways to use technology and the Internet to produce, update, and publish products I know a variety of ways to use technology and the Internet to produce, updated, and publish products. Evaluate feedback for value as new arguments or information I can evaluate new arguments and information based on feedback. Demonstrate use of technology, including the Internet, to produce and publish writing products I can demonstrate use of technology, including the Internet, to produce and publish writing products Use technology, including the Internet, to respond to on-going feedback by updating individual/shared products with new arguments and information I can use technology, including the Internet, to respond to on-going feedback by updating individual/shared products with new arguments and information 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, Identify: - appropriate, short and sustained research topics - multiple sources on the subject of the research Evaluate the credibility of sources I can evaluate the credibility of sources
Identify overreliance on a source I can define plagiarism. Recognize authoritative sources I can recognize authoritative sources. Cite in standard formats I can cite in standard formats ( MLA). - avoid plagiarism and overreliance on any one source I can include information into text to maintain flow of ideas, avoid plagiarism, and overuse on any one source. Gather relevant information from multiple authoritative print and digital sources I can gather relevant information from multiple reliable print and digital sources. Perform advanced searches effectively I can perform advanced searches effectively. 9: Draw evidence from literary or informational text to support analysis, reflection, and research. a. Apply grades 11-12 reading standards to literature (e.g. “Demonstrate knowledge of 18th-19th-and early-20th century foundational works of Amer. lit, including how two or more texts from the same period treat similar themes or topics”). b. Apply grades 11-12 reading standards to literary nonfiction (e.g. “Delineate and evaluate the reasoning in seminal US texts…). Identify key ideas and details which provide evidence to support conclusions about the text accessed through research I can identify key ideas and details to support conclusions about the text found through research Cite textual evidence to support analysis of what the text says explicitly I can cite textual evidence to support analysis of text. Draw evidence from key ideas and details as support for research I can draw evidence from key ideas and details as support for research. Analyze key ideas and details in a text as evidence to support understanding of text I can analyze key ideas and details in a text as evidence to support my understanding of the text. Reflect on key ideas and details in a text as evidence for support understanding of text
I can understand the text by reflecting on key ideas and details. Standard 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 Recognize: - task - audience - purposes I can recognize task, audience and purposes Determine when to write: - routinely over extended time frames (time fore research, reflection, and revision) - routinely over shorter time frames (a single sitting or a day) I can determine the appropriate amount of time to allot to various writing projects. Determine organizational structure for a range of tasks, purpose, and audiences I can determine the best organizational structure for various tasks, purposes, and audiences Writes routinely over extended time frames (time for research, reflection, and revision) I can regularly write over extended periods of time. Writes routinely over shorter time frames (a single sitting or a day or two) I can regularly write over shorter time frames.