Current through Register Vol. 50, No. 9, September 20, 2024
A. Write arguments
to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
1. Introduce precise claim(s), distinguish
the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and
evidence.
2. Develop claim(s) and
counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audiences
knowledge level and concerns.
3.
Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
4. Establish and maintain a formal style and
objective tone while attending to the norms and conventions of the discipline
in which they are writing.
5.
Provide a concluding statement or section that follows from and supports the
argument presented.
B.
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.
1. Introduce a topic; organize complex ideas,
concepts, and information to make important connections and distinctions;
include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
2. Develop the topic with well-chosen,
relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audiences
knowledge of the topic.
3. Use
appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and
concepts.
4. Use precise language
and domain-specific vocabulary to manage the complexity of the topic.
5. Establish and maintain a formal style and
objective tone while attending to the norms and conventions of the discipline
in which they are writing.
6.
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).
C. Write narratives to develop real or
imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.
1.
Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing a
narrator and/or characters; create a smooth progression of experiences or
events.
2. Use narrative
techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, mood, tone, events, and/or
characters.
3. Use a variety of
techniques to sequence events so that they build on one another to create a
coherent whole.
4. Use precise
words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
5. Provide a conclusion (when appropriate to
the genre) that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
D. Produce clear and coherent writing in
which the development, organization, and style are appropriate to task,
purpose, and audience.
E. Develop
and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a different approach, focusing on addressing what is most significant
for a specific purpose and audience.
F. Use technology, including the Internet, to
produce, publish, and update individual or shared writing products, taking
advantage of technologys capacity to link to other information and to display
information flexibly and dynamically.
G. Conduct short as well as more sustained
research projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject
under investigation.
H. Gather
relevant information from multiple authoritative sources, using advanced
searches effectively; assess the strengths and limitations of each source in
terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance
on any one source and following a standard format for citation.
I. Draw relevant evidence from
grade-appropriate literary or informational texts to support analysis,
reflection, and research.
1. Apply grades
9-10 reading standards to literature (e.g., "Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare]").
2. Apply grades
9-10 reading standards to literary nonfiction (e.g., "Delineate and evaluate
the argument and specific claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient; identify false statements
and fallacious reasoning").
J. 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.
AUTHORITY NOTE:
Promulgated in accordance with
R.S.
17:6, R.S. 17: 24.4, and
R.S.
17:154.
