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, knowledgeable claim(s),
establish the significance of the claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that logically
sequences claim(s), counterclaims, reasons, and evidence.
2. Develop claim(s) and counterclaims fairly
and thoroughly, supplying the most relevant evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the
audiences knowledge level, concerns, values, and possible biases.
3. Use words, phrases, and clauses as well as
varied syntax 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 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 multimedia when useful to aiding
comprehension.
2. 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 audiences knowledge of the topic.
3. 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.
4. Use precise language, domain-specific
vocabulary, and techniques such as metaphor, simile, and analogy 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 and its significance, 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 and build
toward a particular tone and outcome (e.g., a sense of mystery, suspense,
growth, or resolution).
4. Use
precise words and phrases, telling details, and figurative and sensory language
to convey a vivid picture of the experiences, events, setting, mood, tone
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 new 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 in response to ongoing feedback, including new arguments or
information.
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 (e.g., MLA, APA).
I. Draw relevant evidence from
grade-appropriate literary or informational texts to support analysis,
reflection, and research.
1. Apply grades
11-12 reading standards to literature (e.g., "Demonstrate knowledge of
foundational works of literature, including how two or more texts from the same
period treat similar themes or topics").
2. Apply grades 11-12 reading standards to
literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal
U.S. and world texts, including the application of constitutional principles
and use of legal reasoning and the premises, purposes, and arguments in works
of public advocacy").
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.
