Print:
Writing:
Reading/ELA:
Standard 4.0 Writing
Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.
Topic
A. Writing
Indicator
- 1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
Objectives
- Use a variety of self-selected prewriting strategies to generate, select, narrow, and develop ideas
- Evaluate topic for personal relevance, scope, and feasibility
- Begin a coherent plan for developing ideas
- Explore and evaluate relevant sources of information
- Select, organize, and develop ideas appropriate to topic, audience, and purpose
- Organize information logically
- Use techniques such as graphic organizers and signal words to complete and clarify organizational structures
- Verify the effectiveness of paragraph development by modifying topic, support, and concluding sentences as necessary
Indicator
- 2. Compose oral, written and visual presentations that express personal ideas, inform, and persuade
Objectives
- Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose in order to develop a personal style, a distinctive voice, and a deliberate tone
- Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using evocative language and appropriate organizational structure to create a dominant impression
- Compose to inform using relevant support and appropriate organizational structures while maintaining an objective perspective
- Compose to persuade by supporting, modifying, or refuting a position, using effective rhetorical strategies
- Write an assertion and use evidence that appeals to audience emotion, reasoning, or trust
- Organize ideas to construct a logical progression
- Use diction and syntax that is sincere, honest, and trustworthy
- Use connotation, repetition, and figurative language to control audience emotion and reaction
- Use authoritative citations when effective and document appropriately
- Use writing-to-learn strategies such as reflective journals, metacognitive writings, and projections based on reflections to analyze and synthesize thinking and learning
- Manage time and process when writing for a given purpose
Indicator
- 3. Compose texts using the revising and editing strategies of effective writers and speakers
Objectives
- Revise texts for clarity, completeness, and effectiveness
- Eliminate redundant and irrelevant words and ideas
- Clarify meaning through the placement of antecedents, modifiers, connectors, and transitional devices
- Clarify the relationships among ideas through coordination and subordination that are purposeful, logical, succinct, and parallel
- Clarify meaning and purpose by using active voice and consistent person, number, tense, and mood
- Vary sentence types and lengths to clarify and extend meaning, to demonstrate style, and to sustain audience interest
- Use suitable traditional or electronic resources to refine presentations and edit texts for effective and appropriate and conventions such as capitalization, punctuation, spelling, and pronunciation
- Self edit
- Peer edit
- Dictionary
- Thesaurus
- Spell checker
- Language handbook
- Grammar checker
- Style book
- Prepare the final product for presentation to an audience
Indicator
- 4. Identify how language choices in writing and speaking affect thoughts and feelings
Objectives
- Choose a level of language, formal to informal, appropriate for a specific audience, situation, or purpose
- Differentiate connotative from denotative meanings of words to make precise word choices
- Consider how readers or listeners might respond differently to the same words
Indicator
- 5. Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing
Objectives
- Assess the effectiveness of diction that reveals his or her purpose
- Language appropriate for a particular audience
- Language suitable for a given purpose
- Words/phrases/sentences that extend meaning in a given context
- Explain how the specific language and expression used by the writer or speaker affects reader/listener response
- Evaluate the use of transitions and their effectiveness in a text
Indicator
- 6. Evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular purpose, or fulfill a purpose
Objectives
Indicator
- 7. Locate, retrieve, and use information from various sources to accomplish a purpose
Objectives
- Identify, evaluate, and use appropriate sources of information on a self-selected and/or given topic
- Use various information retrieval sources (traditional and/or electronic) to obtain information on a self-selected and/or given topic
- Use a systematic process for recording, documenting, and organizing this information
- Appropriate strategies for taking notes
- Appropriate strategies for organizing source information or notes
- Information to include or exclude when using a note taking method
- Advantages, disadvantages, or limitations of a given strategy or procedure for recording or organizing information
- Advantages, disadvantages, or limitations of asources of information such as bias, accuracy, availability, variety currency
- Use a recognized format for documentation such as MLA
- Appropriate strategies for taking notes
- Synthesize information from two or more sources to fulfill a self-selected or given purpose
- Use a recognized format to credit sources when paraphrasing, summarizing, and quoting to avoid plagiarism
Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.
11/15/07
