10th Grade English

10th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-10.W.01 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader.

b. Organize writing that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

c. Develop claim(s) and counterclaims, pointing out the strengths and limitations of both by supplying relevant and credible evidence.

d. 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.

e. Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.

f. Provide a conclusion that follows from and supports the argument presented

Student Learning Targets:

Knowledge Targets

• I can define claim, counterclaim, evidence, justify, argument, relevant, formal/informal style. 
• I can recognize multiple sides of an issue.
• I can identify solid supporting details in writing.
• I can choose a position in an argument.
• I can identify at least two sides of an argument.
• I can identify effective transition statements.
• I can distinguish (tell the difference) between formal and informal language.

Reasoning Targets

• I can 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 audience’s knowledge level and concerns.
• I can justify my argument with relevant supporting details.
• I can use valid reasoning and relevant and sufficient evidence to support a claim.
• I can organize an argument through the use of a precise introduction, well developed body paragraphs (complete with claims, counterclaims, and evidence), and a concluding paragraph that reinforces the argument, extends beyond summary, and gives finality.

Skills (Performance) Targets

• I can 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.
• I can 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.
• stablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Product Targets

• I can create a persuasive text or presentation.
• I can develop and write an argument to support a claim using valid reasoning and relevant evidence.
• I can produce a written document that has supporting details.
• I can present a written or oral argument. 

 ELA-09-10.W.01 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

• introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader.
• organize writing that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
• develop claim(s) and counterclaims, pointing out the strengths and limitations of both by supplying relevant and credible evidence.
• 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.
• establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.
• provide a conclusion that follows from and supports the argument presented.

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.