11th Grade ELA Targeted Standards [W] Writing Strand Cluster: Text Types and Purposes
ELA-11.W.01 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence and appropriate rhetorical strategies for a variety of purposes, audiences, and contexts.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader.
b. Organize writing that logically sequences 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; use appropriate rhetorical strategies for the audience’s knowledge level, concerns, values, and possible biases.
d. 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.
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.
g. Incorporate elements of narrative and informative/explanatory writing into arguments when appropriate for purpose, audience, and context.
Student Learning Targets:
Knowledge Targets
I can define the following vocabulary: claim, counterclaims, reasons, evidence, bias, syntax, style, and tone.
Reasoning Targets
I can construct multiple possible claims and formulate possible counterclaims for each.
I can point out the strengths and limitations of each claim and counterclaim and select the most effective claims for an argument.
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 maintain a formal style and objective tone, addressing what is most significant for a specific purpose and audience.
I can use varied words, phrases, and clauses to create effective transitions and cohesion.
Product Targets
See above knowledge, reasoning, and skills targets.
Proficiency Scale
Measurement of Progress
ELA-11.W.01 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence and appropriate rhetorical strategies for a variety of purposes, audiences, and contexts.
Sample Activity
Advanced
In addition to proficiency expectations, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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Proficiency
The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
The student can
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader.
Organize writing that logically sequences 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 appropriate rhetorical strategies for the audience’s knowledge level, concerns, values, and possible biases.
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.
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.
Incorporate elements of narrative and informative/explanatory writing into arguments when appropriate for purpose, audience, and context.
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Progressing
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
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Novice
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.