12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Text Types and Purposes

ELA-12.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.

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.

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Text Types and Purposes

ELA-12.W.02 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 for a variety of purposes, audiences, and contexts.

a. Introduce a topic and establish a clear focus, purpose, and thesis statement to engage and orient the reader.

b. 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 aid comprehension.

c. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate for purpose and audience.

d. 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.

e. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

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

g. Provide a conclusion that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

h. Incorporate elements of narrative and argument writing into informative/explanatory writing when appropriate for purpose, audience, and context.

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• Introduce a topic and establish a clear focus, purpose, and thesis statement to engage and orient the reader.
• 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 aid comprehension.
• Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate for purpose and audience.
• 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.
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• 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 information or explanation presented (e.g., articulating implications or the significance of the topic). h. Incorporate elements of narrative and argument writing into informative/explanatory writing when appropriate for purpose, audience, and context.

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Text Types and Purposes

ELA-12.W.03 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences for a variety of purposes, audiences, and contexts.

a. 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.

b. Use a variety of techniques to sequence events in a smooth progression 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, resolution).

c. Use narrative techniques (e.g., dialogue, pacing, description, reflection, and complex plots) to develop experiences, events, and/or characters.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

f. Incorporate elements of argument and informative/explanatory writing into narratives when appropriate for purpose, audience, and context.

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• 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.
• Use a variety of techniques to sequence events in a smooth progression 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, resolution).
• Use narrative techniques (e.g., dialogue, pacing, description, reflection, and complex plots) to develop experiences, events, and/or characters.
• Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.
• Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
• Incorporate elements of argument and informative/explanatory writing into narratives when appropriate for purpose, audience, and context.

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Production and Distribution of Writing

ELA-12.W.04-.06

• W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

• W11-12.5 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. (Editing for conventions should demonstrate command of Language standards 1-3).

• W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

Production & Distribution  

• W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

• W11-12.5 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. (Editing for conventions should demonstrate command of Language standards 1-3).

• W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

• produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.

• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing those aspects which matter most to the purpose, audience, and context of the writing.

• use technology to enhance writing by collaborating and revising in response to ongoing feedback or new information.

There are no major errors or omissions regarding the simpler details and processes as the student:

• produces writing in which development, organization, and style are appropriate to task, purpose, and audience.

• develops and strengthens writing as needed by planning, revising, editing, rewriting.

• uses technology to generate and revise writing based on collaborative feedback.

• recognizes or recalls specific terminology that relates to production and distribution of writing, such as: coherent, style, task, purpose, audience, revise, edit, feedback.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Production and Distribution of Writing

ELA-12.W.04-.06

• W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

• W11-12.5 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. (Editing for conventions should demonstrate command of Language standards 1-3).

• W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

Production & Distribution  

• W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

• W11-12.5 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. (Editing for conventions should demonstrate command of Language standards 1-3).

• W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

• produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.

• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing those aspects which matter most to the purpose, audience, and context of the writing.

• use technology to enhance writing by collaborating and revising in response to ongoing feedback or new information.

There are no major errors or omissions regarding the simpler details and processes as the student:

• produces writing in which development, organization, and style are appropriate to task, purpose, and audience.

• develops and strengthens writing as needed by planning, revising, editing, rewriting.

• uses technology to generate and revise writing based on collaborative feedback.

• recognizes or recalls specific terminology that relates to production and distribution of writing, such as: coherent, style, task, purpose, audience, revise, edit, feedback.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Production and Distribution of Writing

ELA-12.W.04-.06

• W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

• W11-12.5 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. (Editing for conventions should demonstrate command of Language standards 1-3).

• W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

Production & Distribution  

• W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

• W11-12.5 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. (Editing for conventions should demonstrate command of Language standards 1-3).

• W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

• produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.

• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing those aspects which matter most to the purpose, audience, and context of the writing.

• use technology to enhance writing by collaborating and revising in response to ongoing feedback or new information.

There are no major errors or omissions regarding the simpler details and processes as the student:

• produces writing in which development, organization, and style are appropriate to task, purpose, and audience.

• develops and strengthens writing as needed by planning, revising, editing, rewriting.

• uses technology to generate and revise writing based on collaborative feedback.

• recognizes or recalls specific terminology that relates to production and distribution of writing, such as: coherent, style, task, purpose, audience, revise, edit, feedback.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-12.W.07-.09 

• W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

• W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

• W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

• W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

• W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

• W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can   

• investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

• develop questions that drive research and focus.

• limit or extend the scope of inquiry as needed.

• use advanced searches effectively.

• assess usefulness of sources in terms of task, purpose, and audience.

• demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

• synthesize multiple sources about the topic, avoiding overreliance on any one source.

• avoid plagiarism by quoting, paraphrasing, or summarizing the research, and by citing sources appropriately (in-text and formal works cited), following a standard format.

• consult appropriate style manual for different disciplines and apply provided guidelines and format to write and edit work.

• integrate relevant information to maintain flow of ideas.

• use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

There are no major errors or omissions regarding the simpler details and processes as the student:

• researches topics, problems, or questions as part of a short or a more extended research project.

• narrows or broadens topic for adequate control of research.

• searches for and chooses related sources to help explain topic or answer question.

• takes notes, organizes, and tracks the sources of information.

• uses details from limited sources to support claim or thesis statement.

• avoids plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources (in-text and formal works cited), following a standard format.

• recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection      

However, the student exhibits major errors or omissions regarding the more complex ideas and processes

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-12.W.07-.09 

• W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

• W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

• W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

• W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

• W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

• W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can   

• investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

• develop questions that drive research and focus.

• limit or extend the scope of inquiry as needed.

• use advanced searches effectively.

• assess usefulness of sources in terms of task, purpose, and audience.

• demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

• synthesize multiple sources about the topic, avoiding overreliance on any one source.

• avoid plagiarism by quoting, paraphrasing, or summarizing the research, and by citing sources appropriately (in-text and formal works cited), following a standard format.

• consult appropriate style manual for different disciplines and apply provided guidelines and format to write and edit work.

• integrate relevant information to maintain flow of ideas.

• use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

There are no major errors or omissions regarding the simpler details and processes as the student:

• researches topics, problems, or questions as part of a short or a more extended research project.

• narrows or broadens topic for adequate control of research.

• searches for and chooses related sources to help explain topic or answer question.

• takes notes, organizes, and tracks the sources of information.

• uses details from limited sources to support claim or thesis statement.

• avoids plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources (in-text and formal works cited), following a standard format.

• recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection      

However, the student exhibits major errors or omissions regarding the more complex ideas and processes

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-12.W.07-.09 

• W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

• W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

• W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

• W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

• W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

• W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can   

• investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

• develop questions that drive research and focus.

• limit or extend the scope of inquiry as needed.

• use advanced searches effectively.

• assess usefulness of sources in terms of task, purpose, and audience.

• demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

• synthesize multiple sources about the topic, avoiding overreliance on any one source.

• avoid plagiarism by quoting, paraphrasing, or summarizing the research, and by citing sources appropriately (in-text and formal works cited), following a standard format.

• consult appropriate style manual for different disciplines and apply provided guidelines and format to write and edit work.

• integrate relevant information to maintain flow of ideas.

• use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

There are no major errors or omissions regarding the simpler details and processes as the student:

• researches topics, problems, or questions as part of a short or a more extended research project.

• narrows or broadens topic for adequate control of research.

• searches for and chooses related sources to help explain topic or answer question.

• takes notes, organizes, and tracks the sources of information.

• uses details from limited sources to support claim or thesis statement.

• avoids plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources (in-text and formal works cited), following a standard format.

• recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection      

However, the student exhibits major errors or omissions regarding the more complex ideas and processes