Grade 8

Informational Writing 

Writing Literary Text

Persuasive Writing

Progress Indicator: independently locating information from multiple reference sources (print and non-print) to obtain information on a topic; validating reliability of references, and listing them using an established format 

Progress Indicator: analyzing information in order to establish a focus/controlling idea about a topic, investigation, problem, or issue

Progress Indicator: selecting text structure(s) and transitions appropriate to organizing and developing information to support the focus/controlling idea/thesis

Progress Indicator: including precise language, specialized domain-specific vocabulary, and maintaining a knowledgeable stance and consistent (formal) style and voice

Progress Indicator: selecting relevant facts, details, examples, quotations, or text features to support/clarify the focus/controlling idea

Progress Indicator: drawing and stating conclusions by synthesizing information and summarizing key points that link back to focus/thesis 

Progress Indicator: applying editing (cohesion of subject-verb, pronoun use, verb tense, and impact of word choice and sentence variety) and revision strategies to full texts that clarify intent and meaning, making judgments about completeness and accuracy of information/visual/auditory components, validity of sources cited 

Progress Indicator: employing strategies (e.g., writing log, mentor texts, peer conferencing, research) to develop images, characters, plot, central message/theme, or discourse style

Progress Indicator: setting the context and tone (e.g., an opening lead to ‘hook’ readers) and establishing a point of view and discourse style

Progress Indicator: setting the context and tone (e.g., an opening lead to ‘hook’ readers) and establishing a point of view and discourse style. 

Progress Indicator: selecting details and precise or nuanced language to enhance tone and imagery, elaborate on ideas, or evoke an emotional response

Progress Indicator: using dialogue to advance the plot or theme

Progress Indicator: refining overall coherence with literary techniques or realistic accuracy (historical, geographic, technical, etc.)

Progress Indicator: writing a conclusion that follows the flow of ideas, reflects on the theme, and leaves readers with something to think about

Progress Indicator: applying editing and revision strategies to full texts that clarify intent and strengthen intended impact on reader

Progress Indicator: using strategies to better understand genres of persuasive writing and their audiences (e.g., discuss opposing perspectives; analyze mentor texts- political cartoons, literary critiques, speeches, propaganda techniques) 

Progress Indicator: using varied (credible) sources and locating relevant evidence to analyze factual and contextual information on a topic or text to better understand possible perspectives/points of view

Progress Indicator: establishing a perspective on a topic or text in order to introduce a focus (claim/thesis) and provide context and possible counter claims, and plan a chain of logic to be presented

Progress Indicator: selecting and organizing relevant facts, text evidence/quotes, data, or examples to support focus (claim/thesis) and a response to opposing claims of the audience

Progress Indicator: utilizing emotive, precise, or technical language, transitional devices, and rhetorical questions for effect, while maintaining an authoritative stance and consistent discourse style and voice

Progress Indicator: drawing and stating conclusions by synthesizing information, summarizing key points of reasoning chain that link back to focus/thesis, and reflecting a response to the opposition

Progress Indicator: applying editing (cohesion of subject-verb, pronoun use, verb tense, and impact of word choice and sentence variety/complexity) and revision strategies to full texts that clarify intent and meaning; making judgments about completeness and accuracy of information/visual/auditory components, validity of sources cited, discourse style, and approach to addressing audience needs (e.g., emotion, interest, moral authority, potential objections) 

Gather information (e.g., highlight, quote, or paraphrase from source) relevant to the topic from print and/or digital sources.

Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism. 

Use a standard format to produce citations. 

Follow steps to complete a short research project (e.g., determine topic, locate information on a topic, organize information related to the topic, draft a permanent product). 

With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion) focused on a specific purpose and audience. 

Create an organizational structure for writing that groups information logically (e.g., cause/effect, compare/contrast, descriptions, and examples) to support paragraph focus. 

Provide a clear introduction, previewing information to follow and summarizing stated focus. 

Use transitional words, phrases, and clauses to connect ideas and to create cohesion within writing.  

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Maintain a consistent style and voice throughout writing (e.g., third person for formal style, accurate and efficient word choice, sentence fluency, and voice should be active versus passive).

Develop the topic (e.g., add additional information related to the topic) with relevant wellchosen facts, definitions, concrete details, quotations, or other information and examples.

Present claims and findings, emphasizing salient points in a coherent manner with relevant evidence.

Provide a concluding statement or section that follows from and supports the information or explanation presented.

Produce a clear and coherent permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), and audience (e.g., reader).

With guidance and support from peers and adults, strengthen writing by revising and editing.  

Report on a topic with a logical sequence of ideas, appropriate facts, and relevant, descriptive details which support the main ideas.

With guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story) focused on a specific purpose and audience.

Orient the reader by establishing a context and point of view and introducing a narrator and/or characters.

Organize ideas and events so that they unfold naturally. 

When appropriate, use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events.

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

No CCCs developed for this PI in 8th grade 

Use literacy devices (e.g., similes, metaphors, hyperbole, personification, imagery) in narrative writing.

Provide a conclusion that follows from the narrated experiences or events.

Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to entertain), and audience.  

With guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).

Discuss how own view or opinion changes using new information provided by others. 

Evaluate the motives and purpose behind information presented in diverse media and format for persuasive reasons.

Evaluate the soundness or accuracy (e.g., Does the author have multiple sources to validate information?) of reasons presented to support a claim.  

Gather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources.  

With guidance and support from peers and adults, develop a plan for writing (e.g., define purpose, which is to persuade, state your claim, gather evidence, create your argument, and provide a meaningful conclusion) focused on a specific purpose and audience.

With guidance and support from peers and adults, develop a plan for writing (e.g., define purpose, which is to persuade, state your claim, gather evidence, create your argument, and provide a meaningful conclusion) focused on a specific purpose and audience.

Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.

Use a standard format to produce citations. 

Provide an introduction that introduces the writer’s claims and distinguishes it from alternate or opposing claims. 

Create an organizational structure in which ideas are logically grouped to support the writer’s claim.

Provide arguments to support claims with logical reasoning and relevant evidence from credible sources

Use words, phrases, and clauses to link opinions and reasons and to clarify relationship of ideas. 

Maintain a consistent style and voice throughout writing (e.g., third person for formal style, accurate and efficient word choice, sentence fluency, and voice should be active versus passive).  

Provide a concluding statement or section that supports and summarizes the argument presented.

Produce a clear and coherent permanent product that is appropriate to the specific task, purpose, (e.g., to persuade), and audience.  

With guidance and support from peers and adults, strengthen writing by revising and editing.