Grades 9-10

Informational Writing

Writing Literary Text

Persuasive Writing

Progress Indicator: using advanced searches to locate relevant information from multiple (print/non-print and digital) sources, including research studies, documentaries, and historical and primary sources, to establish a central question or focus/thesis for a topic, problem, concept, or issue 

Progress Indicator: organizing, analyzing, and selectively integrating varied and complex information (e.g., facts, principles, examples, quotations, data, etc.) and text features, determining the significance to subtopics in order to establish and support a focus/controlling idea/thesis

Progress Indicator: developing coherence among ideas and subtopics by maintaining appropriate text structure(s) and using nuanced transitions and varied syntax to link the focus/controlling idea/thesis with the major sections of text

Progress Indicator: including precise and descriptive language, specialized domainspecific vocabulary, and maintaining a knowledgeable stance and consistent (formal) style and tone

Progress Indicator: drawing a conclusion, and articulating implications or stating the significance of the topic by synthesizing information that moves beyond a single source and flows from ideas presented

Progress Indicator: editing and revising full texts to clarify intent and meaning, making judgments about completeness, accuracy, and significance of text/visual/auditory information, validity and format of sources cited, overall cohesion, and impact of style, tone, and voice 

Progress Indicator: Employing advanced strategies (e.g., writing log, mentor texts, peer conferencing, researching author styles and genre structures and features) to develop images, characters, plot/subplots, central message/theme, or discourse style  

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

Progress Indicator: sustaining point of view, style, and text structure(s) appropriate to purpose and genre; using transitional devices to control pacing or add interest or surprise (e.g., flashback flash forward, subtle/implicit foreshadowing)

Progress Indicator: selecting details and precise or nuanced language to enhance tone, mood, or imagery; elaborate on ideas; build to climax; or evoke an emotional response (e.g., suspense, shock, empathy) 

Progress Indicator: weaving in dialogue (including use of authentic dialects) to effectively develop characters and advance the plot or theme

Progress Indicator: refining overall coherence with literary techniques (e.g., hyperbole, paradox) or accuracy/authenticity (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 (e.g., an unanswered question, reader self-reflection)

Progress Indicator: applying sophisticated editing and revision strategies to full texts to clarify intent, strengthen intended impact on reader, and reflect personal voice and writing style

Progress Indicator: using advanced searches and analyses to better understand genres and techniques associated with argument and critique and their intended audiences (e.g., discuss reasoning and rebuttals; analyze mentor texts- political commentaries, literary critiques, media messages, editorials, seminal historical and scientific documents)

Progress Indicator: organizing, analyzing, and selectively integrating varied and complex information (facts, principles, examples, quotations, data), determining their significance to potential lines of reasoning (claims- counter claims) either to support or refute the focus/thesis

Progress Indicator: establishing a critical stance and developing coherence among claims and evidence using nuanced transitions and varied syntax to link the focus/thesis with the major claims- counter claims as appropriate to intended audience 

Progress Indicator: utilizing emotive, precise, or technical language, transitional devices, and rhetorical techniques for effect while maintaining a critical stance and consistent discourse style and voice

Progress Indicator: articulating a conclusion that expresses implications, state the significance of the position/thesis, or presents a compelling call to action while reflecting sensitivity to the audience, leaving readers with a clear understanding and respect for what the writer is arguing

Progress Indicator: editing and revising full texts to clarify intent and meaning; making judgments about completeness, accuracy, and significance claims-counter claims, validity of evidence, overall cohesion, and impact of style, tone, and voice on message

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

Integrate information presented by others into a writing product while avoiding plagiarism. 

Use a standard format to produce citations.

Follow steps to complete a short or sustained research project to build knowledge on a topic or text, answer a question, and/or solve a problem (e.g., determine topic, locate information on a topic, organize information related to the topic, draft a permanent product). 

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.  

Provide relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate for the audience.

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

Use precise language and domain-specific vocabulary to manage the complexity of 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).

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

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

Strengthen writing by revising and editing. 

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

Develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story) focused on a specific purpose and audience.

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view. 

Engage and orient the reader to the narrator and/or characters.

Create a smooth progression of experiences or events.

Sequence events so that they build on one another to create a coherent whole. 

Include plot techniques and pacing (e.g., flashback, foreshadowing, suspense) as appropriate in writing.

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

Produce a narrative that includes dialogue that advances the plot or theme (e.g., reveals character motivation, feelings, thoughts, how character has changed perspectives).

Refine writing to assure accuracy/authenticity (historical, geographical, technical).

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

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

Strengthen writing by revising and editing (e.g., review product, strengthening story). 

Evaluate a speaker’s point of view, reasoning, and use of evidence for false statements, faulty reasoning, or exaggeration. 

Evaluate an argument within a text to determine if reasoning is valid; reasoning is accurate; evidence is relevant; and evidence is sufficient.

Gather relevant information about the topic or text and stated claim from authoritative print and/or digital sources.

Develop a plan for writing (e.g., choose a topic, introduce argument topic, develop a claim, develop a counterclaim, conclude argument) focused on a specific purpose and audience.

Introduce claim(s) for an argument that reflects knowledge of the topic. 

Identify claim(s) from alternate or opposing claims(s) in writing.

Create a writing organizational structure (e.g., introduce claim(s), distinguish supporting and opposing claims and relevant evidence for each, provide conclusion) developing relationships among claim(s), reasons, and evidence. 

Identify evidence for claim(s) and counterclaim(s).

Integrate information from multiple authoritative print and digital sources, into the writing product while avoiding plagiarism.

Use a standard format to produce citations.

Develop clear claim(s) with specific evidence for a topic or text. 

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

Use words, phrases, and clauses to clarify the relationship among claims, counterclaims, reasons, and evidence. 

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 the argument presented by stating the significance of the claim.

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

Strengthen writing by revising and editing.