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STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Descriptive Statement: Writing is a complex process that begins with the recording of one’s thoughts. It is used for composition, communication, expression, learning, and engaging the reader. Proficient writers use a repertoire of strategies that enables them to vary form, style, and conventions in order to write for different purposes, audiences, and contexts. Students should have multiple opportunities to craft and practice writing, to generate ideas, and to refine, evaluate, and publish their writing. In a successful writing program, students develop and demonstrate fluency in all phases of the writing process, including prewriting, drafting, revising, editing of multiple drafts, and postwriting processes that include publishing, presenting, evaluating, and/or performing.
Students should be helped to understand the recursive nature and shifting perspectives of the writing process, in moving from the role of writer to the role of reader and back again. It is important for students to understand that writers write, then plan and revise, and then write again. They will learn to appreciate writing not only as a product, but also as a process and mode of thinking and communicating. "By the mysterious alchemy of the written word, we range over time and space, expanding our experiences, enriching our souls, and ultimately becoming more fully, more consciously human" (Keene, 1999). Students should recognize that what they hear, speak, read, and view contributes to the content and quality of their writing.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Engage in the full writing process by writing daily and for sustained amounts of time. 2. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing. 4. Review and edit work for spelling, usage, clarity, and fluency. 5. Use the computer and word-processing software to compose, revise, edit, and publish a piece. 6. Use a scoring rubric to evaluate and improve own writing and the writing of others. 7. Reflect on own writing and establish goals for growth and improvement.
B. Writing as a Product (resulting in a formal product or publication) 1. Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing. 2. Critique published works for authenticity and credibility. 4. Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism). 5. Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper. 7. Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources, such as periodicals, interviews, discourse, and electronic media. 8. Foresee readers’ needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position. 9. Provide compelling openings and strong closure to written pieces. 10. Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures, computer-generated presentation). 11. Use the responses of others to review content, organization, and usage for publication. 12. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
C. Mechanics, Spelling, and Handwriting 1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling. 2. Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style. 3. Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas. 4. Use transition words to reinforce a logical progression of ideas. 5. Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. 6. Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness. 7. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work. 8. Write legibly in manuscript or cursive to meet district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 1. Employ the most effective writing formats and strategies for the purpose and audience. 2. Demonstrate command of a variety of writing genres, such as: · Persuasive essay · Personal narrative · Research report · Literary research paper · Descriptive essay · Critique · Response to literature · Parody of a particular narrative style (fable, myth, short story) · Poetry 3. Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness. 4. Apply all copyright laws to information used in written work. 5. When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles. 7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing. 8. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
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