2.+Writing

Common Core Standard Statements for Writing, Grades 11-12


 * Cool Paraphrasing essay assignment with rubric, peer reviews and article: [[file:score_sheet.rtf]][[file:reflection_sheet_group_paraphr.rtf]][[file:peer_review_sheet.rtf]][[file:peer_review_rules.ppt]][[file:Making Arguments.pdf]]**

**Article about the importance of reading:[[file:Cunningham-What Reading Does for the Mind.pdf]]**

 * APA Style Information: [[file:APA ShortReserach Rubric.doc]][[file:APA Format.pptx]]**
 * MLA Style Information: [[file:MLA Style.pptx]][[file:MLA Sample Instructional essay.pdf]]**[[file:Thesis Statements.pptx]] [[file:litanalysis.ppt]]

**OF MICE AND MEN by John Steinbeck**
- BEVER 7/11
 * The following is a character analysis essay for //Of Mice and Men.// The files below contain a rubric, peer editing sheet, paragraph breakdown (dependent on student skill level), and a sheet outlining how to analyze a particular character.

using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. c 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.
 * Text Types and Purposes**
 * 1) Write arguments to support claims in an analysis of substantive topics or texts,

2. 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. a. Introduce a topic: 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 aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. c. 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. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a normal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


 * Text Types and Purpose (Continued)**

3. Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event sequences.

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; create a smooth

progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection,

and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events 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, or resolution).

d. Use precise words and phrases, telling details, and sensory language to

convey a vivid picture of the 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.


 * Production and Distribution of Writing**

4. Produce clear and coherent writing In which the development, organization,

and style are appropriate to task, purpose, and audience. (Grade-specific

expectations for writing types are defined in standards 1-3 above.)

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 up to and Including grades

11-12 on page 54.)

6. Use technology, including the Internet, to produce, publish, and update

individual or shared writing products in response to ongoing feedback,

including new arguments or information


 * Research** **to** **Build and Present Knowledge**

7. Conduct short as well as more sustained research projects to answer a question

(Including a self-generated question) or solve a problem; narrow or broaden

the inquiry when appropriate; synthesize multiple sources on the subject,

demonstrating understanding of the subject under investigation.

8. Gather relevant Information from multiple authoritative print and digit sources

using advanced searches effectively; assess the strengths and limitations of

each source in terms of the task, purpose, and audience; integrate information

into the text selectively to maintain the flow of Ideas, avoiding plagiarism and

overreliance on anyone source and following a standard format for citation.


 * Research to Build and Present Knowledge (continued)**

9. Draw evidence from literary or Informational texts to support analysis,

reflection, and research.

a. Apply // grades // 11-12 // Reading standards // to literature (e.g., "Demonstrate

knowledge of eighteenth-, nineteenth- and early-twentieth-century

foundational works of American literature, including how two or more

texts from the same period treat similar themes or topics”).

b. Apply // grades // 77-72 // Reading standards // to literary nonfiction (e.g ..

"Delineate and evaluate the reasoning in seminal U.S. texts, Including the

application of constitutional principles and use of legal reasoning [e,g., in

U.s. Supreme Court Case majority opinions and dissents] and the

premises, purposes. And arguments in works of public advocacy [e.g., //The//

// Federalist, // presidential addresses]").


 * Range of Writing**

10. Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range

of tasks, purposes, and audiences.