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Teaching & Learning Curriculum Comprehensive Writing Program Grade Level Expectations - Tenth Grade
Teaching & Learning Curriculum Comprehensive Writing Program Grade Level Expectations - Tenth GradeGrade Level Writing Expectations: Tenth Grade
Writes Clearly and Effectively
Ideas/Development
- Selects and manipulates point of view, defining what a narrator can know and tell about to heighten suspense; delineates theme; and develops irony
- Uses a range of techniques to link episodes, to develop theme, or to provide emphasis, (e.g., a recurring motif, parallel structures, imagery, symbolism)
- Synthesizes and evaluates information from a range of sources to support an original conclusion, hypothesis, or argument
- Works for precise meaning, knowing when to elaborate to meet extrinsic or own criteria
- Discusses implications in the conclusion of a thesis-driven paper
- Evaluates the biases of primary, secondary, and tertiary sources
- Displays a confidence in and control over material and stylistic choices
Organization
- Uses transitions to maintain fluency, logic, and coherence of information, opinions, or ideas
- Writes using more than one strategy for an introduction (e.g., quotations, questions, descriptions, metaphors, personal experiences)
- Uses organizational structures specific to a discipline (e.g., proofs, abstracts, proposals, scientific inquiries, historical research)
Voice
- Produces text which is individualistic and expressive, that engages and connects with the intended audience
Sentence Fluency
- Embeds quotations smoothly and logically, explaining the connection to the rest of the text
- Writes rhythmic, flowing sentences which are purposeful, imaginative and are varied in structure and length
Word Choice
- Chooses the level of language consistent with audience and purpose (e.g., formal, informal, colloquial)
- Considers and defines terms (vocabulary) connected to the thesis and argument
Conventions
- Knows how to adapt conventions appropriately for maximum effect
Understands and Uses the Writing Process
Prewriting
- Carefully considers the selection of useful and appropriate information/materials from a wide range of resources (may include: interviews, multimedia, books, and periodicals)
Drafting
- Drafts text, demonstrating awareness of focus, sequence, and pacing by carefully selecting details, determining the extent of elaboration, and constructing transitions that maintain fluency and emphasize organizational structure
- Selects and sustains a drafting process with independence and flexibility
Sharing/Responding
- Accepts criticism as a means of improving writing; defends own vision with rationale
- Contributes effectively to the writing of others
Revising
- Restructures or rewrites part or all of the text, carefully selecting language to convey precise meaning or to create an intended mood or atmosphere
- Revises for usability and accuracy in informational writing and makes appropriate changes
Editing
- Edits with a critical eye, evaluating strengths and weaknesses, often using a self-initiated checklist or scoring guide; defends choices to deviate from established criteria
- Edits for cross-referencing, preparation of bibliography, and index in research papers
- Understands and uses standard proofreading marks
Publishing
- Presents final copy in a variety of ways, often using technology
Reflecting
- Maintains a portfolio of own literary work
- Considers own readiness to draft and returns to research or prewriting if necessary
- Reflects on feedback, sometimes seeking further explanation
- Self reflects on pieces selected for the portfolio
Addresses Audience, Purpose, and Form
- Anticipates reader's arguments and presents counter-arguments when feasible
- Identifies for audience the areas of possible bias or limitations of the research cited in the writing
- Understands multiple purposes of a form and can adapt information, structure, style, and focus appropriately
Suggested Text Forms
| Suggested Literary Text Forms That May Be Worked Toward in Grades Eight through Ten | Content Text Forms That May Be Worked Toward in Grades Eight through Ten | |
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| Previously Introduced |
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