Academic Standard

Writing
Initiative: 
Tennessee Diploma Project
Set: 
English Language Arts
Type: 
Standard
Code: 
3
Grade range: 
No grade range
Writing is a way of sharing language in a visual or tactile form. Throughout the world writing systems have been developed independently using a variety of symbols to represent speech, punctuation, and numbers. All of the writing systems utilize visible representations except the Braille system used for the visually impaired. Writing is one of the most commanding communication tools.Conceptual StrandThe ability to write clearly and coherently to a specific topic is vital to effective communication. Authors write for a variety of purposes and to a variety of audiences.Guiding QuestionIn what ways does good writing contribute to effective communication in a variety of purposes and to a variety of audiences?
 
Elements within this Standard
 
Grade Level Expectation
Write for a variety of purposes and to a variety of audiences.
Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject
Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.
Check For Understanding
Determine an audience and a purpose for writing.
Write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., take
Practice writing to a prompt within a specified time limit.
Write poems, stories, and essays based upon personal reflections, observations, and experiences.
Write friendly and business letters.
Compare in writing two persons or things.
Write creative, imaginative, and original responses to literature (e.g., poems, raps, stories).
Use all steps in the writing process: brainstorm and organize ideas, create a first draft, revise and proofread draft, share completed work.
Arrange ideas by using graphic organizers (e.g., listing, clustering, story maps, webs).
Select and refine a topic.
Develop a topic sentence with supporting details and a concluding sentence to form a paragraph.
Construct varied sentences (i.e., syntactic variety) to add interest.
Arrange multi-paragraph work in a logical and coherent order.
Use appropriate time-order or transitional words.
Incorporate vivid language into writing.
Use correct page format (e.g., paragraphs, margins, indentations, titles).
Revise to clarify and refine ideas; to distinguish among important, unimportant, and irrelevant information; and to enhance word selection.
Use resources (e.g., dictionary, thesaurus, computer) to aid in the writing process.
Develop and use a classroom rubric for written work and use for peer review and editing.
Use technology to publish and present.
Identify and explore opportunities for publication (e.g., local/national contests, Internet websites, newspapers, periodicals, school displays).
State Performance Indicator
Identify the purpose for writing (i.e., to entertain, to inform, to share experiences).
Identify the audience for which a text is written.
Choose a topic sentence for a paragraph.
Select details that support a topic sentence.
Rearrange sentences to form a sequential, coherent paragraph.
Choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
Identify sentences irrelevant to a paragraphs theme or flow.
Select appropriate time-order or transitional words to enhance the flow of a writing sample.
Select an appropriate title that reflects the topic of a written selection.
Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing.