Academic Standard

Writing
Initiative: 
Tennessee Diploma Project
Set: 
English Language Arts
Type: 
Standard
Code: 
3
Grade range: 
7
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 in a variety of modes for different audiences and purposes.
Employ various prewriting strategies.
Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.
Refine strategies for editing and revising written work.
Check For Understanding
Write in a variety of modes and genres, including description, narration, exposition, persuasion, literary response, personal expression, and imaginative.
Practice writing to a prompt within a specified time limit.
Create somewhat complicated work-related texts, such as instructions, directions, letters, memos, e-mails, and reports using the techniques listed below. Select
Develop focused, appropriate, and interesting topics for writing.
Create a thesis statement and include relevant facts, details, reasons, and examples that support the thesis.
Develop relevant details or reasons in a manner that meets the needs of the audience and purpose.
Organize writing using structures appropriate for the topic and that meet the needs of the audience (e.g., if using an anecdote to provide an example, use
Use appropriate and effective words and phrases to indicate the organizational pattern (e.g., for a problem/solution paper indicate the order of steps in the
Use text features (e.g., headings, subheadings, formatting) as appropriate to signal relationships between ideas.
Use accurate and precise language to convey meaning.
Use strong verbs and figurative language (e.g., metaphors, similes) for emphasis or creative effect as appropriate to the purpose.
Use appropriate vocabulary, sentence structure, and usage to distinguish between formal and informal language.
Incorporate a variety of syntactic structures for effect when appropriate (e.g., modifying phrases, parenthetical expressions).
Edit to craft a tone that is appropriate for the topic and audience, and supports the purpose.
Use language that conveys the writers point of view.
When other sources are used or referenced (such as in research, informational essays, or literary essays) adhere to the list below. Acknowledge source
Generate notes on text, and identify main and supporting ideas.
Edit writing for mechanics (punctuation, capitalization), spelling, and grammar (e.g., consistent verb tense, noun and pronoun agreement).
Based on readers comments, revise papers to focus on topic or thesis, develop ideas, employ transitions, and identify a clear beginning and ending.
Demonstrate confidence in using the Tennessee Writing Assessment Rubric while evaluating ones own writing and the writing of others.
Use relatively basic software programs (e.g., Word, PowerPoint) to write texts and create graphics to present ideas visually and in writing.
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 inform, to describe, to explain, to persuade, to entertain).
Identify the audience for which a text is written.
Select an appropriate thesis statement for a writing sample.
Rearrange a multi-paragraphed work in a logical and coherent order.
Select the appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
Choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
Identify the sentence(s) irrelevant to a paragraphs theme or flow.
Select an appropriate concluding sentence for a well-developed paragraph.
Select illustrations, explanations, anecdotes, descriptions, and/or facts to support key ideas.
Select an appropriate title that reflects the topic of a written selection.
Identify individual writing selections as technical, narrative, persuasive, and/or descriptive in mode.
Complete a graphic organizer (e.g., clustering, listing, mapping, webbing) with information from notes for a writing selection.
Select the most appropriate format for writing a specific work-related text (i.e., instructions, directions, letters, memos, e-mails, reports).