Grades 11-12 Writing : Text Types and Purposes
Essential Questions:
1. How do writers select the genre of writing for a specific purpose and audience?
2. How do essential components of the writing process guide writers in the communication of ideas?
3. How does the selection of resources impact the quality and validity of the research process and product?
4. How do regular, varied writing opportunities make you a stronger writer?
Essential Vocabulary: bias, claim, sequencing, counterclaim, concede, refute, appeal, rhetoric, cohesion, thesis, metaphor, simile, analogy, syntax,
tone, thesis, hook, narration, memoir, biography, autobiography, point of view
College and Career Readiness Anchor Standard 1 for Writing: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, including culturally diverse topics or texts, 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.
11-12 Grade Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• investigate and evaluate
• that critical writers analyze
Students will…
evidence that supports
sources to determine their
• bias
their claim and
reliability.
• write an organized
• claim
counterclaim.
argument which includes
• that relevant evidence is
• sequencing
counterclaims.
• create an argumentative
necessary to substantiate a
• counterclaim
piece with a claim.
claim.
• use transitions to connect
• concede
ideas.
• write a cohesive piece in a
• that there is a logical
• refute
formal style.
sequence
that
includes
an
• evaluate strengths and
• appeal
introduction, concrete
limitations of
• demonstrate control of
• rhetoric
details,
analysis,
evidence,
claims/counterclaims.
communication skills
• cohesion
and a conclusion when
according to purpose,
• tailor language to a specific
• thesis
writing an argument.
audience, subject, and
audience, structure, and
structure.
• that writers have to
discipline.
Adoption Date: July 22, 2013 •
write a logical conclusion.
X Adoption Date: July 22, 2013 anticipate the audiences’
knowledge level, concerns,
values, and possible biases
when developing claims
and counterclaims.
•
evaluate the reliability,
authenticity, and merit of
information conveyed in
textual works.
College and Career Readiness Anchor Standard 2 for Writing: 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.
W.11-12.2 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 formal 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).
11-12 Grade Enduring Understandings
Students will understand…
Students will know…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• that critical writers
• evaluate the reliability,
analyze sources to
authenticity, and merit of
• metaphor
• write a clear, objective,
determine their reliability.
information conveyed in textual
informative text.
• simile
works.
• that there is a logical
• choose and organize
• analogy
• articulate the significance of
sequence that includes an
relevant, sufficient facts
• syntax
their topic through the use of
introduction,
concrete
and details that enhance
• tone
relevant facts.
details, analysis, evidence,
the writing.
• thesis
and a conclusion when
• develop an advanced thesis.
• organize complex ideas,
writing an argument.
utilizing transitions.
• apply figurative language in
• that domain specific
order to adjust the complexity of
• embed quotations.
vocabulary and
the topic.
• use precise language
techniques, such as
• use parenthetical citations.
relevant to the topic.
metaphor and simile, help
• write a cohesive
• write in a style appropriate
to manage the complexity
informative/explanatory piece
for the audience and
of
the
topic.
in a formal style.
purpose.
• demonstrate control of
• write a conclusion that
communication skills according
summarizes or supports
to purpose, audience, subject,
information presented.
and structure.
Adoption Date: July 22, 2013 Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 3 for Writing: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well -structured event sequences.
W.11-12.3 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.
11-12 Grade Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• sequence events logically.
• that a narrative follows a
Students will…
logical sequence that
• hook
• include precise words and
includes an introduction,
• write a vivid narrative
sensory details to create a
• narration
concrete details, and a
using multiple techniques.
picture for the reader.
• memoir
conclusion.
• develop the plot in a logical
• create a cohesive narrative
• biography
• that narrative techniques
and/or sequential order.
piece that builds toward a
• autobiography
build
sequence
the
events
particular tone and
• choose relevant details and
• appropriate point of view
so they build on one
outcome.
precise and sensory
another and create a
language.
• write a reflective
cohesive whole.
conclusion.
• write a reflective
• that tone and outcome
conclusion.
engage the reader.
• that pacing impacts a
reader’s experience.
X
Adoption Date: July 22, 2013 Grades 11-12 Writing : Production and Distribution of Writing
Essential Questions:
1. How do writers select the genre of writing for a specific purpose and audience?
2. How do essential components of the writing process guide writers in the communication of ideas?
3. How does the selection of resources impact the quality and validity of the research process and product?
4. How do regular, varied writing opportunities make you a stronger writer?
Essential Vocabulary: ideas/content, organization, voice , word choice (i.e. informal and formal diction), sentence fluency, conventions, informal
and formal style, counter claim, argumentation, analysis, syntax, conventions, multi-draft, connotation, denotation, revise, edit, database, internet
domains (.org, .gov, .com, .edu, .net), on-line learning environments and online resources (e.g. shared documents, wikis), MLA and APA formats
College and Career Readiness Anchor Standard 4 for Writing: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.11-12.4 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.)
11-12 Grade Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• write for a specific purpose.
• that writing can have
Students will…
different purposes.
• ideas/content
• choose a structure
appropriate to the task and
• have multiple writing
• that different types of
• organization
experiences.
grade level expectation.
writing have different
• voice
organizational structures.
• word choice (i.e. informal
• that task and purpose are
and formal diction)
reflected in organization
• sentence fluency
and development of a
• conventions
topic.
• informal and formal style
• counter claim
• argumentation
• analysis
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 5 for Writing: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach
W.11-12.5 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 55.)
11-12 Grade Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• prewrite using a prewriting
• that revision is necessary
Students will…
strategy.
for growth.
• syntax
• have multiple writing
• revise and edit writing
• that revision may take
• conventions
experiences.
based on feedback (i.e. self,
multiple attempts.
• multi-draft
peer, and adult).
• respond to suggestions
• that multiple writing
• connotation
from adults and peers to
experiences will strengthen
• try new approaches for
• denotation
strengthen writing.
purpose and effect as
their command of
• revise
needed.
composition.
• use grade level
• edit
conventions.
• reflect upon their own
• that purposeful planning
writing and make revisions
leads to more effective
with a specific purpose.
writing.
• that using conventions
appropriately and correctly
aids understanding.
• that attention to audience is
imperative.
X
College and Career Readiness Anchor Standard 6 for Writing: Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
W.11-12.6 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.
11-12 Grade Enduring Understandings
Students will be able to…
Students will know…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• evaluate and use a variety
• that technology (i.e. the
Students will…
of technologies and
Internet) provides a forum
• database
information sources.
for publication,
• evaluate and use a variety
• Internet domains
Adoption Date: July 22, 2013 •
•
•
of technologies and
information sources.
navigate the Internet and
databases.
cite sources using
appropriate formatting.
upload and download
documents.
use technology to generate
a product and collaborate
with others.
X
Adoption Date: July 22, 2013 •
•
•
o .org
o .gov
o .com
o .edu
o .net
on-line learning
environments
online resources (e.g.
shared documents, wikis)
MLA and APA formats
•
•
collaboration, and
feedback.
that technology can be used
to update and/or link
individual shared writing
projects.
that writing products can
be analyzed by responding
to feedback, including
arguments or information.
•
•
•
•
•
navigate the internet and
databases.
cite sources using
appropriate formatting.
upload and download
documents.
use technology to generate
a product and collaborate
with others.
respond to feedback,
including argument or
information.
Grades 11-12 Writing : Research To Build Present Knowledge
Essential Questions:
1. How do writers select the genre of writing for a specific purpose and audience?
2. How do essential components of the writing process guide writers in the communication of ideas?
3. How does the selection of resources impact the quality and validity of the research process and product?
4. How do regular, varied writing opportunities make you a stronger writer?
Essential Vocabulary: inquiry, synthesize, database, peer-reviewed articles within databases, cohesion, syntax, thesis, annotation, objectivity,
inference, connotation, premise, advocacy
College and Career Readiness Anchor Standard 7 for Writing: Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
W.11-12.7 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.
11-12 Grade Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• complete a short research
• that research can be used to
Students will…
project that solves a
solve problems and answer
• inquiry
problem or answers a
questions.
• complete a short research
• synthesize
question.
project that solves a
• that their research should
• database
problem or answers a
demonstrate a synthesis of
• conduct a more sustained
• peer-reviewed articles
question.
research project that solves
findings and their
within databases
a problem or answers a
understanding of the
• conduct a more sustained
question.
subject.
research project that solves
a problem or answers a
• direct their own research
question.
through self-generated
questions.
• direct their own research
through self-generated
• narrow or broaden the
questions.
focus of their research
when necessary.
• narrow or broaden the
focus of their research
• combine information from
when necessary.
multiple sources.
• combine information from
multiple sources.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 8 for Writing: Gather relevant information from multiple authoritative print and digital
sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.11-12.8 Gather relevant information from multiple authoritative print and digital 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 any one source and following a standard format for citation.
11-12 Grade Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• execute advanced searches.
• that critical writers analyze
Students will…
sources to determine their
• cohesion
• determine strengths and
reliability.
limitations of any one
• use advanced searches to
• syntax
gather information to
source in terms of task,
• that advanced searches will
• thesis
answer a research question.
purpose, and audience.
improve the quality of
research.
• evaluate the usefulness of
• evaluate the reliability,
sources.
authenticity, and merit of
• that advanced searches will
information conveyed in
yield
multiple
sources
of
• use a variety of techniques
textual works.
information.
(i.e. paraphrase,
summarize, quote) to
• integrate information into
integrate information from
the text selectively to
sources into the text.
maintain the flow of ideas.
• obtain information from a
variety of source formats
(print, digital, oral).
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 9 for Writing: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
W.11-12.9 Draw evidence from literary or informational texts, including those by and about American Indians, 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 11–12 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, American Indian Policies]”).
11-12 Grade Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• draw evidence from
• that not all sources yield
Students will…
literary or informational
relevant information.
• annotation
texts.
• identify important claims
• that objectivity is important
• objectivity
from a text.
when
analyzing
literature.
•
provide an objective
• inference
summary of the text.
• select relevant evidence
• connotation
from a text.
•
demonstrate knowledge of
• premise
eighteenth-, nineteenth• analyze collected evidence
• advocacy
and early-twentiethand claims.
century foundational works
• reflect on the analysis to
of American literature,
synthesize a personal
including how two or more
conclusion and
texts from the same period
communicate that
treat similar themes or
conclusion.
topics.
• recognize author’s bias.
• delineate and evaluate
reasoning in U.S. texts and
legal works.
X
Adoption Date: July 22, 2013 Grades 11-12 Writing : Range of Writing
Essential Questions:
1. How do writers select the genre of writing for a specific purpose and audience?
2. How do essential components of the writing process guide writers in the communication of ideas?
3. How does the selection of resources impact the quality and validity of the research process and product?
4. How do regular, varied writing opportunities make you a stronger writer?
Essential Vocabulary:
College and Career Readiness Anchor Standard 10 for Writing: 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.
W.11-12.10 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.
11-12 Grade Enduring Understandings
Students will be able to…
Students will know…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• produce a range of written
• that different time frames
Students will…
products based on task,
will be used depending
purpose, and audience.
upon task, purpose, and
• have exposure to extended
audience.
time frames for writing (i.e.
• produce a range of written
research, reflection, and
products using different
• that writing routinely with
revision).
time frames.
different time frames is
important.
• have exposure to shorter
time frames for writing (i.e.
timed writes, constructed
response).
X
Adoption Date: July 22, 2013