Standard 4, Writing

Standard 4, Writing: Processes and Features

Students discuss ideas for writing with other writers. They write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Students progress through the stages of the writing process (prewriting, writing, editing, and revising).

Organization and Focus

10.4.1
Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.

10.4.2
Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

10.4.3
Use precise language, action verbs, sensory details, appropriate modifiers, and the active (I will always remember my first trip to the city) rather than the passive voice (My first trip to the city will always be remembered).

10.4.13
Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.

Research Process and Technology

10.4.4
Use clear research questions and suitable research methods, including texts, electronic resources, and personal interviews, to compile and present evidence from primary and secondary print or Internet sources.

10.4.5
Develop main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.

10.4.6
Synthesize information from multiple sources. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.

10.4.7
Integrate quotations and citations into a written text while maintaining the flow of ideas.

10.4.8
Use appropriate conventions for documentation in text, notes, and bibliographies following the formats in different style manuals.

10.4.9
Use a computer to design and publish documents by using advanced publishing software and graphic programs.

Evaluation and Revision

10.4.10
Review, evaluate, revise, edit, and proofread writing using an editing checklist.

10.4.11
Apply criteria developed by self and others to evaluate the mechanics and content of writing.

10.4.12
Provide constructive criticism to other writers with suggestions for improving organization, tone, style, clarity, and focus; edit and revise in response to peer reviews of own work.

Standard 2, Reading

Standard 2, Reading: Comprehension and Analysis of Nonfiction and Informational Text

Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 10, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information.

Structural Features of Informational and Technical Materials

10.2.1
Analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes.
Example: Analyze an advertisement that has been made to look like the informational newspaper or magazine text around it. Explain why the advertisement would be designed this way and evaluate its effectiveness.

Analysis of Grade-Level-Appropriate Nonfiction and Informational Text

10.2.2
Extend — through original analysis, evaluation, and elaboration — ideas presented in primary or secondary sources.
Example: Read first-hand accounts and newspaper accounts of an historical event, such as the sinking of the Titanic, and compare them to more recent texts about the event.

10.2.3
Demonstrate use of sophisticated technology by following technical directions.
Example: Follow the directions to use a spreadsheet or database program on the computer. Follow the directions to download informational text files or articles from a Web site.

10.2.5
Make reasonable statements and draw conclusions about a text, supporting them with accurate examples.

Expository (Informational) Critique

10.2.4
Evaluate an author’s argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text.
Example: Evaluate science articles by judging the references, the author’s presentation of facts and opinions, and the date of publication. Evaluate different arguments on a legal issue, such as the legal age for getting a driver’s license.