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Bullitt County Public Schools |
| Writing Content |
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To communicate effectively, students should be able to write for a variety of authentic purposes and audiences in a variety of forms connecting to prior knowledge and the students understanding of the content. In their writing, students should be able to create a focused purpose and controlling idea and develop ideas adequately considering the purpose, audience and form. Academic Expectations 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. High School Enduring Knowledge Understandings Students will understand that there are many reasons for all high school students to write including writing-to-learn, writing-todemonstrate learning, and writing for authentic purposes and audiences. different forms of writing are appropriate for different purposes and audiences across the content areas and have different features (e.g. journals, on-demand responses, editorials, literary critiques). to be effective, writing must be a sufficiently developed, coherent unit of thought to address the needs of the intended audience. writing can be used to make meaning of ones own experience, as well as of other information/ ideas. Grades 9 & 10 Skills and Concepts Students will write to learn by applying strategies effectively (e.g., personal journals, writers notebooks) write to demonstrate learning and understanding of content knowledge (e.g., reading responses, open responses, reflective letters, research reports) write for a variety of authentic purposes and audiences: o analyze and communicate the significance of a relationship, ones own experiences and/or the experiences of others o analyze and communicate through authentic literary forms to make meaning of the human condition (e.g., short stories, poetry, plays/scripts) o analyze and communicate through authentic transactive purposes for writing (e.g. explaining, persuading, analyzing) o analyze and communicate reflectively about literacy goals o analyze and address needs of intended audience (e.g., anticipating potential misunderstandings, providing sufficient details for clarity and revising to delete unnecessary details) o adjust the writing style (formal, informal, business, technical) for intended audience develop and communicate purpose, focus and controlling ideas authentic to the writer develop ideas that are logical, justified and suitable for a variety of purposes, audiences and forms of writing select and incorporate ideas and information (e.g., from research/inquiry and reading) and explain reflections or connections (e.g., making inferences, predicting conclusions, evaluating contradictions, offering support for conclusions, organizing prior knowledge about a topic) communicate understanding of a complex idea or event from multiple perspectives provide sufficient details and appropriate depth of elaboration for clear understanding use and sustain suitable voice or tone Grades 11 & 12 Skills and Concepts Students will write to learn by applying strategies (e.g. personal journals, writers notebooks) write to demonstrate learning and understanding of content knowledge (e.g., on-demand writing, research papers and essays, lab reports) write for a variety of authentic purposes and audiences: o analyze and communicate the significance of a relationship, ones own experiences and/or the experiences of others o analyze and communicate through authentic literary forms to make meaning of the human condition (e.g., short stories, poetry, plays/scripts) o analyze and communicate through authentic transactive purposes for writing (e.g. explaining, persuading, analyzing, synthesizing, evaluating) o analyze and communicate reflectively about literacy goals o analyze and address needs of intended audience (e.g., anticipating potential misunderstandings, providing sufficient details for clarity and revising to delete unnecessary details) o adjust the writing style (formal, informal, business, technical) for intended audience develop and communicate purpose, focus and controlling ideas authentic to the writer develop ideas that are logical, justified and suitable for a variety of purposes, audiences and forms of writing select and incorporate ideas and information (e.g., from research/inquiry and reading) and explain reflections or connections (e.g., making inferences, predicting conclusions, evaluating contradictions, analyzing interrelationships, offering support for conclusions, organizing prior knowledge about a topic) communicate understanding of a complex idea or event from multiple perspectives provide sufficient details and appropriate depth of elaboration for clear understanding use and sustain suitable voice or tone |
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WR-HS-1.1.0 Purpose/Audience
The learner will be able to purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by " Narrowing the topic to create a specific purpose for writing " Establishing a controlling idea, theme or thesis about the topic " Choosing a perspective authentic to the writer " Analyzing and addressing the needs of the intended audience " Adhering to the characteristics of the form " Applying a suitable tone " Allowing voice to emerge when appropriate DOK 4 .
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WR-HS-1.1.1 Reflective Writing
The learner will be able to in Reflective Writing, " Students will evaluate personal progress toward meeting goals in literacy skills. " Students will analyze and address needs of the intended audience. " Students will sustain suitable tone or appropriate voice. .
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WR-HS-1.1.2 Personal/Literary
The learner will be able to in Personal Expressive Writing, " Students will communicate the significance of the writer's life experience by narrating about life events, relationships or central ideas. " Students will apply the characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay). " Students will sustain point of view. " Students will sustain a suitable tone or appropriate voice. In Literary Writing, " Students will communicate to an audience about the human condition (e.g., by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image or showing an extraordinary perception of the ordinary). " Students will apply characteristics of the selected form (e.g., short story, play/script, poem). " Students will sustain point of view. " Students will sustain a suitable tone or appropriate voice. " Students will apply a fictional perspective in literary writing when appropriate. .
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WR-HS-1.1.3 Transactive
The learner will be able to In Transactive Writing, " Students will communicate as an informed writer to provide new insight through informing, persuading or analyzing. " Students will develop an effective angle to achieve a justifiable purpose. " Students will justify what the reader should know, do, or believe as a result of reading the piece. " Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect. " Students will sustain a suitable tone. " Students will allow voice to emerge when appropriate. .
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WR-HS-1.2.0 Idea Development/Support
The learner will be able to Idea Development/Support: Students will support main ideas and deepen the audience's understanding of purpose by " Developing logical, justified and suitable explanations " Providing relevant elaboration " Explaining related connections or reflections " Applying idea development strategies appropriate to the form DOK 4 .
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WR-HS-1.2.1 Reflective Writing
The learner will be able to In Reflective Writing, " Students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge. " Students will describe own literacy skills, strategies, processes or areas of growth. " Students will analyze own decisions about literacy goals. " Students will evaluate own strengths and areas for growth. " Students will support claims about self. .
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WR-HS-1.2.2 Personal Exp./Lit. Writing
The learner will be able to In Personal Expressive/Literary Writing, " Students will communicate theme/main idea through use of literary elements appropriate to the genre: o Students will develop characters (fictional /non-fictional) through emotions, actions, reactions, descriptions, thoughts, or dialogue when appropriate. o Students will develop plot/story line appropriate to the form. " Students will develop an appropriate setting, mood, scene, image or feeling. " Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect. " Students will incorporate reflection, insight and analysis when appropriate. .
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WR-HS-1.2.3 Transactive
The learner will be able to in Transactive Writing, " Students will communicate relevant information to clarify and justify a specific purpose. " Students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). " Students will develop explanations to support the writer's purpose. " Students will synthesize research to support ideas when appropriate. " Students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate. .
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| Writing Structure |
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To communicate effectively, students should be able to apply knowledge of language and genre structures to organize sentences, paragraphs and whole pieces logically and coherently. Academic Expectations 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. High School Enduring Knowledge Understandings Students will understand that sentences must be complete and clear. A variety in sentence structure helps to engage the reader and make meaning more clear. Sometimes unconventional structure is appropriate for an intended effect upon the reader. different types of structures are appropriate for different purposes, audiences and forms of writing. Texts must be unified and coherent. structural elements such as context, meaningful order of ideas, transitional elements and conclusions all help make meaning clear for the reader. Grades 9 & 10 Skills and Concepts Students will use complete and correct sentences of various structures and lengths (e.g., simple, compound, complex, compound/complex, including parallel structure) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience develop analytical structures appropriate to purpose (e.g., sequence, problem/solution, description, cause/effect, compare/contrast, chronology, proposition/support) apply structures of a variety of academic and work-related texts (e.g., essay, narrative, poetry, memoir, article, job application, memo, proposal) for authentic and justifiable purposes establish a context, thesis and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas with intent; and conclude the writing effectively create unified and coherent divisions of text (e.g., paragraphs, stanzas, sections under subheadings, chapters); apply paragraph structures (block and indented) appropriately use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience incorporate text features (e.g., bullets, subheadings, white space, photographs, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning Kentucky Department of Education Program of Studies English Language Arts High School 477 Big Idea: Writing Structure Continued Grades 11 & 12 Skills and Concepts Students will use complete and correct sentences of various structures and lengths (e.g., simple, compound, complex, compound/complex, including parallel structure) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience develop analytical structures appropriate to purpose (e.g., sequence, problem/solution, description, cause/effect, compare/contrast, chronology, proposition/support) apply structures of a variety of academic and work-related texts (e.g., argumentative essays, literary analyses, scholarship essays, personal essays, editorials, short stories, resumes, cover letters for resumes, proposals) for authentic and justifiable purposes establish a context, thesis and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas with intent; and conclude the writing effectively create unified and coherent divisions of text (e.g., paragraphs, stanzas, sections under subheadings, chapters); apply paragraph structures (block and indented) appropriately use a variety of transitions and/or transitional elements (e.g., transitional sentences, ellipses, time transitions, white space) with intent apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience incorporate text features (e.g., bullets, subheadings, white space, photographs, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning |
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WR-HS-2.3.0 Organization
The learner will be able to organization: Students will create unity and coherence to accomplish the focused purpose by " Engaging the audience " Establishing a context for reading when appropriate " Communicating ideas and support in a meaningful order " Applying transitions and transitional elements to guide the reader through the piece " Developing effective closure DOK 3 .
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WR-HS-2.3.1 Reflective Writing
The learner will be able to in Reflective Writing, " Students will engage the interest of the reader. " Students will establish a context for the reader. " Students will communicate ideas and details in a logical, meaningful order. " Students will apply the acceptable format of the genre. " Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader. " Students will apply effective paragraphing. " Students will create effective conclusions. .
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WR-HS-2.3.2 Personal Exp./Lit. Writing
The learner will be able to in Personal Expressive/Literary Writing, " Students will engage the interest of the reader. " Students will communicate ideas and details in meaningful order. " Students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate. " Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader. " Students will apply effective paragraphing. " Students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks and shape. " Students will create effective conclusions. .
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WR-HS-2.3.3 Transactive Writing
The learner will be able to in Transactive Writing, " Students will establish a context for reading. " Students will apply the accepted format of the genre. " Students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose. " Students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details to guide the reader. " Students will apply effective paragraphing. " Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate. " Students will create effective conclusions. .
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WR-HS-2.4.0 Sentence Structure
The learner will be able to Sentence Structure: Students will create effective sentences by " Applying a variety of structures and lengths " Maintaining parallel structure " Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate DOK 3 .
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WR-HS-2.4.1 Reflective Writing
The learner will be able to In Reflective Writing, " Students will develop sentences of various structures and lengths for effect. " Students will maintain parallel structure. " Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate. .
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WR-HS-2.4.3 Transactive
The learner will be able to in Transactive Writing, " Students will develop complete, concise sentences or apply unconventional structures for an intentional effect when appropriate. " Students will maintain parallel structure. .
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WR-H-2.4.2 Personal/Literary
The learner will be able to in Personal Expressive/Literary Writing, " Students will develop sentences of various structures and lengths for effect. " Students will maintain parallel structure. " Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate. " Students will arrange poetic language in a meaningful order. " Students will apply poetic line breaks effectively. .
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| Writing Conventions |
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To communicate effectively, students should be able to apply knowledge of language conventions and have control over standard grammar and usage. Students should be able to choose precise language appropriate to the purpose. Academic Expectations 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. High School Enduring Knowledge Understandings Students will understand that writers need to choose their language with care, depending on the content, purpose and audience. language should be concise and precise. Strong verbs and nouns, concrete details and sensory language help make meaning clear to the reader. standard grammar and usage are important in making meaning clear to the reader; non-standard and/or unconventional grammar, mechanics and usage may be used for intended effect. writers need to properly document sources/give credit for the ideas of others. Grades 9 & 10 Skills and Concepts Students will choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, words with literal and non-literal meanings, foreign words/phrases, strong nouns and verbs, concrete and sensory details, figurative languagemetaphors, similes, alliteration, personification) use specialized content vocabulary and words used for specific contexts, as needed apply correct grammar skills (e.g., complete sentences, various sentence structures, subject/verb agreement, pronoun/antecedent agreement); mechanics (e.g., use of commas, semicolons); and usage (e.g., farther/further, fewer/less, amount/number) apply non-standard and/or unconventional language (e.g., dialects) for intended effect appropriate to purpose use print and electronic resources (e.g., word processing, dictionary) and apply knowledge of spelling rules to correct spelling in final drafts use print and electronic resources (e.g., word processing, thesaurus, stylebooks) to adhere to standard guidelines for grammar, usage and mechanics use a standard format (e.g., MLA, APA) to document ideas from print and non-print sources, when paraphrasing, summarizing, quoting or using graphics Grades 11 & 12 Skills and Concepts Students will choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, words with literal and non-literal meanings, foreign words/phrases, strong nouns and verbs, concrete and sensory details, figurative language metaphors, paradox, allusion, hyperbole) use specialized content vocabulary and words used for specific contexts, as needed apply correct grammar skills (e.g., complete sentences, various sentence structures, subject/verb agreement, pronoun/antecedent agreement, phrases, clauses); mechanics (e.g., use of commas, semicolons, colons); and usage (e.g., avoiding misplaced modifiers and shifts in tense, number, and person) apply non-standard and/or unconventional language (e.g., dialects) for intended effect appropriate to purpose use print and electronic resources (e.g., word processing, dictionary) and apply knowledge of spelling rules to correct spelling in final drafts use print and electronic resources (e.g., word processing, thesaurus) to adhere to standard guidelines for grammar, usage and mechanics use a standard format (e.g., MLA, APA) to document ideas from print and non-print sources, when paraphrasing, summarizing, quoting or using graphics |
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WR-HS-3.5.0 Language
The learner will be able to exemplify effective language choices by " Applying correct grammar and usage " Applying concise use of language " Incorporating strong verbs, precise nouns, concrete details and sensory details " Applying language appropriate to the content, purpose and audience DOK 2 .
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Wr-HS-3.5.1 Reflective
The learner will be able to In Reflective Writing, " Students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect. " Students will apply language concisely. " Students will incorporate language appropriate to the content, purpose and audience. .
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WR-HS-3.5.2 Personal Exp./Lit. Writing
The learner will be able to In Personal Expressive/Literary Writing, " Students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect. " Students will incorporate language based on economy, precision, richness or impact on the reader. " Students will develop ideas through descriptive or figurative language. .
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WR-HS-3.5.3 Transactive
The learner will be able to in Transactive Writing, " Students will adhere to standard guidelines for grammar and usage. " Students will apply precise word choice. " Students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience. .
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WR-HS-3.6.0 Correctness
The learner will be able to Correctness: Students will communicate clearly by " Applying correct spelling " Applying correct punctuation " Applying correct capitalization " Incorporating acceptable departure from standard correctness to enhance meaning when appropriate " Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources, documenting sources in text and/or on a Works Cited page) DOK 2 .
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| Writing Process |
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To communicate effectively, students should engage in the various stages of the writing process including focusing, prewriting, drafting, revising, editing, publishing and reflecting. The writing process is recursive; different writers engage in the process differently and proceed through the stages at different rates. Academic Expectations 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. High School Enduring Knowledge Understandings Students will understand that the writing process is a helpful tool in constructing and demonstrating meaning of content (whether personal expressive, literary, academic or practical) through writing. the stages are sometimes recursive (e.g., in the process of revising, a writer sometimes returns to earlier stages of the process). writers work through the process at different rates. Often, the process is enhanced by conferencing with others. Grades 9 & 10 Skills and Concepts Students will focus: establish and maintain a controlling idea on a selected topic prewrite: o determine the most appropriate form to meet needs of purpose and audience o generate ideas to support and develop a controlling idea (e.g., journaling, webbing, freewriting, researching print/ non-print/ electronic sources, note-taking, interviewing, observing, viewing, surveying, imagining and creating novel ideas) o organize and present ideas by taking notes, quoting, paraphrasing, summarizing draft: o determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communication o logically introduce and incorporate quotes revise: o reflect on own writing o confer with peers and other writing conferencing partners to critically analyze ones own work and the work of others o confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisions o identify and develop topic sentences, making sure ideas are supported appropriately with relevant details and that sentences are in sequential order; insert new sentences and delete unnecessary ones; develop effective introductions and conclusions; eliminate redundant words; choose the most precise words available edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sources publish to produce products for intended audience: o present written material using a variety of digital presentations and graphics (e.g., spreadsheets, graphing formats) o present final work in a neat, legible form reflect and evaluate personal progress and skills in writing Kentucky Department of Education Program of Studies English Language Arts High School 481 Big Idea: Writing Process Continued Grades 11 & 12 Skills and Concepts Students will focus: establish and maintain a controlling idea on a selected topic prewrite: o determine the most appropriate form to meet needs of purpose and audience o generate ideas to support and develop a controlling idea (e.g., journaling, webbing, freewriting, researching print/ non-print/ electronic sources, note-taking, interviewing, observing, viewing, surveying, imagining and creating novel ideas) o organize and present ideas by taking notes, quoting, paraphrasing, summarizing draft: o determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communication o logically introduce and incorporate quotes revise: o reflect on own writing o confer with peers and other writing conferencing partners to critically analyze ones own work and the work of others o confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisions o identify and develop topic sentences, making sure ideas are supported appropriately with relevant details and that sentences are in sequential order; insert new sentences and delete unnecessary ones; develop effective introductions and conclusions; eliminate redundant words; choose the most precise words available edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sources publish to produce products for intended audience: o present written material using a variety of digital presentations and graphics (e.g., spreadsheets, graphing formats) o present final work in a neat, legible form reflect and evaluate personal progress and skills in writing |
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WR-E-4.7.0 Focusing
The learner will be able to "" Connecting to content knowledge " Connecting with prior learning and experience " Initiating an authentic reason to write " Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write .
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WR-HS-4.8.0 Prewriting
The learner will be able to "" Establishing a purpose and central/controlling idea or focus " Identifying and analyzing the audience " Determining the most appropriate form to meet the needs of purpose and audience " Generating ideas (e.g., mapping, webbing, note taking, interviewing, researching and other writing-to-learn activities) " Organizing ideas - examining other models of good writing and appropriate text structures to match purpose and organize information .
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WR-HS-4.9.0 Drafting
The learner will be able to "" Writing draft(s) for an intended audience " Developing topic, elaborating, exploring sentence variety and language use " Organizing writing .
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WR-HS-4.10.0 Revising
The learner will be able to "" Reflecting to determine where to add, delete, rearrange, define/redefine or elaborate content " Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine or elaborate content " Checking for accuracy of content " Considering voice, tone, style, intended audience, coherence, transitions, pacing " Comparing with rubric criteria and anchor papers/models " Considering effectiveness of language usage and sentences to communicate ideas Idea Development " Students will narrow topic for selected writing. " Students will compose a topic sentence of a paragraph that is purposefully placed to enhance reader awareness. " Students will select appropriate supporting details relevant to a specific writing category (e.g., dialogue, predictions, findings from research, needed definitions, causes and effects, comparisons, contrasts, reference to concepts). " Students will delete extraneous/irrelevant materials. Organization " Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position. " Students will compose effective and subtle transitions. " Students will develop effective introductions and closures for writing. " Students will apply appropriate usage of parallelism (e.g., word forms, lists, phrases, clauses, sentences, organization, idea development). Word Choice " Students will eliminate redundant words and phrases. " Students will apply the most specific word for use in a sentence. .
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WR-HS-4.11.0 Editing
The learner will be able to "" Checking for correctness with self, teacher or peer(s) o Language usage o Sentence structure o Spelling o Capitalization o Punctuation o Documentation of sources " Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks) Language Usage " Students will apply knowledge of subject/verb agreement with both singular and plural subjects. " Students will apply knowledge of present, past and future tenses. " Students will apply knowledge of comparative and superlative forms of adjectives and adverbs. " Students will apply knowledge of special problems in usage, (e.g., a/an, to/two/ too, their/ there/ they're), pronoun references and double negatives. " Students will apply knowledge of idiomatic expressions. Sentence Structure " Students will correct run-on and awkward sentences. " Students will correct sentence fragments. " Students will combine short, choppy sentences effectively. " Students will combine simple sentences by using subordination and coordination. " Students will correct sentences with misplaced and/or dangling modifiers. Spelling " Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words. " Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words. " Students will apply knowledge of spelling patterns, generalizations and rules to contractions. " Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings. Capitalization " Students will capitalize proper nouns (e.g., names, days, months). " Students will capitalize the beginning of sentences. " Students will capitalize the pronoun "I". " Students will capitalize proper adjectives. " Students will capitalize first word in a quote when appropriate. " Students will capitalize the first word and every succeeding main word in a title. Punctuation " Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences. " Students will use commas in a series, a date, a compound sentence, the greeting and closing of a letter. " Students will correctly apply the rules of punctuation for commas in appositives, direct address and introductory phrases and clauses. " Students will correctly apply the rules of punctuation for apostrophes in possessives and letters and numbers of omission. " Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms. " Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences. " Students will correctly apply the rules of punctuation for colons in introducing a list and in a business letter greeting. " Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes. Documentation " Students will document use of sources with a format acceptable to the discipline (e.g., MLA, APA). .
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WR-HS-4.12.0 Publishing
The learner will be able to "" Sharing final piece with intended audience.
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WR-HS-4.13.0 Reflecting
The learner will be able to "" Reflecting upon o Progress, growth and goals as a writer o Literacy skills o Who or what has influenced progress and growth o Approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing, outlining) .
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