Common+Core+State+Standards+for+Writing

= Common Core Standards vs. Text =
 * Based on our evaluation of the text, the //Common Core Standards// (College and Career Readiness Anchor Standards for Writing) that are to be implemented in all class curricula, our text neglects to meet the criteria listed and promote college and career readiness. To view complete Common Core Standards [|click here].

The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
 * **__College and Career Readiness Anchor Standards for Writing__**
 * Below are the Common Core Standards with our critique of how well the relate to our text.
 * **(-)** : text fails to comply
 * ** (+) **: text meets standards

**Text Types and Purposes*** 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. **(-)** 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. **(-)** 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ** (+) **

**Production and Distribution of Writing** 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. **(-)** 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ** (+) ** 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. **(-)**

**Research to Build and Present Knowledge** 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. **(-)** 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. **(-)** 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing **(-)** 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. **(-)**

1. Write arguments to support claims in an analysis of substantive 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.** (+) **
 * __Text types and purposes__**

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). **(-)**

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.** (+) **

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.).** (+) **
 * __Production and Distribution of Writing__**

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 54.) **(-)**

6. 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. **(-)**
 * __Research to Build and present Knowledge__**

7. 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 over reliance-on any one source and following a standard format for citation. **(-)**

8.. Draw evidence from literary or informational texts 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]”).** (+) **