Delaware Department of Education



GRADE 8: Writing Standard 1College and Career Readiness (CCR) Anchor Writing Standard 1: Write arguments to support claim(s)s in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Grade 7: Write arguments to support claim(s) with clear reasons and relevant evidenceGrade 8: Write arguments to support claim(s) with clear reasons and relevant evidence. Grade 9-10: Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically. Progression to MasteryKey ConceptsGuiding PromptsIdentify a topic of argumentDistinguish pros and consSelect position or claimEngage reader with intriguing openingDevelop a position/claimDevelop relevant reasons to support the claim Identify and acknowledge alternate or opposing claimsPrioritize and organize reasons and evidence logically to support claims and alternate and opposing claimsIntroduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.ArgumentOpening (e.g., interesting fact, anecdote, quote, statisticsClaimReasonsEvidenceReasoned and logical argument/caseStrategies for dealing with opposing point of view (e.g., rebuttal, concession)What do you claim and why?What evidence, from reliable sources, do you offer to support your claim?How can you introduce a claim effectively? How can you introduce an alternate or opposing claim effectively?How do you distinguish the claim(s) from the opposing claim(s)? What other perspectives or alternate/opposing claims should you consider?How do you acknowledge alternate/opposing claims?How do you organize the reasons and evidence logically to support your claim(s)?b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.Progression to MasteryKey ConceptsGuiding PromptsDetermine accuracy and credibility of sourcesDifferentiate between relevant and irrelevant reasons/evidenceInclude an appropriate variety of reasons/evidence including primary and secondary sourcesCreate a logical connection between the claim and evidenceSupport claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or textlogical reasoning supporting evidencecredible sourcedifference between relevant and irrelevant evidenceClear reasons and relevant evidence (e.g., relevant facts, statistics, credible personal and expert opinions and/or examples)Reasoned and logical argument/caseLogical connection (Tie in or warrant)Accuracy and credibility (W8)How do I support my claim with logical reasoning?How do I use credible evidence to support my claim?In sentence________, how does the author supports his counter argument with relevant evidence? Does the data come from a credible source? Is the data accurate and does it come from a credible source?c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaim(s), reasons, and evidence. Progression to MasteryKey ConceptsGuiding PromptsRecognize connections among claims, reasons and evidenceRecognize connection between claim and counterclaimClarify connections using appropriate transitional words, phrases and clauses Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims(s), reasons, and evidence.CohesionWords, phrases, and clauses that work as transitions between major sections in the text What are the connections among claims, reason and evidence? What are the connections between the claim and counterclaim? Which words, phrases, and/or clauses link one major section of your writing with the next?d. Establish and maintain a formal style. Progression to MasteryKey ConceptsGuiding PromptsIdentify and define formal style Address the needs of the audience through style Sustain a consistent style and objective tone that suggests some critical distance from the subject or claimEstablish and maintain formal styleFormal styleInformal styleAudienceObjective toneWhat is a formal style?What makes your piece formal in style?Which words and tone are appropriate for the occasion and audience?Is my tone objective?e. Provide a concluding statement or section that follows from and supports the argument presented.Progression to MasteryKey ConceptsGuiding PromptsIdentify key concepts to reviewConstruct a brief recap of the key conceptsReiterate how the support for the claim outweighs the opposing or alternate claimProvide an impactful final statement that addresses the significance of the argumentProvide a concluding statement or section that follows from and supports the argument presented.Final statement (e.g. call to action, final insight, so what, next steps)Use questions and prompts such as:How does a concluding statement provide support to the argument presented and the overall piece?How can I prepare an effective concluding statement or sections that supports my claim and outweighs the opposing/alternate claim? What does my conclusion need to include? How does the conclusion follow from all that precedes it?8W10: Range of 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 discipline-specific tasks, purposes, and audiences.GRADE 8: Writing Standard 2College and Career Readiness (CCR) Anchor Writing Standard (2): Write informative/explanatory texts to examine a topic and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.Grade 7: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Grade 8: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Grade 9-10: 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 clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Progression to MasteryKey ConceptsGuiding PromptsSelect an appropriate topic open to examination, discussion, or explanation Create a thesis statement that previews what is to comeEngage reader with an intriguing openingUse appropriate text structures to organize Group ideas into categories to logically organizeRecognize how graphics, formats and multimedia add clarity to a paperSelect and utilize appropriate graphics, formats and/or multimedia to support thesisIntroduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding icThesis Text structures (e.g., concept definition, classification, comparison/contrast, and cause/effect)Formatting devices (e.g., headings)Graphics (e.g., charts, tables) Multimedia How does your thesis statement preview the content of the essay? What are the logical categories for the information you are examining/discussing/explaining?Have you introduced your topic in an interesting and engaging way? What organizational patterns and/or techniques will you use to clarify and emphasize your ideas (e.g., concept definition, classification, comparison/contrast, and cause/effect, problem-solution, time order)?Can any specific formatting, graphics and/or multimedia help your explanation?b.Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Progression to MasteryKey ConceptsGuiding PromptsEvaluate and select information and examples based on significance and relevance addressing the needs of the audienceSupport topic with a thesis statement utilizing strong examplesUse evidence to effectively elaborate on the topicDevelop topic with relevant, well-chosen facts, definitions, concrete details, quotations or other information and examplesTopicThesis Relevant information (e.g., facts, definitions, concrete details, personal experiences, quotations, observations, interviews)Awareness of audienceWhat are the purpose, audience, and situation for this writing?What criteria should you apply when choosing which facts, details or other information to include?What ideas, details, or sources are most important to include?What is the most effective way to develop this topic?Have you developed the topic thoroughly?How do you integrate and interpret the evidence to support your thesis?c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.Progression to MasteryKey ConceptsGuiding PromptsRecognize connections between thesis, concepts and evidenceIdentify how transitions create cohesion and clarify relationships in a written piece Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.cohesionTransition words, phrases, clauses What is the relationship between your thesis, concepts, and evidence?How do you transition from various ideas and concepts? Do your transitions create cohesion among ideas and concepts?d. Use precise language and domain-specific vocabulary to inform about or explain the topic.Progression to MasteryKey ConceptsGuiding PromptsIdentify or determine appropriate domain-specific vocabularyUse domain-specific vocabulary to increase precision and clarity Use precise language and domain-specific vocabulary to inform about or explain the topicDomain-specific vocabularyIs the language you have chosen precise and clear?Are you using vocabulary appropriate for the content-area or domain of the topic?e.Establish and maintain a formal style. Progression to MasteryKey ConceptsGuiding PromptsRecognize the difference between formal and informal styleEstablish and maintain a formal style appropriate to audience and purposeEstablish and maintain an appropriate style throughout a piece of writingEstablish and maintain a formal styleStyle (e.g., formal, informal, specific to audience)Awareness of audienceForms (e.g., letters to appropriate individuals/organizations (editor, boards, business), summaries, reports (book, research), essays, articles (newspaper, magazine), messages/memos, notices, biography, autobiography, reviews)What makes the piece formal? Is the language you have chosen precise and clear?Have you maintained a formal writing style?f. Provide a concluding statement or section that follows from and supports the information or explanation presented.Progression to MasteryKey ConceptsGuiding PromptsProvide an impactful concluding statement that moves beyond summaryProvide a concluding statement or section that follows from and supports the information or explanation presented.Final/concluding statement (e.g., final insight, so what, next steps)What is the best way to lead into your concluding section?What are the main ideas you discuss or emphasize in the conclusion—and How do the ideas in your concluding statement or section logically follow from all that you said prior to the conclusion?Does my conclusion move beyond summary (e.g., reinforcing the importance of the information, raising related issues and/or generating a hypothesis)8W10: Range of 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 discipline-specific tasks, purposes, and audiences.GRADE 8: Writing Standard 3College and Career Readiness (CCR) Anchor Writing Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Grade 7: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Grade 8: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Grade 9-10: Write narratives to develop real or imaginedexperiences or events using effectivetechnique, well-chosen details,and well-structured event sequences. a.Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Progression to MasteryKey ConceptsGuiding PromptsCreate/select a situation (event/experience/conflict) as the basis for the narrativeCreate or establish a narrator and/or key characters Create or establish a purpose and context for the narrative (e.g. hint at the larger meaning of the story, set the stage for the lesson that might be learned, or show how the character relates to the setting in a way that matters)Create/establish a point of view from which the narrative is toldOrganize a story structure which draws the reader in and clarifies what is happening and who is involved Arrange events into a plot sequence(s) that is logical, based on the context created for the narrativeEngage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.Point of ViewNarrator/CharactersAwareness of audienceEvent sequence Narrative detailsStory structure/Plot (e.g., inciting event or exposition, rising action, climax, falling action, and denouement or resolution)PurposeContextFrom whose point of view are you telling the story? Why?What happened and why are you telling a story about it? Are you telling a real or imagined event? How will you introduce your characters and/or narrator? Have you chosen details strategically, based on the purpose and context you’ve created for the narrative?How are you organizing the events in a way that would make sense to a reader?b.Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.Progression to MasteryKey ConceptsGuiding PromptsUse specific details to describe people, places, things, and/or eventsUse dialogue to show how characters respond, react, or change as the plot progressesUse dialogue and description to bring the characters aliveUse a character’s actions or words to indicate his/her development within the narrativeAdjust pacing to speed up or slow down the story to help the reader focus on key events and/or detailsIncorporate characters’ reflection about their situation or reactions to help develop the narrativeUse narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/ or characters.DialoguePacingDescriptionReflectionCharacterization What details can you add to help the reader better understand the characters, places, things, and/or events in your narrative?How can you use dialogue to develop the plot? How can you use dialogue and reflection to show characters’ thoughts, feelings, and reactions?Which character(s) change throughout the narrative and how do you make that apparent to the reader?When or where do you slow the pace of the narrative and why?When or where do you quicken the pace of the narrative and why?c.Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. Progression to MasteryKey ConceptsGuiding PromptsUse transitional words, phrases, and clauses to organize events in a sequenceShow the transition of time in a variety of ways (e.g., meanwhile, at the same time, early that morning, three hours later)Use transitional phrases and clauses to alert readers to changes in setting or connections among experiences or events (e.g., further away, on the other side of town, suddenly, unlike before, if she had only known)Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another, and show the relationships among experiences and eventsCohesive and transitional devices (e.g., words, phrases, clauses)Organizational pattern(s)/sequence of events (e.g., chronological/linear, reflective, flashback, circular)How does your narrative transition/flow from one idea or event into the next? When or where does your narrative shift from one time or place to another and why?What transitional expressions can you use to show the relationships among experiences and events?How do you signal to the reader the shifts in time or place?d.Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.Progression to MasteryKey ConceptsGuiding PromptsUse carefully chosen words and phrases to precisely convey experiences and prevent wordinessUse sensory details (things you can see, hear, touch, taste and smell) to create vivid pictures/images in the reader’s mindUse precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.ImagerySensory detailsRelevant detailsFigurative languageDescriptive language How can you use descriptive language to help convey the experiences and events? How do the sensory details you have included help create vivid images in the reader’s mind?How do the descriptive details you have chosen enhance the narrative? e. Provide a conclusion that follows from and reflects on the narrated experiences or events.Progression to MasteryKey ConceptsGuiding PromptsPrepare the reader for the end of the narrative or the resolution of the conflict by sequencing the final events/experiences/details in a logical wayProvide a conclusion that reflects on the central situation or conflict presented in the narrativeProvide a conclusion that follows from and reflects on the narrated experiences or eventsConclusionLogical sequenceReflectionHow will you provide an effective conclusion to the narrative? How do the specific details in the final segment of your narrative help the reader understand the conclusion?How did you connect the ending back to another part of the narrative? Why did you do this?How does your conclusion offer a reflection of the narrative’s experiences or events?8W10 Range of 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 discipline-specific tasks, purposes, and audiences. ................
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