Cusd Ccss Writing Across The Curriculum 2013 and Beyond

D e p a r t me n t o f C u r r i c u l u m a n d I n s t r u c t i o n
2013 and
Beyond
Writing Across the
Curriculum Guide
College and Career Ready
Todays writers, Tomorrows Leaders
Compton Unified School District
Secondary Education

CCSS Secondary Education Writing Across the Curriculum Guide

1

The following Writing Across the Curriculum Guide was developed by a group of Compton
Unified School District Educators for the sole purpose to increase student achievement.
Secondary CCSS Writing Team Members
(Alphabetical order)

Alicia Aman
Jeanette Adams
Monica Hernandez
Carol Hsini
Michael Kurinsky
Niccolo Rosseli
John Tacapan
Emanuel Taton
Adrienne Thomas

Special Thanks to our District Leaders for their support!


2

Purpose of the Writing Guide
In preparation for the full implementation of the Common Core State
Standards (CCSS), CUSD, specifically the secondary department, has
developed a Common Writing Guide to assist teachers to closely establish
students deeper understanding and use of the English language as reflected
in their writing samples.
This Writing Guide, aligned to the Common Core State Standards, ensures
that there is focused instruction and that students gain adequate mastery of
a range of writing skills and applications. It is also expected that students
will be directed to demonstrate their ability in a more time-ordered and
rigorous composition by narrating events or experiences to entertain,
persuade, instruct, or perform.
Moreover, this helps to increase instructional capacity of teachers by
providing a systematic approach to teaching writing using research-based
strategies, resources, and performance based-activities
How to Use It
Use the CUSD CCSS Writing Guide as a resource and tool to support your
instruction. The writing templates are designed to provide students and
teachers with a general structure for writing, a CCSS foundation, and
strategies to increase student achievement. Each template and resource is
applicable across content area.


3

Table of Contents
Content
Page #
Common Core State Standards
5
CCSS College and Career Ready . 6
CCSS Shifts in Writing 7
Establishing a Purpose for Writing: Text Structures 8
Writing Common Language 6
th
- 12
th
Grade 9
Frequency of Specific Words with Common Core Standards. 26
CCSS Narrative Writing Standards and Templates
27
Narrative Writing in CCSS 28
CCSS Narrative Writing: Middle School 29
CCSS Narrative Writing: High School .. 30
Writing Task Templates: Narrative .. 31
CCSS Narrative Introductory Paragraph 32
CCSS Narrative Planning Template: Middle School .. 33
CCSS Narrative Planning Template: High School 39
CCSS Informational/Explanatory Writing Standards and Templates
46
Informational/Explanatory Writing in CCSS .. 47
CCSS Informational/ Explanatory Writing Standards: Middle School . 48
CCSS Informational/Explanatory Standards: high School . 49
Writing Task Templates: Informational/ Explanatory . 50
CCSS Informational/Explanatory Introductory Paragraph .. 54
CCSS Informational/Explanatory Planning Template: Middle School . 56
CCSS Informational/Explanatory Planning Template: High School ... 61
Informational/Explanatory Writing: Business Letter Layout MS/HS ... 66
Informational/Explanatory Business Letter Planning Template MS/HS 67
Informational/Explanatory Writing: Job Application Sample 68
CCSS Argumentative Writing Standards and Template
72
CCSS Argumentative Writing ... 73
CCSS Argumentative Writing and the 21
st
Century .. 74
CCSS Argumentative Writing vs. Persuasion .... 75
The Art of Argumentation in the Classroom .... 76
Argument Writing General Terms: Middle School ... 77
Argument Writing General Terms: High School . 79
Argumentative Writing: Types of Arguments .... 83
Argument Writing: Connection Between Argument Types .. 87
Structures to Support Arguments ... 88
Argument Writing: Fallacies to Avoid HS ... 91
CCSS Argument Writing Standards Middle School ... 92
CCSS Argument Writing Standards High School . 93
Writing Task Templates: Argumentative Task Templates .. 94
Argumentative Writing Idea Brainstorming Template MS .... 96
Argumentative Writing Idea Brainstorming Template HS... 97
CCSS Argumentative Planning Template: Middle School . 98
CCSS Argumentative Planning Template: High School .. 104
CCSS Language, Research, Reading Informational Text Standards
111

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CCSS Production and Distribution of Writing Standards: Middle School .. 112
CCSS Research to Build and Present Knowledge Standards Middle School 113
CCSS Language Standards Middle School ... 114
CCSS Production and Distribution of Writing Standards: High School ... 115
CCSS Research to Build and Present Knowledge Standards High School .. 116
CCSS Language Standards High School .... 117
CCSS Holistic and Analytic Rubrics
118
6
th
Grade Rubrics .. 119
7
th-
8
th
Grade Rubrics ... 126
9
th
-10
th
Grade Rubrics .. 133
11
th
-12
th
Grade .... 140
CCSS Resources and Strategies
147
Writing Process Instructional Sequence .. 148
Basic Steps for Introducing Writing .. 149
Pre-writing Strategies .... 151
Brainstorming Strategies using Thinking Maps .. 153
CCSS Introductory Paragraph .. 154
Proofreading Marks and Symbols ... 156
CCSS Hooks .. 157
Ideas for Writing a Bridge .. 158
Thesis Statement ... 159
Peer to Peer Guidelines for Communication .. 161
Charting Verb List .. 163
Transitional Devices .... 164
Argument Writing: Philosophical Chairs Strategy .. 165
MLA Guidelines .. 168
CCSS Next Network Writing Gold Seal Lesson Recommendations ... 181
CCSS Writing Student Exemplars
192
Argument Writing Student Exemplars .. 193
Informational/Explanatory Writing Student Exemplars ... 211
Narrative Writing Student Exemplars ... 248


5

To succeed in the 21st century, all students will need to perform to high
standards and acquire mastery of rigorous core subject material. All students
also will need to gain the cognitive and social skills that enable them to deal
with the complex challenges of our age
1
.


1
P21 Common Core Tool Kit
Common Core State
Standards (CCSS)

College
and Career
Ready
Demonstrate
Independence
Strong Content
Knowledge
Demands of
audience, task,
purpose, and
discipline
Value evidence
Comprehend as
well as critique
Develop critical
thinking
Understand other
perspectives and
cultures
Use technology
and digital media
strategically and
capably

2013 and Beyond

6

CCSS College and Career Ready
Our goal is for CUSD students to become College and Career Ready:
2

CCSS Targets Description
Demonstrate
Independence
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types
and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.
Likewise, students are able independently to discern a speakers key points, request clarification, and ask
relevant questions. They build on others ideas, articulate their own ideas, and confirm they have been
understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-
ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using
resources to assist them, including teachers, peers, and print and digital reference materials.

Strong Content
Knowledge
Students establish a base of knowledge across a wide range of subject matter by engaging with works of
quality and substance. They become proficient in new areas through research and study. They read
purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine
and share their knowledge through writing and speaking.

Demands of
audience, task,
purpose, and
disciplines
Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust
purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate
nuances, such as how the composition of an audience should affect tone when speaking and how the
connotations of words affect meaning. They also know that different disciplines call for different types of
evidence (e.g., documentary evidence in history, experimental evidence in science).

Value Evidence Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant
evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader
or listener, and they constructively evaluate others use of evidence.

Comprehend as
well as critique
Students are engaged and open-mindedbut discerningreaders and listeners. They work diligently to
understand precisely what an author or speaker is saying, but they also question an authors or speakers
assumptions and premises and assess the veracity of claims and the soundness of reasoning.

Develop critical
thinking
The CCSS explicitly call for, and integrate, higher-order thinking skills as a means to achieving career and
college readiness for all students.
3

Understand
other
perspectives and
cultures
Students appreciate that the twenty-first-century classroom and workplace are settings in which people from
often widely divergent cultures and who represent diverse experiences and perspectives must learn and work
together. Students actively seek to understand other perspectives and cultures through reading and listening,
and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of
view critically and constructively. Through reading great classic and contemporary works of literature
representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and
have experiences much different than their own.

Use technology
and digital media
strategically and
capably
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language
use. They tailor their searches online to acquire useful information efficiently, and they integrate what they
learn using technology with what they learn offline. They are familiar with the strengths and limitations of
various technological tools and mediums and can select and use those best suited to their communication
goals.

2
Common Core State Standards Initiative Website 2012
3
P21 Common Core Toolkit

7

CCSS Shifts in Writing
CCSS has identified three types and purposes of writing K-12:
Kindergarten-5
th
Grade Opinion Informative/
Explanatory
Narrative
6
th
-12
th
Grade Argumentative Informative/
Explanatory
Narrative

Writing needs to emphasize the use of evidence to inform or make an argument
rather than the personal narrative and other forms of decontextualized prompts.
While the narrative still has an important role, students must develop skills
through written arguments that respond to the ideas, events, facts, and
arguments presented in the texts they read.

In order to teach writing from sources and establish written arguments, specific
skills must be taught to our students.

Students will need to learn how to analyze the text, make valid claims about
the text, and support those claims with evidence from the text. Students will
be asked to perform analytical writing tied to literary and informational texts,
writing in response to texts, and writing about texts.

Students will need to learn how to write arguments and informational
reports from sources by using evidence from texts to present careful
analyses, well-defended claims, and clear information.

Students will need to learn how to research multiple sources to generate
reports.


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Establishing a Purpose for Writing: TEXT STRUCTURES
4

Skilled writers many times use a blend of text structures to accomplish a performance task. Depending
on the task a skilled writer may have to define, describe, and synthesize throughout a writing piece. The
following are brief examples of text structures that may be present across all writing genres (narrative,
informational, and argumentative).
Definition

Explaining the explicit and implicit
meanings of a concept, topic, or idea.

Description

Providing details that illustrate a
character, place, object, or event.
Procedural Sequential

Relating chronological or sequential
events in some order.
Synthesis

Summarizing; integrating important
elements of an idea, concept, or topic.
Analysis

Examining by breaking down the
elements of an idea, topic, concept,
issue or theme

Comparison and Contrast

Comparing similarities and
Contrasting differences.
Evaluation

Providing a Point of view based on a set
of principles or criteria; critiquing;
recommending.

Problem Solving

Examining a problem and proposing a
solution.
Cause- Effect

Identifying a cause for an event or
condition and examining the
effect(s).

4
CABE Conference/ CAG Conference: Learning Headquarters

9

Writing Common Language 6
th
-12
th
Grade
Term/ Concept Definition Example
Analysis
(Breaking down of information)
To analyze is to separate any material or
intangible ideas into its constituent
elements. Related terms include: diagnose,
examine, classify, differentiate, and
distinguish.
5

Student Friendly:
Analysis is when you break down ideas or
materials into different parts.
Students can use the fishbone diagram to begin
to analyze parts of bigger idea into headings,
subheadings, and details. This activity can also
be done using a Tree Map (Thinking Map).

Anecdote A short and amusing or interesting story
about a real incident or person. An account
regarded as unreliable or hearsay.
The anecdote provides a lead-in to the overall
message of your speech or essay. For example,
the next sentence after the anecdote could be:

It all started when I wanted to buy a small dog.
I chose a toy pug because I already had two
large basset hounds, and I knew that I needed a
sturdy dog with muscles as opposed to a fine
boned poodle or terrier. I began to call pug
breeders all over the state. A woman in Erie
said, "My champion Herbie is the father of two
puppies right in your area. While we talked, she
said, "My champion Herbie . . . my Herbie . . ."
Over and over again about Herbie. Well, I
bought Herbie's puppy. I sent her papers to the
AKC. When they were returned to me, I found
that she was sired by "Herbie the Love Pug."--
PVS
Argument Writing The ability to write logical arguments based
on substantive claims, sound reasoning,
and relevant evidence is a cornerstone of
the writing standards, with opinion
writinga basic form of argument
extending down into the earliest grades.
Excerpt from CCSS Appendix C page 65:
__________ School Bond Levy

The __________ School Board has recently
proposed a bond levy to add new facilities as
well as conduct some major repairs to the
school. The bond includes building a new
gymnasium, a new science room and lab, a new
Media Center/Library, new Chapter 1 and
Special Education classrooms, and other

5
Book: How to Teach Thinking Skills within the Common Core 2012

10

facilities such as more parking space, an
increase in storage area, and new locker rooms.
Along with new construction, the board is
proposing to remodel facilities such as the
drama/music areas, the entire roof, the heating
system, the school kitchen, and present gym as
well. This bond allowing __________ School to
add more facilities should be passed in order
for young students to be provided with a better
education.
Article A factual piece of writing, on a specific
topic, that forms an independent part of a
publication such as a newspaper, magazine,
or credible internet source.
Los Angeles Times News Article
National Geographic Articles
New York Times
The Wall Street Journal
People Magazine

Audience As a writer, your audience is not whoever
reads the essay or even simply your
instructor. Instead, the audience is the
group of people you want to inform,
educate, entertain, or persuade.
Sample Questions:
1. Who is my primary audience?
2. What purpose will this writing serve for
my readers? How will they use it?
3. Is my audience multicultural?
4. What is my audience attitude toward
and probable reaction to this writing?
5. Will readers expect certain patterns of
thought in my writing? Will they need
statistical data to be convinced?
Autobiography An account of a person's life written by that
person.
I was born on a warm, sunny day in June (Date)
in (Place of Birth), (Country). I still live in (Place
of Birth), (Country), and I go to school at .

Examples:
Soul Surfer by Bethany Hamilton
Anne Frank: Diary of a Young Girl by Anne
Frank
A Dog Year: Twelve Months, 4 dogs, and Me by
Jon Katz

Biography A biography is defined as a written account
of the series of events that make up a
person's life.
Breaking Through (The Circuit) by Francisco
Jimenez

Colloquialisms Colloquialisms are expressions used in
conversational language. However, this
type of language is not commonly accepted
in academic writing because it contributes
Colloquialisms can be:
Contractions: Avoid using words such as cant,
wont or other contractions in academic

11

to a more informal tone. writing. Instead, use cannot or will not.
Fillers: Avoid using filler words such as like,
well, or anyway.
Informal terms: Avoid using: folks, kids, guy,
OK, pretty good, hassle.
Clich Clich are figurative expressions that are
overused and have lost their meaning.
Avoid using these in academic writing.
Often, the meanings of clichs are not
precise and therefore can create confusion
for the reader.
Examples of clichs:
- busy as a beaver
- beat around the bush
- in a nutshell
- crack of dawn
- adding insult to injury
- better late than never
Creative fictional story It is a made up story that is created in a
constructive format (as a work of speech,
literature, pictures, song, motion...).
Creative fictional story
Descriptive Narrative A written description of an instructional
product, informational text, or observation.
A narrative description can also be used to
describe a person, object, or event so
vividly that the reader feels like he/she
could reach out and touch it. Make sure
students use literary devices to describe
the action, characters, events, and/or
experiences throughout the story.
As I passed through the gates I heard a squeaky
voice. A diminutive middle-aged man came out
from behind the trees the caretaker. He
worked a toothbrush-sized stick around in his
mouth, digging into the crevices between the
stubs of teeth. He was barefoot; he wore a blue
batik shirt known as a Buba, baggy purple
trousers, and an embroidered skullcap. I asked
him if he would show me around the shrine.
Motioning me to follow, he spat out the results
of his stick work and set off down the trail.
Domain Specific Words
and Phrases
Vocabulary specific to a particular field of
study (domain), such as the human body
(CCSS, p. 33); in the Standards, domain-
specific words and phrases are analogous
to Tier Three words (Language, p. 33).

Language of the Discipline (GATE)

Sleep Deprivation (Dr. Kate Kinsella):
1. Circadian clock
2. Melatonin
3. Sleep Apnea
4. Biological rhythms
Editing A part of writing and preparing
presentations concerned chiefly with
improving the clarity, organization,
concision, and correctness of expression
relative to task, purpose, and audience;
compared to revising, a smaller-scale
Original
6
:

Now that the German offer has been analyzed
it is quite clear that it was by far the better of
the two offers put forth and thus we see that
the Soviet government was acting out nothing

6
Exceptional English Website:
http://www.exceptionalenglish.com/Samples_students_TermPap.php?PHPSESSID=e142159b70c4d6b17184b909c
b69edc7

12

activity often associated with surface
aspects of a text; see also revising,
rewriting.
more then simple greed and self-interest when
it signed the non-aggression pact with the
Nazi's on August 23, 1939.

Edited:

As the preceding analysis of the German offer
demonstrates, it was by far the better of the
two offers put forth. Therefore, the Soviet
government was motivated by nothing more
than simple greed and self-interest when it
signed the Non-Aggression Pact with the Nazis
on August 23, 1939.

Essential Question
(Focused Question)
A query narrowly tailored to task, purpose,
and audience, as in a research query that is
sufficiently precise to allow a student to
achieve adequate specificity and depth
within the time and format constraints.

From Smarter Balance Examples:
How does the author emphasize the point that
TAM program was a positive influence on the
sisters lives. Use details from the text to
support your answer.
7

Evaluate Evaluation is the complex mental act of
placing a value on the nature, character, or
quality of a person, object, event, concept,
theory, or practice. It is a judgment, a
weighing of the value. Related terms
include: judge, calculate, compute,
measure, audit, appraise, examine, inspect,
and review.
8

Students can evaluate a recent activity
completed ( for example an essay, an art
project, a lab experiment) using a scale from
one to ten. They should choose three criteria of
their choosing. Students will turn in an
evaluation and turn it in at the designated time.
Evidence Facts, figures, details, quotations, or other
sources of data and information that
provide support for claims
or an analysis and that can be evaluated by
others; should appear in a form and be
derived from a source widely accepted as
appropriate to a particular discipline, as in
details or quotations from a text in the
study of literature and experimental results
in the study of science.
Evidence of Fact: Gravity

Evidence of Statistics: The Lakers have won 16
championships.

Evidence of Quotation:
Today, Americans are too self-centered. Even
our families don't matter as much anymore as
they once did. Other people and activities take
precedence, as James Gleick says in his book,
Faster. We are consumers-on-the-run . . . the
very notion of the family meal as a sit-down
occasion is vanishing. Adults and children alike
eat . . . on the way to their next activity (148).
Sit-down meals are a time to share and connect

7
Smarter Balanced Assessment Task Performance Sample:
http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm
8
Book: How to Teach Thinking Skills within the Common Core

13

with others; however, that connection has
become less valued, as families begin to prize
individual activities over shared time,
promoting self-centeredness over group
identity.

Note: These are just a few examples. There are
numerous ways for students to present
evidence.
General Academic and
Word Phrases
General academic words and phrases
Vocabulary common to written texts but
not commonly a part of speech; in the
Standards, general academic words and
phrases are analogous to Tier Two words
and phrases .

Please see CCSS English Language Arts
Standards on page 33.
Generate
9
Generate means to bring into existence.
Related terms include brainstorm, produce,
develop, form, list, and create. Generating
ideas is often the first step in producing a
product or performing a presentation, both
of which are considered evidence of
learning.
Ask students to generate a web of green ideas
for the community. Divide the students into
groups of three, and instruct each group to
choose one idea, research it, find a community
agency to sponsor them or partner with them,
and plan a service project to put into action.

Links to support the generating process:
Intell Education Designing Effective Projects
http://www.intel.com/content/www/us/en/ed
ucation/k12/project-design/unit-plans.
Example projects on intell website:
Dont Trash the Earth

High Utility Words High utility words are academic target
words. Academic Language can be defined
as 1) the language used in the classroom
and workplace, 2) the language of text, 3)
the language of assessments, 4) the
language of academic success and 5) the
language of power.
10

Example: Prefer, analyze, opportunity, discuss,
support
Informal Language Academic Language
repetition of words variety of words, more
sophisticated vocabulary
sentences start with and
or but
sentences start with transition
words, such as however,
moreover, and in addition
use of slang such as dude,
whatever, and like
replaces slang with accurate
descriptors
appropriate for use in casual,
social settings
appropriate for use in all
academic and work place
settings
can vary greatly by ethnicity,
region, gender, age
common language register for all

Independently
/Independent work
A student performance done without
scaffolding from a peer, teacher, or other
How to measure text appropriateness/
complexity:
11

9
10
Kinsella Academic Language Functions Toolkit
11
Appendix A: Qualitative and Quantitative Measures of Text Complexity: page 5-6

14

adult ; in the Standards, often paired with
proficient(ly) to suggest a successful
student performance done without
scaffolding; in the Reading standards, the
act of reading a text without scaffolding, as
in an assessment; see also proficient(ly),
scaffolding.
1. Levels of Meaning ( Literary Text) or Purpose
(informational texts).
2. Structure
3. Language and Conventionality and Clarity
4. Knowledge Demand

Informational/
Explanatory Writing
This kind of writing serves one or more
closely related purposes:
1. To increase readers knowledge of
a subject
2. To help readers better understand
a procedure or process
3. To provide readers with an
enhanced comprehension of a
concept.

To produce this kind of writing, students
draw from what they already know and
from primary and secondary sources. With
practice, students become better able to
develop a controlling idea and a coherent
focus on a topic and more skilled at
selecting and incorporating relevant
examples, facts, and details into their
writing. They are also able to use a variety
of techniques to convey information, such
as naming, defining, describing, or
differentiating different types or parts;
comparing or contrasting ideas or
concepts; and citing an anecdote or a
scenario to illustrate a point.
Informational/explanatory writing includes
a wide array of genres, including academic
genres such as literary analyses, scientific
and historical reports, summaries, and
prcis writing as well as forms of workplace
and functional writing such as instructions,
manuals, memos, reports, applications, and
rsums. As students advance through the
grades, they expand their repertoire of
informational/explanatory genres and use
them effectively in a variety of disciplines
and domains.
12

Student Example:

Lives on Mango, Rides the Whale

More than 8,000 miles of land and sea separate
two seemingly contrasting young women. One
young girl lives in the urban streets of Chicago,
depicted in The House on Mango Street by
Sandra Cisneros (1984), while the other thrives
in the countryside of New Zealand, as shown in
Whale Rider, directed by Niki Caro (2003)one
an immigrant from a foreign country and the
other a native Maori descendent. Both girls
struggle for change, fighting their own quiet
wars. Despite the vast differences in lifestyle
and culture, both Esperanza Cordero of Chicago
and Paikea Apirana of New Zealand are
destined to be leaders of their generation in
spite of the multitude of traditions and
expectations that define them as individuals
and their role as women in society. These
two natural-born leaders are bridging the gap
between the ancient customs and modern-day
life.
13

12
CCSS Appendix A: page 23
13
CCSS Appendix C

15

Language Conventions The mechanics, usage, and sentence
formation.

Components:
1. Subject verb agreement
2. Pronoun-antecedent agreement
3. Punctuation: apostrophe use,
commas, etc.
4. Capitalization
5. Spelling
6. Sentence Structure
Common Incorrect Usage:
1. Subject Verb Agreement: People was
laughing at the guys answers
2. Pronoun: The girls went to play with
there own teams.
3. Capitalization: Jose and i went to the
store.
4. Punctuation: Tom said Go to the store.
5. Spelling: My fiennd is Carl.
6. Sentence Structure: I think they need to
get up earlier so they can get ready for
school and have time to eat breakfast
they need to get up at an earlier time

Memoir A historical account or biography written
from personal knowledge. An
autobiography or a written account of
ones memory of certain events or people.
Examples:
Med Head by James Patterson

Between a Rock and Hard Place by Aron Ralston

Three Weeks With My Brother by Nicholas
Spark
Narrative Writing Narrative writing conveys experience,
either real or imaginary, and uses time as
its deep structure
14
.The purpose of
narrative writing is:
1. To inform
2. To instruct
3. To persuade
4. To entertain

Please refer to CCSS Appendix C for student
samples:
Page 31: Grade 5 Narrative
Page 52: Grade 8 Narrative
Performance Tasks Performance tasks measure a students
ability to integrate knowledge and skills
across multiple standardsa key
component of college and career readiness.
Performance tasks will be used to better
measure capacities such as depth of
understanding, research skills, and complex
analysis, which cannot be adequately
assessed with selected- or constructed-
response items. Some constructed-
response items and performance tasks can
be scored automatically; many will be
hand-scored by professionally trained
readers.
Refer to Smarter Balance Website:
http://www.smarterbalanced.org/sample-
items-and-performance-tasks/

These tasks will be delivered as part of the
interim and summative components of the
assessment system, with more extended tasks
available in the digital library as part of the
Smarter Balanced-developed exemplar
instructional modules and inventory of
currently available resources. The time and
resource constraints for each performance task
will be guided by its placement in the overall
assessment system.

14
CABE 2013: Narrative 2012 Learning Headquarters

16

Point of View Chiefly in literary texts, the narrative point
of view (as in first- or third-person
narration); more broadly, the position or
perspective conveyed or represented by an
author, narrator, speaker, or character.
First-person point of view is in use when a
character narrates the story with I-me-my-mine
in his or her speech. The advantage of this point
of view is that you get to hear the thoughts of
the narrator and see the world depicted in the
story through his or her eyes. However,
remember that no narrator, like no human
being, has complete self-knowledge or, for that
matter, complete knowledge of anything.
Therefore, the reader's role is to go beyond
what the narrator says.
Second-person point of view, in which the
author uses you and your, is rare; authors
seldom speak directly to the reader. When you
encounter this point of view, pay attention.
Why? The author has made a daring choice,
probably with a specific purpose in mind. Most
times, second-person point of view draws the
reader into the story, almost making the reader
a participant in the action.
Third-person point of view is that of an
outsider looking at the action. The writer may
choose third-person omniscient, in which the
thoughts of every character are open to the
reader, or third-person limited, in which the
reader enters only one character's mind, either
throughout the entire work or in a specific
section. Third-person limited differs from first-
person because the author's voice, not the
character's voice, is what you hear in the
descriptive passages. Third-person objective is
when the narrator is not involved in the action
and cannot reveal any characters thoughts.
Print Rich Digital Text
and Resources
Sometimes added for emphasis to stress
that a given standard is particularly likely to
be applied to electronic as well as
traditional texts; the Standards are
generally assumed to apply to both.

See attached list of resources
Problem Solving Problem solving is one of the most desired
skills of todays employers. To problem
solve is to use cognitive processing to find a
solution to a difficult question or situation.
Refer to projects/ project units in the Intel
Designing Effective Projects:
ucation/k12/project-design/unit-plans/grade-

17

Related terms include challenge, prove,
analyze, and synthesize.
15
Two types of
problems:
1. Clean Problems: straightforward
2. Messy Problems: complex.
index.html#4

These projects provide students with Clean
and Messy problems to solve across content
area.
Proficient(ly) A student performance that meets the
criterion established in the Standards as
measured by a teacher or assessment; in
the Standards, often paired with
independent(ly) to suggest a successful
student performance done without
scaffolding; in the Reading standards, the
act of reading a text with comprehension;
see also independent(ly), scaffolding.
Refer to California proficiency requirements,
CCSS requirement, and CUSD district
requirements.
Real vs. Imagined
Narratives
Real (nonfiction)
Imagined (fiction)
Real: Personal Accounts
CCSS Appendix C Example: Page 52.

Imagined: Creative writing
Example: Fairy Tales, Movie scripts, etc.
Rebus Rebus A mode of expressing words and
phrases by using pictures of objects whose
names resemble those words.

Strategies such as picture flashcards, link word
webs, visual displays, and graphic organizers
can help students master essential vocabulary.
Research Project An investigation intended to address a
question/hypothesis on a specific topic or
content. The student should gather
relevant information from multiple print
and digital sources; assess the credibility of
each source; and quote or paraphrase the
data and conclusions of others while
avoiding plagiarism and providing basic
bibliographic information for sources.
EXAMPLE: After completing a unit on the
American dream where students have read The
Great Gatsby, Death of a Salesman, and A
Raisin in the Sun, they explore what
it means to have access to an American dream.
Students are asked to create non-profit
organizations that would help to meet the
needs of their community by helping a group of
people to meet their American dream without

15

18

More sustained research project An
investigation intended to address a
relatively expansive query using several
sources over an extended period of time,
as in a few weeks of instructional time.

Note: Multiple projects may be developed
after the research is completed.
duplicating current services offered in the
community. Students conceive of organizations,
formulate extensive grant proposals that help
them vie for funding from the fictitious Society
for the American Dream, and finally compete
against each other for funding of up to
$500,000. Students pitch their ideas and
advocate for funding to the grant panel,
comprised not of teachers, but of community
representatives.
16

Links for research projects (ELA, Math, Science,
and Social Science):
Intell Education Designing Effective Projects
ucation/k12/project-design/unit-plans.

Example projects on intell:
Dont Trash the Earth
Revise A part of writing and preparing
presentations concerned chiefly with a
reconsideration and reworking of the
content of a text relative to task, purpose,
and audience; similar to rewriting or
editing, a larger-scale activity often
associated with the overall content and
structure of a text; see also editing,
rewriting.
Sample questions to ask
17
:
Does the writing have a clear sense of purpose?

Is my papers main idea, or thesis, clearly stated
early on (within the first paragraph, ideally)?

Could I organize my ideas more logically (within
a paragraph or among paragraphs)?

Are the topic sentences clearly connected to
my papers main idea and do (most) topic
sentences appear at the beginning of each
paragraph? Put differently: could someone
read only the first sentence of each paragraph
and thereby get a good sense of what the paper
is about?

Is there sufficient (but not excessive) use of
texts, evidence, or data?

Does my paper employ effective transitional
words, phrases, and sentences?
Rewriting A part of writing and preparing
presentations that involves largely or
wholly replacing a previous, unsatisfactory
Checklist for Revision
18
:

Content: Is the assignment complete? Is the

16
P21 Common Core Toolkit page 19.
17
Vanderbilt University: Questions to ask when revising a paper.
18
University of Maryland Online Guide to Writing and Research.

19

effort with a new effort, better aligned to
task, purpose, and audience, on the same
or a similar topic or theme; similar to
editing or revising, a larger-scale activity
more akin to replacement than refinement;
see also editing, revising.
information appropriate?

Organization: Is the order of the information
logical? Are the introduction and conclusion
clear and related?

Style: Are the style and tone appropriate? Are
the sentences smooth and efficient? Is the
diction appropriate, concrete, and accurate? Is
the paper free from mechanical errors?

Format: Is the assignment in the required
format?

When your answers to all of these questions
are a confident yes, your final draft is ready to
hand in.

Rhetorical Appeals Ethos: (Credibility), or ethical appeal,
means credibility of the writer. We tend to
believe people whom we respect and who
have the authority, knowledge, or ethical
background.

Pathos: (Emotional) refers to the ability of
the writer to appeal to the readers
emotion. Language choice (diction,
imagery, emotionally charged words)
affects the audience's emotional response.

Logos: (Logical) means persuading by the
use of reasoning. This will be the most
important technique.

Example of Ethos:
People listen to a medical doctor who writes
editorial journals on health issues versus a
health advocate without or with little medical
background.

Example of Pathos:
Meanwhile, the United States Army, thirsting
for revenge, was prowling the country north
and west of the Black Hills, killing Indians
wherever they can be found ( By: Dee brown,
Bury my Heart at Wounded Knee).

Example of Logos:
Urban children do not eat nutritious meals, so
breakfast in the classroom is a sensible
solution.
Scaffolding Temporary guidance or assistance provided
to a student by a teacher, another adult, or
a more capable peer, enabling the student
to perform a task he or she otherwise
would not be able to do alone, with the
goal of fostering the students capacity to
perform the task on his or her own later
on.
Scaffold Strategies to use with Students
19
:
1. Show and Tell: fish bowl, think aloud
etc
2. Tap Prior Knowledge: share their own
experiences, hunches, and ideas about
the content or concept of study and
have them relate and connect it to their
own lives.
3. Give Time to Talk: think-pair-share,

19
Edutopia: Six Scaffolding Strategies to Use with Your Students

20

turn-and-talk, triad team, think-write-
discuss.
4. Pre-Teach Vocabulary: frontload the
vocabulary.
5. Use Visual Aids
6. Pause-Ask Questions, Pause-Review:
Keep kids engaged as active listeners by
calling on someone to "give the gist" of
what was just discussed / discovered /
questioned.
Source A text used largely for informational
purposes, as in research.
Example:
SAGE Publications is a research database for
students who are investigating qualitative and
quantitative research studies.

National Geographic website/magazine is a
source for informational articles about animals
and the natural environment we live in.
Standard English The most widely accepted and understood
form of expression is English in the United
States; and is used in academic and formal
oral and written communications.
See page CCSS, pp. 26, 28, 52, 54
Technical Subject A course devoted to a practical study.

For example an engineering, technology,
design, business, or other workforce-related
subject; a technical aspect of a wider field of
study, such as art or music.
Text Complexity and
Text Complexity Band
The inherent difficulty of reading and
comprehending a text combined with
consideration of reader and task variables;
in the Standards, a three-part assessment
of text difficulty that pairs qualitative and
quantitative measures with reader-task
considerations .

Quantitative measures are refer to
those aspects of text complexity, such as
word length or frequency, sentence length,
and text cohesion, that are difficult
if not impossible for a human reader to
evaluate efficiently, especially in long texts,
and are thus today typically measured by
computer software.
20

Qualitative measures in the Standards,
See page CCSS, pp. 31, 57; Reading, pp. 416.

The Text Complexity Band
23

20
CCSS Appendix A: Text Complexity Quantitative Measures
23
CCSS Appendix A: Key Considerations in Implementing Text complexity page 8-10.

21

refer to those aspects of text complexity
best measured or only measurable by an
attentive human reader, such as levels of
meaning or purpose; structure; language
conventionality and clarity; and knowledge
demands
21

Reader and task considerations. While the
prior two elements of the model focus on
the inherent complexity of text, variables
specific to particular readers (such as
motivation, knowledge, and experiences)
and to particular tasks (such as purpose
and the complexity of the task assigned
and the questions posed) must also be
considered when determining whether a
text is appropriate for a given student.
Such assessments are best made by
teachers employing their professional
judgment, experience, and knowledge of
their students and the subject.
22

Text complexity band is a range of text
difficulty corresponding to grade spans
within the Standards; specifically, the spans
from grades 23, grades 45, grades 68,
grades 910, and grades 11CCR (college
and career readiness).

Text Structure It is how an author organizes the text to
best convey the writers purpose.

See text structure section on the following
pages.
Text Structure:
Definition
Explaining the explicit and implicit meaning
of a concept, topic, or idea.
Example of Student Text:
The U.S. Global Economy can be defined as the
activity between various countries that are
considered intertwined and thus can affect
other countries negatively or positively.
Text Structure:
Description
Providing details that illustrate a character,
place, object or event.
Russia is one of the worlds largest countries in
land area. It is nearly 6.6 million square miles
and is spread across two continents with the
majority of the population living west of the
Urals where the climate is mild.
24

21
CCSS Appendix A: Text Complexity Qualitative Measures
22
CCSS Appendix A: Text Complexity Reader Considerations.
24
ALL Sample of Student Text Structures:
http://www.esc4.net/users/0223/docs/MiddleSchool_TypesofTextStructuresinInformationalTexts.pdf

22

Text Structure:
Procedural/Sequential
Relating chronological sequential events in
some order.
Immigrants began to arrive in Texas to farm
cotton. Then Robert Munger developed a new
cotton ginning process. Soon after the railroad
system became a major transport of cotton.

Text Structure:
Synthesis
Summarizing; integrating important
elements of an idea, concept, or topic.
Some people want to build a skateboard park in
my neighborhood, but other people are against
it. People in favor of the skateboard park
believe that the park will provide a safe and
enjoyable place for young people to exercise.
They claim that teenagers also need a place to
meet with friends after school. People against
the skateboard park believe that skateboarding
is dangerous and the town should not
encourage young people to skateboard. They
want to put a garden in the space instead.
Text Structure:
Analysis
Examining by breaking down the elements
of an idea, topic, concept, or issue, or
theme.
Explain how civil disobedience was used in the
struggle for Indias independence. The student
had only a portion of a class period to write the
response:
Civil disobedience is the refusal to follow an
unjust law. Gandhi led India to independence
by using civil disobedience and non-violent
resistance. His motto was, will not fight, will
not comply. One of Gandhis first acts of civil
disobedience was when he refused to move to
3rd class on the train. He bought a 1
st
class
ticket but they wouldnt let him sit there. He
then got kicked off the train. This is just one
example of Gandhis enforcement of non-
violent resistance. He has done many things
from refusing to get off the sidewalk to being
beaten for burning his pass. He figured that if
he died, it would be for the right reasons. He
said, They can have my body, not my
obedience. Eventually he got all of India going
against Britains unjust laws. While it took the
people of India longer to realize, Gandhi proved
that civil disobedience and non-violent
resistance can be a more effective way of
fighting back. Britain finally let India have its
independence.
25

25
CCSS Appendix C: Page 64

23

Text Structure:
Comparison and
Contrast
Contrasting similarities and differences. Example of Student Text:
The federal system divides powers between the
national and state governments. Both can
borrow money, enforce laws, and establish
courts but only the national government can
declare war and establish post offices.

Text Structure:
Evaluation
Providing a point of view based on a set of
principles or criteria; critiquing;
recommending.
Example of Student Text: (Summary Paragraph)
It is clear then, that __________ School needs
significant improvements in which case the
bond must be passed. As a community,
education is an essential part of the future. In
the past, __________ has relied in the timber
industry for employment, but times are
changing and the younger generations need to
be better prepared to meet the challenges that
arise. For example, they need to able to take
part in a variety of activities and be able to
achieve in many different areas. If the school is
inadequate, how can the younger generations
be provided with the education and training
they need to be successful in the future?
Text Structure:
Problem Solving
Examining a problem and proposing a
solution.
America suffered various setbacks under the
Articles of Confederation. They soon realized a
new form of government was necessary for the
success of the states. The United States
Constitution was created, a president was
elected, and a supreme court and
representative congress were formed.

Text Structure: Cause
and Effect
Identifying a cause for an event or
condition and examining the effect(s).
As a result of the Law of April 6, 1830, issues of
states rights, the Battle of Gonzales, and the
colonists feeling their rights as individuals were
infringed upon, Mexico and the Texas colonists
engaged in a revolution that changed the
course of history.
Thesis Statement A thesis statement is a very specific
argument that guides your paper.
-Note that not all papers need a thesis
statement.

Generally, a thesis statement consists of two
parts:
1. a clearly identifiable topic or subject
matter, and
2. a succinct summary of what you have
to say about that topic
Tone Tone is the attitude a writer takes toward
his or her subject, characters, and audience

When people speak, their tone of voice
gives added meaning to what they say.
Middle School Example:
A writers tone might be humorous, as in Ode
to a Toad or passionate and sincere as I Have
a Dream speech.


24

Writers use written language to create
effects similar to those that people create
with their voices.

Formal Example:

Welcome to Mrs. Balius's eighth grade English
class. I look forward to teaching you this year.
In this class you will not only read and discuss
the components of literature, but you will also
learn how to write, ensuring you use correct
capitalization, punctuation, spelling, and
grammar for various forms of writing.

Informal (Casual) Example:

welcom 2 ms. B's 8th grade en cls. i l%k fwd 2
teachN u dis yr. n dis cls Ull not 1ly read n
discuss d components of diFfrnt genres of lit bt
Ull also lern h2 wrt wel, ensuring u uz crrct cap,
pnktu8n, sp n gramA 4 variUs 4rms of ritN.
Traits of Writing The 6+1 Trait Writing analytical model for
assessing and teaching writing is made up
of 6+1 key qualities that define strong
writing

Description of traits:
26

1. Ideas: Good writing has clear ideas, a
purpose, or focus. It should have specific
ideas and details.
27

2. Organization: Organization is the internal
structure of a piece of writing, the thread
of central meaning, the pattern and
sequence, so long as it fits the central
idea. Organizational structure can be
based on comparison-contrast, deductive
logic, point-by-point analysis,
development of a central theme,
chronological history of an event, or any of
a dozen other identifiable patterns. When
the organization is strong, the piece begins
meaningfully and creates in the writer a
sense of anticipation that is, ultimately,
systematically fulfilled.
3. Voice: Voice is the writer coming through
the words, the sense that a real person is
speaking to us and cares about the
message. It is the heart and soul of the
writing, the magic, the wit, the feeling, the
life and breath.

4. Word Choice: Word Choice is the use of
rich, colorful, precise language that
communicates not just in a functional way,
but in a way that moves and enlightens

26
Description of the Traits: http://educationnorthwest.org/resource/503
27
Trait of Writing: Great Source

25

the reader.

5. Sentence Fluency: Sentence Fluency is the
rhythm and flow of the language, the
sound of word patterns, the way in which
the writing plays to the ear, not just to the
eye. How does it sound when read aloud?
That's the test.
6. Conventions: The Conventions Trait is the
mechanical correctness of the piece and
includes five elements: spelling,
punctuation, capitalization,
grammar/usage, and paragraphing
7. Presentation: Presentation combines both
visual and textual elements. It is the way
we exhibit or present our message on
paper
Writing Task A writing task may be used in any subject
across curriculum. It provides students
with authentic, high-level work task that is
aligned to curricular standards so that
teachers can more carefully plan for
instruction that meets students where they
are and truly moves them forward.


26

Frequency of specific words within the Common Core Standards
28

This chart depicts the number of time (frequency) specific skill words appear in the common core. This
chart may be used as a reference when planning or aligning skills to a lesson.
6
th
- 12
th
Grade
ELA Math
Skill Frequency
(# of times it shows it
in the CCSS)
Skill Frequency
(# of times it shows it
in the CCSS)
Analyze 73 Solve 66
Determine 50 Understand 54
Develop 41 Interpret 47
Research 33 Relationships 45
Clarify 32 Find 43
Write 31 Graph 39
Relationship 30 Represent 38
Demonstrate 28 Apply 34
Understanding 27 Describe 24
Create 26 Explain 23
Read 26 Prove 21
Evaluate 22 Write 19
Reflection 20 Compare/Contrast 17
Read/Comprehend 20 Recognize 17
Introduce 17 Evaluate 13
Produce 17 Determine 13
Organize 17 Identify 11
Point of View 15 Compute 10
Apply 14 Develop 9
Compare/Contrast 12 Produce 8
Explain 11 Inferences 8
Inferences from Text 10 Analyze 7
Sequence 9 Sequence 7
Identify 8 Divide 7
Solve 8 Calculate 7
Projects 8 Decide 7
Answer 8 Define 6
Sequences 7 Answer 5
Accurately 7 Create 4
Interpret 6 Verify 4
Collaborate 3 Sequence 3
Reflect 3 Justify 2
Understanding 1
Reflection 1
Implied Skills: generate, associate, hypothesize reason, connect, synthesize, creativity and
generalize.

28
Book: How to Teach Thinking Skills within the Common Core by J.A. Bellanca, R.J. Fogarty, Pete, B. M.

27


CCSS Narrative
Writing Standards
and Templates
2013 and Beyond

28

Narrative Writing in the CCSS
Skilled writers many times use a blend of these text types to accomplish their purposes:

29

CCSS Narrative Writing Standards Middle School
30

CCSS Narrative Writing: Middle School
31

29
CCSS Appendix A, page 23.
30
California Common Core Standards from the California Department of Education 2012.
Narative
Writing
to inform
to
instruct
to
persuade
to
entertain
Narrative writing conveys real or imagined experience and uses time as its deep
structure. In English language arts, students produce narratives in the form of creative
fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to
use sensory details and imagery; to depict specific actions (for example, movements,
gestures postures, and expressions); to use dialogue and soliloquy that provide insight
into the narrators and characters personalities and motives; and to manipulate the
plot to highlight the significance of events and create tension and suspense.

Narrative History/Social Science:
In history/social studies, students write narrative accounts about historical figures.
They also construct event models of what happened, selecting from their sources only
the most relevant information

Narrative Science
In science, students write narrative descriptions of the step-by-step procedures they
follow in their investigations so that others can replicate their procedures and
(perhaps) reach the same results. With practice, students expand their repertoire and
control of different narrative strategies.

29

CCSS Narrative Writing: Middle School
The following are the California Common Core Standards that are available on the CDE website. Key
terms are highlighted to indicate the progression of learning throughout middle school. (Note: If a key
term is underlined it is introduced to the grade level).
6
th
Grade 7
th
Grade 8
th
grade
Write narratives to develop real or
imagined experiences or events
using effective technique, relevant
descriptive details, and well-
structured event sequences.
a. Engage and orient the reader
by establishing a context and
introducing a narrator
and/or characters; organize
an event sequence that
unfolds naturally and
logically.
b. Use narrative techniques,
such as dialogue, pacing,
and description, to develop
experiences, events, and/or
characters.
c. Use a variety of transition
words, phrases, and clauses
to convey sequence and
signal shifts from one time
frame or setting to another.
d. Use precise words and
phrases, relevant descriptive
details, and sensory
language to convey
experiences and events.
e. Provide a conclusion that
follows from the narrated
experiences or events.
imagined experiences or events using
effective technique, relevant
descriptive details, and well-structured
event sequences.
a. Engage and orient the reader
point of view and introducing a
narrator and/or characters;
organize an event sequence
that unfolds naturally and
logically.
b. Use narrative techniques, such
as dialogue, pacing, and
description, to develop
characters.
words, phrases, and clauses to
convey sequence and signal
shifts from one time frame or
setting to another.
d. Use precise words and
details, and sensory language
to capture the action and
convey experiences and events.
e. Provide a conclusion that
follows from and reflects on
the narrated experiences or
events.
imagined experiences or events using
effective technique, relevant descriptive
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.
b. Use narrative techniques, such
as dialogue, pacing, description,
and reflection, to develop
characters.
convey sequence, signal shifts
from one time frame or setting
to another, and show the
relationships among
d. Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the
action and convey experiences
and events.
e. Provide a conclusion that follows
from and reflects on the
narrated experiences or events.

31
Common Core State Standards

30

CCSS Narrative Writing Standards High School
32

term is underlined it is new to the grade level).
9
th
-10
th
Grade 11
th
-12
th
Grade
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,
establishing one or multiple point(s) of
view, and introducing a narrator and/or
characters; create a smooth progression of
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.
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.
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.

32
California Common Core Standards from the California Department of Education 2012

31

WRITING TASKS TEMPLATES: Narrative
33

Teachers can use the writing task templates for assistance in writing a task that is aligned to
CCSS language. Teachers can add more information/ detail to each task.
Narrative Task Templates
Task After Researching Essential Question Examples
Description
( Providing details
that illustrate a
character, place,
object, or event)
After researching ________
(informational texts) on
________ (content), write a
________ (narrative or
substitute) that describes
________ (content). Use ___
(stylistic devices) to develop a
narrative. Use ___
(techniques) to convey
multiple storylines.
After reading ________
(literature or
informational texts), write a
substitute)
from the perspective of
________ (content). Use
________ (stylistic devices) to
develop a narrative effect in
your work. Use ________
(techniques) to convey
multiple storylines.

Optional: Teachers can insert
a focus question at the
beginning of each example.
After researching reference books on how to write a script,
write a short play aimed at teens that describe ways to eat
healthy foods. Use chronological order to develop a narrative.

After researching guides on Washington DC, write a narrative
that describes how the site was selected for the nations
capital.

How do characters send a message in a novel? After reading
The Pearl by John Steinbeck write a narrative from the
perspective of Juana, the fisherman's wife. Use imagery and
tone to develop a narrative effect in your work.

What can historical accounts teach us about someones
struggle for dignity? After reading historical documents and
accounts about The Trail of Tears, write a narrative from the
perspectives of a Choctaw and George Gains. L3 Use dialogue
to convey multiple storylines.
Procedural/
Sequential/
Process
(Relating
chronological or
sequential events in
some order)
(informational texts)
on_____ (content), write a
substitute)
that relates ________
(content) and the events that
develop your work. Use
________ (techniques) to
convey multiple storylines.
(literature or
informational texts) about
substitute) that relates
develop your work.

After researching articles and biographies on WWII veterans,
write a short biography that relates the story of a person with
courage and conviction and the events that influenced this
person the most and in what ways. Use foreshadowing and
flashback to create suspense.

After researching historical documents and maps on the
Battle of Waterloo, write an account that relates the timeline
and the events that caused the Emperors military forces to
lose. L2 Use imagery to develop your work. Use time-frames
or timelines to convey multiple storylines.

What was it like to live in the Victorian age in England? After
reading accounts about life in the Victorian age, write an
article that relates a year in the life of a Victorian family.

What place in the world would you like to visit? After reading
maps and articles about a place you would like to visit, write a
short narrative that relates significant events in its history. L2
Use imagery and sensory language to develop your work.

Additional: Teachers may select other task templates that fit the lesson objective.

33
Task Templates are from LDC Template Tasks Collection aligned to CCSS

32

CCSS Narrative Introductory Paragraph
34

This is a basic model for developing an introductory narrative paragraph for 6
th
-12
th
grade. The
level of complexity and depth will depend on the instruction provided by teachers across the
curriculum. This can be used for real or imagined narrative writing.

34
Empowering Writers Narrative Guide; What Is a Bridge Statement in English Homework? | eHow.com; Laurel
template hooks.
H
o
o
k

B
r
i
d
g
e

T
h
e
s
i
s

What type of hook will students use to engage the reader?
Action Dialogue Question Reaction Suspense/ Anticipation
Other ____________________
(For a full description of hooks refer to hook description on page___)
How will students create a bridge between the hook and thesis? A writer uses a bridge statement, or
bridge sentence, to link one idea to another and create a smooth transition between ideas. One of
the most important bridge statements in an essay, within the introductory paragraph, sets the scene
for the reader. The opening statement usually functions as a "hook" or attention grabber to draw in
the reader. After this comes your bridge statement, which explains how the opening is relevant to
the thesis. The last sentence of the introductory paragraph contains the thesis statement, which
demonstrates or sets the stage for what the reader can expect from the rest of your paper.
For Example:
Background Info Define Classify Compare/Contrast
Set the scene State a Reason Cause/Effect
Provide relevant detail/facts Other: _________________

In narrative writing a thesis is optional. It may be implicit throughout the introductory paragraph.
In Middle School, the context and point of view should be established in the introductory paragraph and
be present throughout the writing.
In 9
th
- 10
th
grade, students should establish a problem, observation, or situation. In 11
th
-12
th
Grade
students should continue to establish the problem, observation or situation in addition to its
significance.

33

CCSS Narrative Planning Template: Middle School
Real Imagined
NAME: ______________________________DATE:__________ PERIOD____
TASK:
______________________________________________________________________________
______________________________________________________________________________
STRUCTURE: Please select
DEFINITION DESCRIPTION PROCEDURAL/SEQUENTIAL SYNTHESIS ANALYSIS
COMPARISON EVALUATION PROBLEM SOLVING CAUSE-EFFECT
OTHER:_____________
If you need more room to write please attach additional paper(s).
Narration/Point of View: first person I 3
rd
person limited 3
rd
person omniscient
3
rd
person objective
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Character (Bubble Map Opportunity)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Context (setting/situation)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________


34

Narrative Writing Technique Planning: Middle School
How will you incorporate the following Narrative Writing Techniques to develop experiences,
events, and character(s)?
Dialogue (How will you incorporate dialogue?): Direct quotes Indirect Quote
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Literary Devices:
Metaphor Simile Euphemism Imagery Onomatopoeia
Personification Sensory Detail Alliteration Foreshadowing Flashbacks
Flash-forward Frame story Tone Symbolism Irony
Pun Hyperbole Other:_______

Transitional Devices Precise Words Figurative Language Sensory Details

Relationship Among Experience/ Events (8
th
Grade Only):
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________


35

Narrative Writing Introductory Paragraph: Middle School
Type of Hook: Action Dialogue Question Reaction Suspense/Anticipation
Current Event Statistics
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Bridge Strategy: Background Info Define Set the Scene Reasoning
Detail Other: _____________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Thesis (Thesis may be implicit within the introductory paragraph)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________


36

Narrative Writing Body of an Essay: Middle School (Flow Map Opportunity)
(If you need addition room to write, attach a sheet of paper)

What transitional words
and action/precise words
and phrases are
necessary? Which
objects, characters, and
places require an
emphasis on
details/description?

37

and action/precise
words and phrases are
necessary? Which
places require an
emphasis on

38

Narrative Writing Conclusion: Middle School
Restate Thesis/ Concluding Thoughts
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Reflection
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

Leave the reader with a final thought
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________


39

Narrative Writing Planning Template: High School
Imagined Real
NAME: ___________________________________________DATE:__________ PERIOD____
TASK:_________________________________________________________________________
Planning - General
Character(s) (Bubble Map Opportunity):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________
Context (setting/situation)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Point of View(s): one multiple
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Narrator: 1
st
person 3
rd
person limited 3
rd
person omniscient 3
rd
person objective
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Sequence: Flashback Foreshadowing Frame story Chronological order
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________


40

Planning Writing the Intro
Type of Hook: ActionDialogue Reaction Suspense/Action Current Event
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Bridge Strategy: Background Info Define Set the Scene Detail Reasoning
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Thesis
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Body of the Essay/ Report: Details
Narrative Writing Techniques
How will you incorporate the following narrative writing techniques to develop experiences,
events, and or character(s):

Dialogue (What dialogue(s) are essential?)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Pacing (How will you build suspense, use narration/description, and dialogue to control the
tempo of the narrative?)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________


41

Description (Which places, people, objects require the most description? What ideas do you
want your readers to have about them and how will your description enable your readers to
visualize the events, characters, and places?)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Reflection (At what point(s) during the story will you pause to reflect on events, and what will
you reflect on?)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Multiple Plot Lines
Strong narratives are able to weave multiple plot lines simultaneously. How will you achieve
that?

1
st
plot line (Who are the major characters and what events will occur?)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2
nd
plot line (Who are the subordinating/minor characters and what events will occur?)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3 + plot lines (What additional characters and actions/events are needed?)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Additional Notes:


42

Narrative Writing Body of an Essay: High School
(Flow Map Opportunity)
(If you need additional room to write, attach a sheet of paper)

What transitional words and
action/precise words and
phrases are necessary?
Which objects, characters,
and places require an
emphasis on

43

and action/precise
words and phrases are
necessary? Which
places require an
emphasis on

44

Details/Imagery/Figurative language
In the first box, students will select a character, object or place that is an essential element of the narrative
(Character, setting, mood, tone). In the larger box below, students will jot down specific details about events,
sensory details (imagery), and figurative language (similes, metaphors, and personification).

1. Character, Setting, Mood, Tone:


Details/Imagery/ Fig. Language


3. Character, Setting, Mood, Tone: 4. Character, Setting, Mood, Tone:







45

Narrative Writing Conclusion of an Essay: High School
Restate Thesis
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Reflection
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Leave readers with a final thought
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________


46

CCSS Informational/
Explanatory
Writing Standards
and Templates
2013 and Beyond

47

Informational/ Explanatory Writing in the CCSS
35

Text types commonly used by skilled writers in order to accomplish their purposes:

This kind of writing serves one or more closely related purposes: to increase readers
knowledge of a subject, to help readers better understand a procedure or process, or to
provide readers with an enhanced comprehension of a concept.
Informational/explanatory writing addresses matters such as types (What are the
different types of poetry?) and components (What are the parts of a motor?); size, function, or
behavior (How big is the United States? What is an X-ray used for? How do penguins find
food?); how things work (How does the legislative branch of government function?); and why
things happen (Why do some authors blend genres?). To produce this form of writing, students
draw from what they already know and from primary and secondary sources. With practice,
students develop their skills in writing a coherent, logical, and focused paper and in using
relevant details and ideas
They are also able to use a variety of techniques to convey information, such as naming,
defining, describing, or differentiating different types or parts; comparing or contrasting ideas
or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/
explanatory writing includes a wide array of genres, including academic genres such as literary
analyses, scientific and historical reports, summaries, and prcis writing as well as forms of
workplace and functional documents such as instructions, manuals, memos, reports,
application letters, and resumes. As students advance through the grades, they expand their
repertoire of informational/explanatory genres and use them effectively in a variety of
disciplines and domains.

35
Common Core Standards Appendix A page 23.
Informational/
Explanatory
Writing
Increase readers
knowledge of a
subject
Help readers better
understand a
procedure or process
Provide readers with
an enhanced
comprehension of a
concept

48

CCSS Informational/Explanatory Writing Standards Middle School
36

6
th
Grade 7
th
Grade 8
th
grade
Write informative/explanatory texts
to examine a topic and convey ideas,
concepts, and information through
the selection, organization, and
analysis of relevant content.
a. Introduce a topic or thesis
statement; organize ideas,
concepts, and information,
using strategies such as
definition, classification,
comparison/contrast, and
cause effect; include
formatting (e.g., headings),
graphics (e.g., charts, tables),
and multimedia when useful
to aiding comprehension.
b. Develop the topic with
relevant facts, definitions,
concrete details, quotations,
or other information and
examples.
c. Use appropriate transitions
to clarify the relationships
among ideas and concepts.
d. Use precise language and
domain-specific vocabulary
to inform about or explain
the topic.
e. Establish and maintain a
formal style.
f. f. Provide a concluding
statement or section that
follows from the information
or explanation presented.
Write informative/explanatory texts
to examine a topic and convey ideas,
concepts, and information through
the selection, organization, and
analysis of relevant content.
statement clearly, previewing
what is to follow; organize ideas,
concepts, and information,
using strategies such as definition,
classification, comparison/
contrast, and cause/effect;
include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with
relevant facts, definitions,
concrete details, quotations, or
other information and examples.
c. Use appropriate transitions to
create cohesion and clarify the
relationships among ideas and
concepts.
d. Use precise language and
domain-specific vocabulary to
inform about or explain the topic.
e. Establish and maintain a formal
style.
f. Provide a concluding statement
or section that follows from and
supports the information or
explanation presented.
Write informative/explanatory texts,
including career development documents
(e.g., simple business letters
and job applications), to examine a topic
and convey ideas, concepts, and
information through the selection,
organization, and analysis of relevant
content.
statement; 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.
b. Develop the topic with relevant,
well-chosen facts, definitions,
concrete details, quotations, or
c. Use appropriate and varied
transitions to create cohesion and
clarify the relationships among
ideas and concepts.
d. Use precise language and domain-
specific vocabulary to inform
about or explain the topic.
e. Establish and maintain a formal
style.
f. Provide a concluding statement or
section that follows from
and supports the information or
explanation presented

36

49

CCSS Informational/ Explanatory Standards High School
37

term is underlined it is new to the grade level).
9
th
-10
th
Grade 11
th
-12
th
Grade
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 or thesis statement;
organize complex ideas, concepts, and
information to make important
connections and distinctions; include
formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations, or
other information and examples
appropriate to the audiences knowledge of
the topic.
c. Use appropriate and varied transitions to
link the major sections of the text, create
cohesion, and clarify the relationships
among complex ideas and concepts.
d. Use precise language and domain-specific
vocabulary 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).
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 or thesis statement;
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 audiences
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.
they are writing.
information or explanation presented (e.g.,
articulating implications or the significance of
the topic).

37

50

WRITING TASKS TEMPLATES: Informational/Explanatory Task Templates
38

Informational/ Explanatory Task Templates
39

Task After Researching Essential Question Example
Definition
(Explaining the
explicit and implicit
meanings of a
concept, topic, or
idea.)
________ (report or
substitute) that defines
________ (term or concept)
and explains ________
(content). Support your
discussion with evidence from
your research. What
________ (conclusions or
implications) can you draw?
(literature or informational
texts), write a/an ________
(essay, report, or substitute)
that defines ________ (term
or concept) and explains
________ (content). Support
your discussion with evidence
from the text(s). What

After researching articles on modernism in American
literature, write a report that defines modernism and
explains its impact on contemporary arts. Support your
discussion with evidence from your research.

After researching articles and political documents on
government lobbyists, write a report that defines lobbying
and explains who and what lobbyists are and the role they
play in our political system. Support your discussion with
evidence from your research. What conclusions can you
draw?

After researching scientific articles on magnetism, write a
report that defines magnetism and explains its role in the
planetary system. Support your discussion with evidence from
your research.

What is a metaphor? After reading The House on Mango
Street and drawing from other works youve read this year,
write an essay that defines metaphor and explains how
authors use it to enhance their writing. Support your
discussion with evidence from the
texts.

Can talent be learned? After reading scientific sources,
write an essay that defines innate abilities and explains its
relevance to talent. Support your discussion with evidence
from the texts.
Description
( Providing details
that illustrate a
character, place,
object, or event)
________ (report or
substitute) that describes
your discussion with
evidence from your research
that describes ________
(content) and addresses the
question. Support your
the text(s).

After researching government and historical documents on
the electoral college, write an article for your local newspaper
that describes the historical significance of the electoral
college. Support your discussion with evidence from your
research.

After researching cooking guides and articles on kitchen
chemistry, write a manual for the general public that
describes in detail how to use common products to solve an
everyday problem such as cleaning fresh produce. Support
your discussion with evidence from your research.

How does Esperanza deal with her challenges as an immigrant
to the United States? After reading Esperanza Rising, write an
essay that describes her challenges and addresses the
question. Support your discussion with evidence from the
text.

38
39

51

: In what ways did the era of the cowboy (mid to late 1800s)
influence American culture? After reading historical
documents, write an essay that describes the iconic American
cowboy and addresses the question. Support your discussion
with evidence from the texts.

How do physical traits serve living things? After reading a
book about butterflies, write an article that describes the
features of three butterfly types and addresses the question.
Support your discussion with evidence from the text.
Procedural/
Sequential
(Relating
chronological or
sequential events in
some order)
________ (report or
substitute) that relates how
your discussion with
evidence from your research.
(literature or
informational texts) on
________(report or
substitute) that relates how
________ (content).
Support your discussion with
evidence from the text(s).

After researching historical documents, documentaries, and
maps on the westward travels of the Donner-Reed
party, write a report that relates how the Donner-Reed party
survived its ordeal during the winter of 1846-47. Support your
discussion with evidence from your research.

After researching how-to guides on safety issues in a science
lab, write a manual that relates how to safely conduct a flame
test. Support your discussion with evidence from your
research.
Synthesis
(Summarizing;
integrating
important elements
of an idea, concept,
or topic)
________ (report or
substitute) that explains
________ (content). What
conclusions or implications
can you draw? Cite at least
________ (#) sources,
pointing out key elements
from each source. In your
discussion, address the
credibility and origin of
sources in view of your
research topic. Identify any
gaps or unanswered
questions. Optional: Include
________ (e.g. bibliography).
(essay or substitute) that
explains ________ (content).
What conclusions or
implications can you draw?
Cite at least ________ (#)
sources,
pointing out key elements
from each source. In your
sources in view of
your research topic. Identify
any gaps or unanswered

After researching past and present news articles,
photographs, and maps on your community, write a report
that explains how changes over the years have influenced
your neighborhood. What conclusion or implications can you
draw? Cite at least three sources, pointing out key elements
from each source. In your discussion, address the credibility
and origin of sources in view of your research topic.
Include a bibliography of sources.

After researching scientific documents on the issue of water
contamination, write a report that explains the causes and
the effects of contamination. What conclusion or implications
can you draw? Cite at least four sources, pointing out key
elements from each source. Include a bibliography of your
sources.

What makes a speech compelling? After reading speeches
from allied leaders during WWII, write an essay that explains
the compelling themes of each leader and how they differed
on specific issues relevant to their position and country. What
conclusion or implications can you draw? Cite at least four
sources, pointing out key elements from each source. Include
a bibliography.

How does technology advance progress? After reading
selections from scientific and historical documents and
viewing videos on space travel, write an essay that explains
the role of technologies that led to the first successful landing
on the moon. What conclusion or implications can you draw?
Cite at least six sources, pointing out key elements from each
source. Include a bibliography.
Analysis
(Examining by
breaking down the
What is magical realism? After reading A Very Old Man
with Enormous Wings, write an essay that addresses the
question and analyzes the main features of magical realism,

52

elements of an idea,
topic, concept, issue
or theme)
________ (report or
substitute) that analyzes
________ (content), providing
evidence to clarify your
analysis. What _______
(conclusions or implications)
can you draw? In your
credibility and origin
of sources in view of your
gaps or unanswered
(report, essay or substitutes)
that addresses the question
and analyzes ________
(content), providing examples
to clarify your analysis. What
can you draw? In your
discussion,
address the credibility and
origin of sources in view of
___ (e.g. bibliography).

providing examples to clarify your analysis. What conclusions
or implications can you draw? Include a bibliography of your
sources.

What do the artifacts found at archaeological sites tell us
about a civilization? After reading articles on and viewing
photographs of ancient Roman sites and artifacts, write an
essay that addresses the question and analyzes the main
features of this civilization based on the artifacts found at
various archaeological sites, providing examples to clarify
your analysis. What conclusions or implications can you
draw? Identify any gaps or unanswered questions. Include a
bibliography of your sources.

Why is the idea of absolute motion or rest misleading? After
reading articles on the physics of motion, write an essay that
addresses the question and analyzes the issue as raised by
Copernicus and Galileo, providing examples to clarify your
analysis. What conclusions or implications can your draw? In
your discussion, address the credibility and origin of sources
in view of your research topic. Include a bibliography of your
sources.
Problem
Solving
(Examining a
problem and
proposing a solution)
________ (report or
substitute) that compares
________ (content). In your
sources in view of your
gaps or unanswered
questions.
that compares ________
(content). In your discussion,
address the credibility and
origin of sources in view of
questions.

After researching scientific and technical sources on methods
for preventing water shortages, write a proposal in which you
identify a problem faced by communities in arid regions and
argue for a solution to improve water availability. Support
your position with evidence from your research. Be sure to
examine a competing view challenging your solution. Give an
example from past or current events to illustrate and clarify
your position.
Cause- Effect
(Identifying a cause
for an event or
condition and
examining the
effects).
________ (report or
substitute) that examines
causes of ________ (content)
and explains effects
can you draw? Support your
your research.
texts) on ________ (content),
write a ________ (report or
substitute) that examines the
cause(s) of ________
(content) and explains the
effect(s) ________ (content).
What conclusions or
implications can you draw?
Support your
the texts

Social Studies Example: After researching historical sources on
Americas love of the automobile, write a report that
examines causes of the expansion of the automobile in
America and explains effects on Americas culture. What
conclusions or implications can you draw? Support
your discussion with evidence from your research.

After researching maps and historical sources on land use in
South America, write a report that examines causes of
deforestation in the Amazon and explains effects on
populations and vegetation in the region. What conclusions or
implications can you draw? Support your discussion with
evidence from your research.

What ramifications does debt have for individuals and the
larger public? After reading articles and data on the current
credit crisis, write an article that examines the causes of debt
and explains the effect of individual debt on the larger
economy. What conclusions or implications can you draw?
Support your discussion with evidence from the texts.


53

How can energy be changed from one form into another?
After reading scientific sources on energy transformation,
write a report that examines the causes of energy
transformation and explains the effects when energy is
transformed. What conclusions or implications can you draw?
Support your discussion with evidence from the texts.
Comparison
(Contrasting
similarities and
differences
________ (content), write
a/an ________ (essay or
________ (content) and
argues ________ (content).
Be sure to support your
position with evidence from
the texts
compares ________ (content)
and argues ________
(content). Be sure to support
your position with evidence
from the texts.

After researching historical sources on the ancient
communities of Egypt and the Americas, write a feature
article for your student magazine that compares the
architecture of each culture.

After researching scientific sources on the effects of play on
the brain, write a report that compares the neurological
effects of playing video games versus non-video game
playing.

How do poets use grammar to convey meaning? After reading
poems by Emily Dickinson and E.E. Cummings, write an
essay that compares how each poet uses grammar to create
meaning.

How did the French and the American Revolutions contribute
to transformations in Europe and the world? After reading
historical documents, write an essay that compares how each
revolution contributed to future world political and social
structures.

What are the effects of climate change? After reading at least
four scientific articles on changes in climate conditions,
write a report that compares how each author explains
changes in climate at work today.


54

CCSS Informational/ Explanatory Introductory Paragraph
40

This is a basic model for developing an introductory informational/explanatory paragraph for
6
th
-12
th
grade. The level of complexity and depth will depend on the instruction provided by
teachers across the curriculum.

40
Empowering Writers Guide; What Is a Bridge Statement in English Homework? | eHow.com; Laurel template
hooks.
H
o
o
k

B
r
i
d
g
e

T
h
e
s
i
s

Other ____________________
For Example:
Background Info Define Classify Compare/Contrast
Set the scene State a Reason Cause/Effect
Provide relevant detail/facts Other: _________________

A thesis statement is a very specific argument that guides your paper. Generally, a thesis statement
consists of two parts:
1. A clearly identifiable topic or subject matter, and
2. A succinct summary of what you have to say about that topic

A thesis functions like the case a lawyer has to make to the judge and jury in a courtroom. An effective
thesis statement explains to your reader the case you are going to make and how you are going to make
it. Your thesis also helps to keep you focused as writer and determine what information you do (or
dont) need to include in your analysis. Students should not include I in the thesis.


55

CCSS Informational/Explanatory Paragraph Student Form
NAME: ______________________________DATE:__________ PERIOD____
TASK (Topic):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
DEFINITION DESCRIPTION PROCEDURAL/SEQUENTIAL SYNTHESIS
ANALYSIS COMPARE/CONTRAST EVALUATION PROBLEM SOLVING
CAUSE-EFFECT OTHER:_____________________________________

H
o
o
k

B
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d
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56

CCSS Informational/ Explanatory Planning Template: Middle School
NAME: ______________________________DATE:__________ PERIOD____
TASK (Topic):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
OTHER:_____________
RESEARCH:
1. What type of sources will you use to research? (Note: Sources need to be credible)
Online Periodicals: _____________________________________________________
Government Documents: ________________________________________________
Print Materials (magazine, newspapers, scientific journal, etc.):
_____________________________________________________________________
Textbook: ___________________________________________________________
Website: ____________________________________________________________
Multimedia:__________________________________________________________
Graphic(s): ___________________________________________________________
Statistics: ____________________________________________________________
Teacher given resource: _________________________________________________
Other: _______________________________________________________________
2. What type of graphic/ multimedia will you include in your writing? (Note: This is applicable
for some types of text structures)
Picture Google Earth
Data Graph LiveBinders
Chart Audio
Power Point
Video
Slide Show (animoto)
Other: _____________________________________________________

57

ORGANIZATION OF IDEAS, CONCEPTS, AND INFORMATION:
What type of Thinking Map(s)/ Graphic Organizer(s) will you use to organize your ideas:
Circle Map Bubble Map Tree Map Double Bubble Map Flow Map
Multi-Flow Map Bridge Map Brace Map
Other:_________________________________________________________________________
Make a list of possible ideas/concepts, and vocabulary you might include in your writing:
Idea(s)/ Concept(s) Domain Specific
Vocabulary


58

Informational/ Explanatory Writing Introductory Paragraph: MS
Type of Hook
Action Dialogue Question Reaction Suspense/Anticipation Current Event
Statistics
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Bridge Strategy
Background Info Define Set the Scene Classify Compare/Contrast
Set the scene State a Reason Cause/Effect Provide relevant detail
Other: _____________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Thesis
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Informational/ Explanatory Body of an Essay: Middle School (Flow Map)
(If you need addition room to write, attach additional paper (s)

Page 5of 7
Main Idea: ________________________________________________________________________________
__________________________________________________________________________________________
Evidence (Facts, definitions, concrete details, quotation, other information, statistics or examples):
1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

59

Main Idea: ________________________________________________________________________________
__________________________________________________________________________________________
1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

Main Idea: ________________________________________________________________________________
__________________________________________________________________________________________
1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

Main Idea: ________________________________________________________________________________
__________________________________________________________________________________________
1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________


60

Informational/Explanatory Writing Conclusion: Middle School
Restate Thesis
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________

Additional information to support the information or explanation presented
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

Main Idea: ________________________________________________________________________________
__________________________________________________________________________________________
4. ____________________________________________________________________________________

5. ____________________________________________________________________________________

6. ____________________________________________________________________________________


61

CCSS Informational/ Explanatory Planning Template: High School
NAME: ______________________________DATE:_____________ PERIOD:________________
TASK (Topic):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
OTHER:_____________
RESEARCH:
1. What type of sources will you use to research? (Note: Sources need to be credible)
Online Periodicals: _____________________________________________________
Government Documents: ________________________________________________
Print Materials (magazine, newspapers, scientific journaletc) :
_____________________________________________________________________
Textbook: ___________________________________________________________
Website: ____________________________________________________________
Multimedia:__________________________________________________________
Graphic(s): ___________________________________________________________
Statistics: ____________________________________________________________
Teacher given resource: _________________________________________________
Other: _______________________________________________________________
2. What type of graphic/ multimedia will you include in your writing? (Note: This is
applicable for some types of text structures)
Picture Google Earth
Data Graph LiveBinders
Chart Audio
Power Point
Video
Slide Show (animoto)
Other: _____________________________________________________

62

ORGANIZATION OF IDEAS, CONCEPTS, AND INFORMATION:
What type of Thinking Map(s)/ Graphic Organizer(s) will you use to organize your ideas:
Circle Map Bubble Map Tree Map Double Bubble Map
Flow Map Multi-Flow Map Bridge Map Brace Map
Other:_________________________________________________________________________
Make a list of possible ideas/concepts, and vocabulary you might include in your writing:
Idea(s)/ Concept(s) Domain Specific
Vocabulary
Rhetorical Devices
(Similes, metaphors, analogies, other)


63

Informational/ Explanatory Writing Introductory Paragraph: HS
Type of Hook
Action Dialogue Question Reaction Suspense/Anticipation Current Event
Statistics
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Bridge Strategy
Background Info Define Set the Scene Classify Compare/Contrast
Set the scene State a Reason Cause/Effect Provide relevant detail
Other: _____________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Thesis
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________

Informational/ Explanatory Body of an Essay: Middle School (Flow Map)
(If you need addition room to write, attach additional paper (s)

Page 5of 7
Main Idea: ________________________________________________________________________________
__________________________________________________________________________________________
Evidence (facts, definitions, concrete details, quotation, other information, statistics, or examples):
1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________


64

Main Idea: ________________________________________________________________________________
__________________________________________________________________________________________
1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

Main Idea: ________________________________________________________________________________
__________________________________________________________________________________________
1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

Main Idea: ________________________________________________________________________________
__________________________________________________________________________________________
1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________


65

Informational/Explanatory Writing Conclusion: Middle School
Restate Thesis
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________

Additional information to support the information or explanation presented
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

Main Idea: ________________________________________________________________________________
__________________________________________________________________________________________
4. ____________________________________________________________________________________

5. ____________________________________________________________________________________

6. ____________________________________________________________________________________


66

Informational/Explanatory Writing: Business Letter Layout (MS & HS)

___________________________________
___________________________________
___________________________________

___________________________________
(Date)

___________________________________
___________________________________
___________________________________
___________________________________

___________________________________ :
Salutation (Greeting)

___________________________________,
(Complimentary Close)
___________________________________
(Signature)
___________________________________
(Printed Name)

Body of the letter
Paragraph 1: Introduce the reason for the writing.
Paragraph 2-3 plus (you may add more): Provide support for the purpose of the writing.
Depending on the letter style you choose, paragraphs may be indented. Regardless of format,
skip a line between paragraphs
Paragraph 4: Final thoughts/results/ outcome. Restate the purpose of the letter.
Heading (senders address)
Inside Address:
Line 1: Title & name of person
Line 2: Position (Specific to the
type of business letter)
Line 3: Company name
Line 4: Address


67

Informational/Explanatory Writing: Business Letter Planning Template: MS & HS
NAME: ______________________________DATE:__________ PERIOD____
TASK:_________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
TYPE OF BUSINESS LETTER: Please select
Cover Letter Complaint (Argumentative) Request Letter of Recommendation
Letter of Resignation Information Request (Informative/Explanatory )
Declining an Invitation/Services Notification of Error Other: ____________________

When will the letter be sent out? __________________________________

What is the Senders Address?
Name
Street #, Street Name,
Apt. (if applicable)

City, State, Zip Code

What is the Recipients Address?
Title
Position
Company Name
(if applicable)

Street #, Street Name,
Apt. (if applicable)

City, State, Zip Code

What type of formal salutations will I use?
Dear To Whom It May Concern other:
_____________________________________________

What type of closing will you use? Other:______________
Sincerely Yours truly Best regards Kind regards Most sincerely Respectfully
Respectfully yours Sincerely yours Truly

Please use the back or attach a sheet of paper for brainstorming. Dont forget to use a Thinking
Map.


68

PLEASE NOTE: This is a generic job application. Please provide students with a variety of job
and college applications.

Informational/ Explanatory Writing: Job Applications

Application for Employment
(an equal opportunity employer)
PERSONAL INFORMATION

Date____________________________________________________

Name
Last First Middle Initial Social Security Number

Present Address
Street City State Zip

Permanent Address
Street City State Zip

Phone No. ( )
EMPLOYMENT DESIRED

Position: Available : Desired:

May We Inquire:____________________
Are You Employed Now?: Of Your Present Employer?:

Have You Ever Applied to this Company Before? Where? When?

69

EDUCATION
Name and Location of School No. of Years
Attended
Did You
Graduate?
Subjects Studied

High School _________________________

College ___________________________

College ___________________________

Trade, Business or Correspondence :
__________________________________

Other _____________________________

GENERAL

Subjects of Special Study or Research Work:

Equipment or Instruments You Can Operate Well:

What Foreign Languages Do You Speak fluently? Read? Write?

Military Present Membership in
Service Rank National Guard or Reserves?
(CONTINUED ON OTHER SIDE)


70

FORMER EMPLOYERS List past employers below, starting with the most recent.

Date
Month and Year

Name, Address and Phone of
Employer

Position

Salary

Why did you leave?
From___________
To

From___________
To

Please state your desire, qualifications, and skills that apply to the position your applying for:

REFERENCES: Give below the names of three persons not related to you, whom you have known at least one year.
Name Address Occupation Years
Acquainted
1

2


71

3

PHYSICAL RECORD: Do you have any physical condition which may limit your ability to perform the job applied for?
Explain:

In Case of
Emergency Notify ( )
Name Address Phone No.

I authorize investigation of all statements contained in this application. I understand that misrepresentation or omission of facts
called for is cause for dismissal. Further, I understand and agree that my employment is for no definite period and may,
regardless of the date of payment of my wages and salary, be terminated at any time without any previous notice.

Date Signature

DO NOT WRITE BELOW THIS LINE

Interviewed By Date

REMARKS:

Neatness Character
Personality Ability

_______________________________________ ___________________________________ _______________________________________________
Employment Manager Dept Head General Manager
Adapted with permission for student practice from Form M660-26NR Wilson Jones Company


72


CCSS Argumentative
Writing Standards
and Temapltes
2013 and Beyond

73

CCSS Argumentative Writing
41

Arguments are used for many purposesto change the
readers point of view, to bring about some action on the readers
part, or to ask the reader to accept the writers explanation or
evaluation of a concept, issue, or problem. An argument is a
reasoned, logical way of demonstrating that the writers position,
belief, or conclusion is valid. In English language arts, students
make claims about the worth or meaning of a literary work or
works. They defend their interpretations or judgments with
evidence from the text(s) they are writing about.
In history/social studies, students analyze evidence from
multiple primary and secondary sources to advance a claim that is
best supported by the evidence, and they argue for a historically or empirically situated
interpretation.
In science, students make claims in the form of statements or conclusions that answer
questions or address problems. Using data in a scientifically acceptable form, students marshal
evidence and draw on their understanding of scientific concepts to argue in support of their
claims.
Texts that Blend Types: Skilled writers many times use a blend of these three text types
to accomplish their purposes. For example, The Longitude Prize, included above and in CCSS
Appendix B, embeds narrative elements within a largely expository structure. Effective student
writing can also cross the boundaries of type, as does the grade 12 student sample Fact vs.
Fiction and All the Grey Space In Between found in CCSS Appendix C.

41
Appendix A: Page 23


74

CCSS Argumentative Writing and the 21
st
Century
42

When teachers ask students to consider two or more perspectives on a topic or issue,
something far beyond surface knowledge is required: students must think critically and deeply,
assess the validity of their own thinking, and anticipate counterclaims in opposition to their
own assertions. In the process of describing the special value of argument in college- and
career-ready writing, Williams and McEnerney also establish arguments close links to research
in particular and to knowledge building in general, both of which are also heavily emphasized in
the Standards.
Much evidence supports the value of argument generally and its particular importance
to college and career readiness. A 2009 ACT national curriculum survey of postsecondary
instructors of composition, freshman English, and survey of American literature courses (ACT,
Inc., 2009) found that write to argue or persuade readers was virtually tied with write to
convey information as the most important type of writing needed by incoming college
students. Other curriculum surveys, including those conducted by the College Board (Milewski,
Johnson, Glazer, & Kubota, 2005).
Specific skills central to writing arguments are also highly valued by postsecondary
educators. A 2002 survey of instructors of freshman composition and other introductory
courses across the curriculum at Californias community colleges, California State University
campuses, and University of California campuses (Intersegment Committee of the Academic
Senates of the California Community Colleges, the California State University, and the
University of California, 2002) found that among the most important skills expected of incoming
students were articulating a clear thesis; identifying, evaluating, and using evidence to
support or challenge the thesis; and considering and incorporating counterarguments into
their writing. On the 2009 ACT national curriculum survey (ACT, Inc., 2009), postsecondary
faculty gave high ratings to such argument-related skills as develop ideas by using some
specific reasons, details, and examples, take and maintain a position on an issue, and
support claims with multiple and appropriate sources of evidence.
The value of effective argument extends well beyond the classroom or workplace,
however. As Richard Fulkerson (1996) puts it in Teaching the Argument in Writing, the proper
context for thinking about argument is one in which the goal is not victory but a good decision,
one in which all arguers are at risk of needing to alter their views, one in which a participant
takes seriously and fairly the views different from his or her own (pp. 1617). Such capacities
are broadly important for the literate, educated person living in the diverse, information-rich
environment of the twenty first century.

42
CCSS Appendix A Page 23

75

CCSS Argumentative Writing
43

CCSS Argumentation vs. Persuasion
When writing to persuade, writers employ a variety of persuasive strategies. One common
strategy is an appeal to the credibility, character, or authority of the writer (or speaker). When
writers establish that they are knowledgeable and trustworthy, audiences are more likely to
believe what they say. Another is an appeal to the audiences self-interest, sense of identity, or
emotions, any of which can sway an audience. A logical argument, on the other hand,
convinces the audience because of the perceived merit and reasonableness of the claims and
proofs offered rather than either the emotions the writing evokes in the audience or the
character or credentials of the writer. The Standards place special emphasis on writing logical
arguments as a particularly important form of college- and career-ready writing.
44

Argument Writing
45
Persuasive Writing
Common Core
Discover the truth
Reasoning and evidence to persuade
an audience to accept a truth
Considers the perspective on an
issue
Uses claims, warrants, backing,
evidence and rebuttals
Predicts and evaluates the
consequences of accepting an
argument (QUAD D)
CA Standards
Opinion
Uses personal, emotional, or moral
appeal to convince an audience to adopt
a point of view
May consider perspectives
Blends facts and emotions together to
make a case
Sometimes predicts results to convince a
reader

4343
Appendix A: Page 23
44
CCSS Appendix A Page 24-25
45
Information on the chart is from the book: Argument Writing 6
th
-12
th
grade by George Willcock.

76

The Art of Argument in a Classroom
46

Argument is the process of reasoning based on claims with support. A claim is a conclusion that
contains an assertion; support is the data which backs that claim. There are three kinds of
support: motivational (values, needs, wishes, aspirations, biases); authoritative (statistics,
documents); and substantive (testable, quantitative, verifiable). An argument must have a
warrant (an unspoken assumption shared by the reader and the text) and a qualifier
(reservation).

According to Aristotle, there are three bases for arguments: logos, based on logic and
reasoning; ethos, based on ethics or values; and pathos, based on feelings and emotions. The
strongest argument is the first. Another way to say this is that there are three types of
argument: fact asserts verity; value argues worth, policy argues whether or not something
should or should not be instituted.

Think of an argument as the following statement:

Because _________________, therefore _________________, since ___________.
(data) (claim) (warrant)

For example:

46
Tacapan, John. Dominguez High School. The Art of Argument in a Classroom, Diagraming an Argument, The Basic
Structure of an Argument.

77

Argumentative Writing: General Terms
4748

Middle School
Term Definition
Claim Is an arguable statement. They represent answers to the question: What are you trying to
prove? Although they are the conclusions of your arguments, they often appear as thesis
statements. All claims must be supported by data.
There are three types of claims:
1. Claim of Fact: asserts that something is true or not true.
2. Claim of Value (judgment): asserts something is good or bad; more or less desirable.
3. Claim of Policy: asserts that one course of action is superior to another.

In rational arguments all three claims must be supported by facts.

Counter
Claim
It is the opposite of the claim--what the other side of the issue would claim.

Counter
Argument
A contrasting, opposing, or refuting argument.

Deductive
Reasoning
A process through which the premise provides conclusive proof for the conclusion. A person
argues deductively when she/he draws a conclusion from a set of given facts using the laws of
logic.

Evidence Evidence is a specific situation, event, or object that is helpful in making a judgment or coming to
a conclusion. Evidence is facts that support a claim; may consist of statistics, reports of personal
experience, or views of experts. In the case of an argument based on a work of literature the
data would consist of quotes from the text.

Data Example: statistical data, quotes, facts, journals, opinion from experts, observations,
testimonies, relevant experiences.

47
Book Teaching Argument Writing 6th-12th Grade (2012) by George Hillcock Jr.
48
Purdue Online Writing Lab
Theory Hypothesis Observation Confirmation

78

Evidence may be taken from primary or secondary sources.

Evidence, to be useful, must be relevant and verifiable. Steps to ensure effective collection of
evidence:
1. Examine the evidence
2. Ask questions based on the evidence
3. Reexamine and establish credibility
4. Address unanswered questions
5. Data that supports the answer = EVIDENCE

Premise Proposition used as evidence in an argument.

Ex: Uniform policies strip students away from their individuality.
The premise is: individuality is lost
Warrants A general principle (rule) or assumption that establishes a connection between the data
(support) and the claim. Warrants are common sense rules that people accept as generally true,
law, scientific principles or studies and thoughtfully argued definitions.

Ex. If you can A, then you are B.


79

Argumentative Writing: General Terms
4950

High School
Term Definition
Appeal to
Argument

1. Ethos: (Credibility), or ethical appeal, means credibility of the writer. We tend to
believe people whom we respect and who have the authority, knowledge, or ethical
background. Ex: People listen to a medical doctor who writes editorial journals on
health issues versus a health advocate without or little medical background.

2. Pathos: (Emotional) refers to the ability of the writer to appeal to the readers
emotion. Language choice (diction, imagery, emotionally charged words) affects the
audience's emotional response.Ex: Meanwhile, the United States Army, thirsting for
revenge, was prowling the country north and west of the Black Hills, killing Indians
wherever they can be found. (Dee Brown Bury my heart at wounded knee).

3. Logos: (Logical) means persuading by the use of reasoning. This will be the most
important technique. Ex: Urban children do not eat nutritious meals, so breakfast in
the classroom is a sensible solution.

Example of the three appeals in one single argument (Excerpt from MLKs Letter from
Birmingham Jail)
51

In the following text, here is the color key:
Purple: the opposition's arguments Red: use of an emotional appeal or pathos
Green: use of appeal to authority or reputation or ethos Blue: use of an appeal to logic or
logos
You may well ask: "Why direct action? Why sit-ins, marches and so forth? Isn't negotiation a
better path?" You are quite right in calling for negotiation. Indeed, this is the very purpose of
direct action. Nonviolent direct action seeks to create such a crisis and foster such a tension that a
community which has constantly refused to negotiate is forced to confront the issue. It seeks so to
dramatize the issue that it can no longer be ignored. My citing the creation of tension as part of the
work of the nonviolent-resister may sound rather shocking. But I must confess that I am not afraid
of the word "tension." I have earnestly opposed violent tension, but there is a type of constructive,
nonviolent tension which is necessary for growth. Just as Socrates felt that it was necessary to
create a tension in the mind so that individuals could rise from the bondage of myths and half-
truths to the unfettered realm of creative analysis and objective appraisal, we must see the need for
nonviolent gadflies to create the kind of tension in society that will help men rise from the dark
depths of prejudice and racism to the majestic heights of understanding and brotherhood.

49
50
51
Example provided by John Tacapan

80

Claim Is an arguable statement. There are three types of claims:
1. Claim of Fact: asserts that something is true or not true.
2. Claim of Value (judgment): asserts something is good or bad; more or less desirable.
3. Claim of Policy: asserts that one course of action is superior to another.

In rational arguments all three claims must be supported by facts.

Counter Claim It is the opposite of the claim--what the other side of the issue would claim.

Counter
Argument
A contrasting, opposing, or refuting argument.

Deductive
Reasoning

A process through which the premise provides conclusive proof for the conclusion. A person
argues deductively when she/he draws a conclusion from a set of given facts using the laws of
logic.

Evidence

Evidence is a specific situation, event, or object that is helpful in making a judgment or coming to
a conclusion. Evidence is facts that support a claim; may consist of statistics, reports of personal
experience, or views of experts. In the case of an argument based on a work of literature the
data would consist of quotes from the text.

Data Example: statistical data, quotes, facts, journals, opinion from experts, observations,
testimonies, relevant experiences.

Evidence may be taken from primary or secondary sources.

Evidence, to be useful, must be relevant and verifiable. Steps to ensure effective collection of
evidence:
1. Examine the evidence
2. Ask questions based on the evidence
3. Reexamine and establish credibility
Theory Hypothesis Observation Confirmation

81

4. Address unanswered questions
5. Data that supports the answer = EVIDENCE

Fallacies It is a mistaken belief, esp. one based on unsound argument.
Inductive
Reasoning
Inductive reasoning begins with a generalization. It is a process through which the premise
provides some basis for the conclusion.

Examples:
52

1. John is a high school runner. All high school runners are tall. Therefore, John is tall.
2. Jill and Bob are friends. Jill likes to dance, cook and write. Bob likes to dance and cook.
Therefore it can be assumed he also likes to write.
3. Jennifer leaves for school at 7:00 a.m. and is on time. Jennifer assumes, then, that she will
always be on time if she leaves at 7:00 a.m.
4. Robert is a teacher. All teachers are nice. Therefore, it can be assumed that Robert is nice.
5. All cats that you have observed purr. Therefore, every cat must purr.
6. All students that have been taught by Mrs. Smith are right handed. So, Mrs. Smith assumes
that all students are right handed.
7. All observed basketball players are tall, so all basketball players must be tall.

Premise

Proposition used as evidence in an argument.

Ex: Uniform policies strip students away from their individuality.
The premise is: individuality is lost
Qualifications

Qualifications means to limit your position to specific contexts or situations; acknowledgement
of differing claims. It is a restriction placed on the claim to state that it may not always be true as
stated. It is a restriction placed on the claim to state that it may not always be true as stated.

Use words such as: probably, very likely, almost certainly, in all likelihood, as a rule, beyond
reasonable doubt.

Restriction A restriction placed on the warrant to indicate that unless certain conditions are met, the
warrant may not establish a connection between the data (support) and the claim.

52
Dictionary.com
Observation Pattern
Tentative
Hypothesis
Theory

82

Warrants

A general principle (rule) or assumption that establishes a connection between the data
(support) and the claim. Warrants are common sense rules that people accept as generally true,
law, scientific principles or studies and thoughtfully argued definitions.

Ex. If you can A, then you are B.


83

Argumentative Writing: Types of Arguments
53

In 2009, the National Governors Association Center for Best Practices and the Council of Chief
State School Officers put a document on the Internet titled College and Career Ready:
Standards for Reading, Writing, and Communication.
It says this of writing an argument:
The ability to frame and defend an argument is particularly important to students
readiness for college and careers. The goal of making an argument is to convince an
audience of the rightness of the claims being made using logical reasoning and relevant
evidence. In some cases, a student will make an argument to gain access to college or to
a job, laying out their qualifications or experience. In college, a student might defend an
interpretation of a work of literature or of history and, in the workplace, an employee
might write to recommend a course of action. Students must frame the debate over a
claim, presenting the evidence for the argument and acknowledging and addressing its
limitations. This approach allows readers to test the veracity of the claims being made
and the reasoning being offered in their defense.

Basic Argument Skills

Before teaching students about arguments, find out if students can do the following:
1. Look at available data in order to develop a claim.
2. Make a reasonable claim, if not an insightful one.
3. Support the claim with evidence
4. Supply warrants (rules) tying the evidence to the claim, thus demonstrating
that the evidence is relevant.
5. Qualify the claim and warrants as necessary
6. Provide backing for warrants when necessary

Argument of Fact (Forensic)
54

An argument of fact (forensic) is the easiest argument to start with. It requires a student to:

Analyze evidence critically in light of existing knowledge
Interpret the evidence to explain what it shows
Develop warrants that show why the evidence is relevant
Use the evidence and the explanations to solve the problem.

53
54
Book Teaching Argument Writing 6th-12th Grade (2012) by George Hillcock Jr

84

Argument of fact continued:

Example: Look at the image below. We are investigators trying to determine what really happened at
this crime scene. What is the evidence, warrant, and conclusion?
Situation: The woman called 911 and said her husband, holding a glass in his hand, fell down the stairs
to his death.

Student Examples
(Note: There are errors in pronoun agreement):

Evidence Warrant (Rule)
1. Arthur still has a
glass in his hand.
As a rule, when people fall down the stairs, they drop
what they are carrying to save themselves.
2. His feet are on the
stairs.
If one falls down the stairs, their feet shouldnt be on the
stairs.
3. Everything is on the
wall.
As a rule, if one falls, they will try to hold on to something
to break his fall.
4. The carpet is neat. As a rule, if one falls and lands on the carpet, the carpet
will be pushed and messy.

Argument of Judgment (Epideictic)
55

An argument of judgment (epideictic) requires students to produce sound criteria for making claims.
Students need to learn that every expression, whether in words or visual images, is an intentional
construction and implies the creators attitudes and agendas.
Example. To introduce simple arguments of judgment introduce a
portrait that includes details from which students can infer
characteristics of the person depicted. Here is an example on
how the processes of making simple arguments using a portrait
look like:
1. Distribute copies of the portrait below and ask students
what they think of the man.
2. Ask students to define the portrait and write what
the man in this picture might be labeled one. What
details in the picture indicate that the prince is a voluptuary? What details does Gillray use to
portray the prince as a voluptuary?
Student response may look like this: Several details in the picture indicate that the
prince is devoted to pleasure, particularly food and drink. For example his table is
covered in bones and the remainder of what appears to be some sort of animal carcass,

55


85

and empty wine bottles litter the floor beneath the table. He has adopted a knife and
fork crossed on a plate as a coat of arms.
3. Ask students, What makes a good king? and encourage them to justify their responses.
Record their thinking. At the end of your class discussion, you should have a list of criteria in
response to the question.
4. Work with the class to apply one of their criteria to the king in the picture. State the claim,
evidence, and warrant. Student Examples (Note: There are errors in pronoun agreement):
Claim Evidence Warrant (Explanation)
The prince is not a good
money manager.
Theres a book on the floor
called Debts of Honor,
which means gambling
debts.
Anyone who has gambling debt is probably not a good
manager of money because sending on gambling results in
debt. It is common knowledge that you loose money in
gambling. Everybody knows that, even

5. Put students in groups of three and four and ask them to work with the remaining criteria
established by the class.
a. Determine whether or not you can use this criterion to come to a judgment about the
prince.
b. If you can use this criterion, provide the evidence, the warrant, and any backing or
explanation for why the criterion applies.
6. Students write an argument of judgment.

Argument of Policy (Deliberative)
56

Arguments of policy make a case to establish, amend, or eliminate rules, procedures, practices, and
projects that are believed to affect peoples lives. To get students to think about data and their
implications, these problems must involve some original research; they must be about students real
concerns and amendable to real investigation.
To introduce simple arguments of policy, the following outlines the process through a real world
problem:
1. Identify and clarify the problem:
Scenario: Chewing gum is banned at Dickens school because it is very costly to remove gum that
students place under their seats and desks. Even with the ban, we have to have the chairs and
desks cleaned every year at a cost of thousands of dollars. We can put that money to better use.
Further, several parents have complained about gum on the shoes and clothes and in the hair of
their children. This occurs because careless and irresponsible students put their gum on the floors
and on desks and chairs, perhaps deliberately or perhaps accidently. In either case, the parents
are not happy about the cleaning bills. It is important for the school to have the support of the
parents. Since the school needs the support of parents and since we have better uses for the
money that remove gum from our budget, the ban on chewing gum must stay in place.

56

86

2. Planning an Investigation
The teacher will ask the following:
a. How many wads of gum are under the seats and desks in a typical classroom?
b. What do most students do to discard their used gum?
c. On average, how many times a year do students find gum on their clothes or in their hair?
d. Why do students think that they or others put gum under their chairs or desks?
e. How much does it cost to clean the gum off?
The teacher will ask students, How can you (student) find the answer to the questions
above. Students discuss in groups what steps are needed to conduct an investigation.
They can develop a plan of action as a group, with partners, or independently.
3. Conducting the Investigation
Students conduct an investigation or find data to answer the questions. Students can develop
questionnaires, interview questions, or other methods for collecting data.

4. Introducing Argument of Policy
The teacher introduces the components of an Argument of Policy in regards to the scenario
above. Teachers should structure each component of the essay and deal with the parts one at a
time. Please note that the components of an argument of policy may change depending on the
specific task/scenario.
Argument of Policy Components
I. Introduction: describe the nature of the problem to be investigated and explain
the major and related questions.
II. Research design and methods: explain how you went about investigating the
problem and related questions.
a. Class and how selected.
b. Counting of wads in classrooms
c. Questionnaire and tallies
d. Procedures for estimating time and cost of cleaning desks.
III. Results/Findings: Explain what you found relative to each area above as a result
of the methods used.
IV. Interpretation of Results/Findings: explain what the results mean and why
these interpretations are valid.
V. Conclusions and Recommendations: Explain what might reasonably be done in
light of the research findings.


87

Argument Writing: Connection between Argument Types
Arguments of Fact, Judgment, and Policy are interrelated. In the bubble gum scenario, students
use all three arguments types to develop a fully realized argument of policy (Please see
argument of policy for bubble gum scenario). It is ideal for students to use multiple types of
arguments within their composition:

Argument of Fact

Claim 1 There are large quantities of gum on school desks and seats throughout sixth and seventh grade classroom, probably close to 41,
382.
Evidence 1 My group counted 13,944 wads in fourteen classrooms.
Warrant 1 They had taken a stratified random sample of fourteen of forty-two classrooms, which allowed them to estimate 41, 382, give or
take a few hundred, for all forty-two classrooms.
Claim 2 Cleaning the gum from desks is no doubt costly, probably over $11,960.
Evidence 2 A trial cleaning of gum from desks and seats indicated that it takes about four minutes per wad.
Warrant 2 Arithmetically, that indicates that it would probably take over 920 hours for one person to clean off the estimated, 41,382 wads of
gum if the cleaning rate remains stable at four minutes per wad. The custodian indicated that a new hire who cleans off the gum
receives approximately $13.00 per hour, for a total cost of $11,960.

Argument of Judgment
Claim 1 The great quantities of gum under desks and seats constitute a health hazard.
Evidence 1 The argument of fact, claim 1 above, indicates the quantity of gum.
Warrant 1 The authority of the references that the group found and the statements from parents, doctor, and a school nurse.
Claim 2 The large amount of gum (see argument of fact 1, claim 1 above) is probably due to the ban.
Evidence 2 On a questionnaire, 95% of students in fourteen classrooms indicated that they believed most students put gum under desks and
seats to avoid being caught chewing gum.
Warrant 2 The authors strongly believe that the large number of students probably reflects the real behavior of most students.
Backing When so many students agree on a response about what others do, it is probably a reflection on what they themselves do or it is
simply shared knowledge about how not to get caught chewing gum.

Argument of Policy
Claim 1 To diminish the quantity of gum on desks and seats, the ban on chewing gum should be rescinded.
Evidence 1 The large quantity of gum on desks and seats is the results of student fear of being caught. (See argument of judgment, claim 2
above).
Warrant 1 If students are not afraid of being punished for chewing gum, they are less likely to hide gum by sticking it to the bottom of desks
and seats.
Backing If people respond to something out of fear, once the threat is removed, they no longer have to respond out of fear.
Claim 2 The school should initiate an advertising campaign aimed at convincing students that they should dispose of gum properly.
Evidence 2 The school has never conducted such a campaign because it would appear to contradict the no gum policy. Perhaps many students
do not know how to dispose of gum. Perhaps they do not understand that disposing of used gum on desks and chairs constitutes a
health hazard. At any rate, they are accustomed to sticking it on desks and chairs (see argument of fact, claim 1, above).
Warrant 2 It is well known that advertising campaigns increase knowledge and knowledge is power. The campaign we suggest should
increase knowledge that the disposal of gum on desks and seats constitutes a health heard and that it is easy to throw gum away
safely.

88

Structures to Support Arguments
57

Each form has certain predictable qualities that people use every day without realizing it. When
prewriting a thesis, no matter how unformed, will contain elements of one of these structures.
Teachers can asks students the following basic questions: How am I thinking? How am I
suggesting that the world works? How am I talking about a particular event or idea? What
events and ideas am I surrounding the event/task/scenario with to give it importance?
Structures to Support Arguments
58

( Can be used as support for Evidence and Warrants).
Argument by
Definition
In argument by definition, the thesis is not based
upon situational solutions. Instead, the writer
concentrates on the qualities internal to an idea
itself. The writer suggests that the subject has the
qualities of a certain class of things, therefore it
should be treated the same as other members of
this class of things. The argument will show why it
belongs in the class it does and how other
opinions have wrongly classified it, providing an
incorrect solution to the problem.
Example:
Argument by definition typically follows this formula:
X is a Y because it has features A,B,C, etc. Or the
following is possible: X is not a Y because it does not
have features A,B,C, etc.

Conservative argument by definition:
Stem cell research is immoral and murderous because
scientific theory denies the sanctity and preservation
of all life, and the stem cell research process destroys
stem cell clusters.

Liberal argument by definition:
Stem cell research is moral because science can better
help those living with disabilities and illness, and the
stem cell research process destroys embryos or cell
clusters that will never grow into a human being.
Argument by
Comparison
and Contrast
Comparison points out similarities. Contrast points
out differences. Youll need similarities to prove to
your audience that A and B should be discussed
together. Your thesis or introductory paragraph
should suggest these similarities. Yet your reasons
for comparing A and B, as well as the major
differences, should also appear in your thesis. Like
other types of argument, you must think critically
about your subject. Discussing similarities and
differences is a good start. However, you must be
sure to do more than summarize when arguing.
Your papers points of comparison and contrast
should be based on the particular
problem you are tackling, and theses points
should become your support for your solution as
well.
Example Thesis
While both liberal and neo-conservative educational
plans provide a comprehensive educational plan for all
American schoolchildren, the neo-conservative plan to
offer school vouchers and privatize education offers
choice and quality in education that the liberal plan
cannot provide.
Example Thesis
While neo-conservative educational plans provide
more choice to some American families, the voluntary
segregation and unequal funding of public schools
that would result from privatization are not part of the
democratic ideals or equal opportunity upon which
America is based; only liberal theory guarantees
higher learning rooted in American democracys
ideals.

57
Fountainhead Press: 07.RA.ThesisClaimsFormsArgument.indd
58
Fountainhead Press: 07.RA.ThesisClaimsFormsArgument.indd

89

You can easily spot both A and B, liberal and
conservative viewpoints, in these sample theses,
despite slightly different approaches to presenting the
information in each.
Argument by
Illustration
and Example
Argument by illustration is a unique form of
argument that provides a story of sorts to
argue why something works well. If you are
arguing about how a professional sports team
should be managed, you may use the story of a
championship team to illustrate the finer points of
managerial strategy. Your story, however, is not
just a story of victories, great plays, and gameboy-
game analysis. Your illustration would cover all the
criteria of other forms of argument that are less
story driven.
For example, the managerial strategies for a sports
team would probably include argument about how to
choose a coach, the coachs relationship with
management, how to draft players, how to construct a
team identity, etc.
Argument by
Classification
and Division
The purpose of argument by classification and
division is to create categories that explain your
problem and/or your solution. Classifying your
problem or solution can help to explain
differences to both yourself and your audience.
These differences can go beyond explanation into
argument
in a variety of ways. After classifying the problem
different ways, you can offer a solution that solves
each class of problem. You would most likely
engage each problem with your solution in
separate paragraphs, but not necessarily so.
Classification and division allows you to solidly and
predictably order your topic, problems, and
solutions. While some essays are a mosaic or
weave of claims, support, and counterargument
with a unique and unpredictable order,
classification often visually presents its contents
with subject headings for each problem or
solution. Your problems, once classified, should
not overlap. Creating clear cut categories is a
hallmark of this type of argument. When
categories creating a problem are fuzzy, as they
often are in life, argument by classification and
division may not be the right choice to
communicate or persuade.
However, this type of argument can potentially
help you distinguish and limit fuzzy categories,
making them clearer.
Thesis:
While the infrastructural problems of America divide
neatly into bridges, interstates, water pipes, and
sewer pipes, the allotting of government funds for
repair cannot be divided so neatly due to the level of
disrepair for each category.

An essay of this type often has headings after the
introduction:

BRIDGES
A government report suggests that all the bridges of
America are in need of repair. The report found that
bridges built before 1960 are architecturally less
sound, yet corrosion levels and structural stress are
higher than recommended on a majority of bridges
built before 1980.....

INTERSTATES
A majority of state and federal analyses of interstates
found that although the roads are in disrepair, they do
not pose excessive danger to drivers. Furthermore,
funding for these highly visible problems is consistent
with federal estimates.....
Argument by
Cause and
Effect
Cause and effect arguments explain the reasons or
results of an event, idea, or situation. This mode
of communication will also work well for
Thesis:

American children are not being protected from

90

explanation. Whether or not you have an
argument will depend on whether or not your
causes or effects are opinions rather than facts. If
your thesis is an opinion, not fact, then even if you
use facts as causes or effects, they are working in
service of your opinion. Contentious scientific
issues such as global warming, deforestation, and
stem-cell research are examples of scientific fact
used in the service of a values-laden argument.
Cause
and effect can also be used for cultural values
argument as well, where causes and effects are
hypothetical. There are three basic types of cause
and effect arguments: multiple causes/one effect,
one cause/multiple effects, and chain or domino
effect.
dangerous Chinese toys for three reasons: lack of
Chinese governmental oversight, lack of U.S. testing
on Chinese imports, and lack of U.S. trade penalties
against China for lax toy safety laws.


91

Argumentative Writing: Fallacies to Avoid HS
59

(Can be used for MS Students who are ready for Logical Reasoning)

Fallacies are common errors in reasoning that will undermine the logic of your argument.
Fallacies can be either illegitimate arguments or irrelevant points, and are often identified
because they lack evidence that supports their claim. Avoid these common fallacies in your own
arguments and watch for them in the arguments of others. (Note: There are more fallacies to
avoid).

Fallacy Definition Example
Slippery Slope
This is a conclusion based on the premise that if A
happens, then eventually through a series of
small steps, through B, C,..., X, Y, Z will happen,
too, basically equating A and Z. So, if we don't
want Z to occur, A must not be allowed to occur
either.
If we ban Hummers because they
are bad for the environment
eventually the government will
ban all cars, so we should not ban
Hummers.
Hasty
Generalization
This is a conclusion based on insufficient or
biased evidence. In other words, you are rushing
to a conclusion before you have all the relevant
facts
Even though it's only the first day,
I can tell this is going to be a
boring course.
False Cause and
Effect
This is a conclusion that assumes that if 'A'
occurred after 'B' then 'B' must have caused 'A.'
Correlation doesnt mean causation.
I drank bottled water and now I
am sick, so the water must have
made me sick
Ad Hominem
Turning from the issue than the character
involved. Its an argument made personally
against an opponent instead of against their
argument.
Toms plan should not be adopted
because he cheated on a test in
high school.
Genetic Fallacy
This conclusion is based on an argument that the
origins of a person, idea, institute, or theory
determine its character, nature, or worth.
The Volkswagen Beetle is an evil
car because it was originally
designed by Hitler's army.

We should only buy American cars
because we are American.
Begging the
Claim
The conclusion that the writer should prove is
validated within the claim.
Filthy and polluting coal should be
banned.
Circular
Argument
This restates the argument rather than actually
proving it.
George Bush is a good
communicator because he speaks
effectively.
Either/or
This is a conclusion that oversimplifies the
argument by reducing it to only two sides or
choices.
We can either stop using cars or
destroy the earth
Band Wagon
If everyone else is doing it, so should you. The choice of the new
generation Pepsi.

59
Purdue Online Writing Lab; John Tacapan

92

CCSS Argumentative Writing Standards Middle School
60

The following are the California Common Core Standards that are available on the CDE website.
Key terms are highlighted to indicate the progression of learning throughout middle school.
(Note: If a key term is underlined it is introduced to the grade level).
6
th
Grade 7
th
Grade 8
th
grade
Write arguments to support claims
with clear reasons and relevant
evidence.
a. Introduce claim(s) and
organize the reasons and
evidence clearly.
b. Support claim(s) with clear
reasons and relevant
evidence, using credible
sources and demonstrating
an understanding of the
topic or text.
c. Use words, phrases, and
clauses to clarify the
relationships among claim(s)
and reasons.
d. Establish and maintain a
formal style.
e. Provide a concluding
statement or section that
follows from the argument
presented.
Write arguments to support claims with
clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge
and address alternate or
opposing claims, and organize
the reasons and evidence
logically.
b. Support claim(s) or
counterarguments with logical
reasoning and relevant evidence,
using accurate, credible sources
and demonstrating an
understanding of the topic or
text.
c. Use words, phrases, and clauses
to create cohesion and clarify the
relationships among claim(s),
reasons, and evidence.
d. Establish and maintain a formal
style.
e. Provide a concluding statement
or section that follows from and
supports the argument
presented.
Write arguments to support claims
with clear reasons and relevant
evidence.
a. Introduce claim(s), acknowledge
and distinguish the claim(s) from
alternate or opposing claims, and
organize the reasons and evidence
logically.
b. Support claim(s) with logical
reasoning and relevant evidence, using
accurate, credible sources and
demonstrating an understanding of the
topic or text.
c. Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s), reasons,
and evidence.
d. Establish and maintain a formal
style.
e. Provide a concluding statement or
section that follows from and supports
the argument presented.

60

93

CCSS Argumentative Standards High School
61

Key terms are highlighted to indicate the progression of learning throughout middle school.
(Note: If a key term is underlined it is new to the grade level).
9
th
-10
th
Grade 11
th
-12
th
Grade
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims,
and create an organization that establishes
clear relationships among claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing
out the strengths and limitations of both in
a manner that anticipates the audiences
knowledge level and concerns.
c. Use words, phrases, and clauses 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
they are writing.
e. Provide a concluding statement or section
argument presented.
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 audiences knowledge
level, concerns, values, and possible biases.
c. Use specific rhetorical devices to support
assertions (e.g., appeal to logic through
reasoning; appeal to emotion or ethical
belief; relate a personal anecdote, case study,
or analogy).
d. 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.
they are writing.
that follows from and supports the argument
presented.

61

94

WRITING TASKS TEMPLATES: Argumentative Task Templates
62

Argumentative Task Templates
63

Task After Researching Essential Question Example
Analysis
(Examining by
breaking down the
elements of an idea,
topic, concept, issue
or theme)
substitute) that argues your
position on ________
(content). Support your
your research. Be sure to
acknowledge competing
views. Give examples from
past or current events or
issues to illustrate and clarify
your position.
addresses the question and
support your position with
evidence from the text(s). Be
sure to acknowledge
competing views. Give
examples from past or
current events or issues to
illustrate and clarify your
position

After researching academic articles on censorship, write an
editorial that argues your position on the use of filters by
schools. Support your position with evidence from your
research. L2 Be sure to acknowledge competing views. L3
Give examples from past or current events or issues to
illustrate and clarify your position.

After researching technical and academic articles on the use
of pesticides in agriculture, write a speech that argues your
position on the use of pesticides in managing crop
production. Support your position with evidence from your
research. L2 Be sure to acknowledge competing views.
Comparison
(Contrasting
similarities and
differences
argues ________ (content).
the texts.
compares ________ (content)
and argues ________
(content). Be sure to support
from the texts.

After researching historical sources on Aaron Burr and
Alexander Hamilton, write an essay that compares their
political philosophies and argues who had the more lasting
impact on the American political system. Be sure to support
your position with evidence from the texts.

After researching technical and scientific sources on soil
types, write an article for a local paper that compares
different soil types and argues which different types are best
for growing potatoes, marigolds, and orange trees. Be sure to
support your position with evidence from the texts.

Evaluation
(Providing a point of
view based on a set
of principles or
criteria; critiquing;
recommending)
substitute) that discusses
evaluates ________ (content).
your research
(literature or
informational texts), write
substitute)
that discusses ________
(content) and evaluates
________ (content). Be sure
to support your position with
evidence from the texts.

Would you recommend Esperanza Rising to a friend? After
reading the novel, write a critical review that discusses the
novel's strengths and weaknesses and evaluates whether it's
a good book for middle school readers. Be sure to support
your position with evidence from the text.

Is utilitarianism a viable social philosophy for the 21st
century? After reading John Stuart Mills Essays on
Utilitarianism, write an essay that discusses his Greatest
Happiness Principle and evaluates its relevancy to todays
society. Be sure to support your position with evidence from
the text.

Is wind power a solution to energy shortages and costs? After
reading the U.S. Department of Energys Report on

62
63

95

Alternative Energy Resources, write an article that discusses
wind power benefits and costs and evaluates whether wind
power is an answer to Americas energy future. Be sure to
support your position with evidence from the text.
Problem
Solving
(Examining a
problem and
proposing a solution)
substitute)
that identifies a problem
argues for a solution. Support
from your research. Be sure
to examine competing views.
Give examples from past or
position.
write a/an________ (essay or
substitute) that identifies a
problem ________ (content)
and argues for a solution
from the text(s). Be sure to
examine competing views.
Give examples from past or
position.

After researching government documents on term limits,
write an essay that identifies a problem created by term limits
and argues for a solution. Support your position with
evidence from your research. L2 Be sure to examine
competing views.

for preventing water shortages, write a proposal that
identifies a problem faced by communities in arid regions and
argues for a solution. Support your position with evidence
from your research. Be sure to examine competing views.
Give examples from past or current events or issues to
illustrate and clarify your position.

for preventing water shortages, write a proposal in which you
identify a problem faced by communities in arid regions and
argue for a solution to improve water availability. Support
your position with evidence from your research. Be sure to
examine a competing view challenging your solution. Give an
example from past or current events to illustrate and clarify
your position.
Cause- Effect
(Identifying a cause
for an event or
condition and
examining the
effects).
substitute) that argues the
and explains the effects
write a/an ________ (essay or
substitute) that argues the
and explains the effects

After researching historical documents on the period of
exploration in the New World, write an essay that
argues the causes of the migration from Europe and explains
the effects of settlements on the formation of regional
identities. What implications can you draw? Support your
discussion with evidence from the texts.

After researching maps, data, and technical documents on
land use in South America, write an essay that argues the
causes of deforestation in the Amazon and explains the
effects on populations and vegetation in the region. What

What ramifications does debt have for individuals and the
larger public? After reading articles and data on the current
credit crisis, write an editorial that argues the causes of
personal debt and explains the effects on individuals and the
larger public. What implications can you draw? Support your
discussion with evidence from the texts

What is the function of variation in living things? After reading
scientific sources on variation in organisms, write an article
for younger readers that argues the causes of variation
among species and explains the effects of differences among
species, such as color and other physical attributes. What
evidence from the texts


96

Argumentative Writing: Idea Brainstorming Template (MS)

ISSUE ___________________________________________________________________________
_________________________________________________________________________________

Note: If you need more space, please attach additional paper.
Writers Argument
Claim:

Writers Reasoning Evidence Possible Counter Claim
1.

1.
2.

2.
3.

3.
Resources Needed

Element of Style
(Rhetorical Devices: What specific
device will the writer use?)
Analogies Allusion Anecdote

Other: ________________________________________


97

Argumentative Writing: Idea Brainstorming Template (HS)

ISSUE ___________________________________________________________________________
_________________________________________________________________________________

Note: If you need more space, please attach additional paper.
Writers Argument
Claim:

Writers Reasoning Evidence Possible Counter Claim
1.

a.

b.

c.

1.
2. a.

b.

c.

2.
3. a.

b.

c.

3.
Resources Needed

Rhetorical Appeals 1. Ethos:
2. Pathos:
3. Logos
4. Other:


98

CCSS Argumentative Planning Template: Middle School
NAME: ______________________________DATE:__________ PERIOD____
TASK (Topic):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Argument: Please select type of argument
Fact (Forensic) Judgment (Epideictic) Policy (Deliberative) Other:__________
Structure:
Definition Comparison and Contrast Illustration and Example Cause and Effect
Classification and Division Other:______________________

Type of Hook
Action Reaction Suspense/Action Current Event Question Statistics
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Bridge Strategy
Background Info Define Set the Scene Detail Reasoning
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Thesis (Controlling idea/argument)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________


99

Claim # 1 (reason):
Argumentative Writing Body of an Essay: Middle School
(Tree Map Opportunity) If students wants to add additional claims please add a sheet of
Paper.

Concluding Sentence
Which of the following
transition words can help
the flow of your ideas?
Evidence

Move shape over Warrant (analysis, explanations, rule, etc.)
Addition: also, again, as well as, besides,
coupled with, furthermore, in addition,
likewise, moreover, similarly

Consequence: accordingly, as a result,
consequently, for this reason, for this
purpose, hence, otherwise, so then,
subsequently, therefore, thus, thereupon,
wherefore

Contrast and Comparison: contrast, by the
same token, conversely, instead, likewise,
on one hand, on the other hand, on the
contrary, rather, similarly, yet, but,
however, still, nevertheless, in contrast

Direction: here, there, over there, beyond,
nearly, opposite, under, above, to the left,
to the right, in the distance

Emphasis: above all, chiefly, with attention
to, especially, particularly, singularly

Exception: aside from, barring, beside,
except, excepting, excluding, exclusive of,
other than, outside of, save

Exemplifying: chiefly, especially, for
instance, in particular, markedly, namely,
particularly, including, specifically, such as

Generalizing: as a rule, as usual, for the
most part, generally, generally speaking,
ordinarily, usually

Illustration: for example, for instance, for
one thing, as an illustration, illustrated
with, as an example, in this case

Restatement: in essence, in other words,
namely, that is, that is to say, in short, in
brief, to put it differently

Sequence: at first, first of all, to begin with,
in the first place, at the same time, for
now, for the time being, the next step, in
time, in turn, later on, meanwhile, next,
then, soon, the meantime, later, while,
earlier, simultaneously, afterward, in
conclusion, with this in mind,

Summarizing: after all, all in all, all things
considered, briefly, by and large, in any
case, in any event, in brief, in conclusion,
on the whole, in short, in summary, in the
final analysis, in the long run, on balance,
to sum up, to summarize, finally

100

Claim # 2
(Tree Map Opportunity)
Evidence Warrant (analysis, explanations, rule, etc.)


wherefore






ordinarily, usually




Concluding Sentence

101

Claim # 3

Evidence Warrant (analysis, explanations, rule, etc.)


wherefore






ordinarily, usually




Concluding Sentence

102

Topic Sentence
(Counter Claims: Grade 8 only)

Counter Claim # 1 Warrant (analysis, explanations, rule,
etc.)

etc.)

etc.)


wherefore






ordinarily, usually




Concluding Sentence

103

Argumentative Writing Conclusion of an Essay: Middle School

Restate Thesis
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Summarize your arguments
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Call to action
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________


104

Argumentative Writing: High School
NAME: _______________________________DATE:_________________________ PERIOD____
TASK:
______________________________________________________________________________
______________________________________________________________________________
Argument: Please select type of argument
Fact (Forensic) Judgment (Epideictic) Policy (Deliberative) Other:__________
Structure: Please select one or more structure types
Definition Comparison and Contrast Illustration and Example Cause and Effect
Classification and Division Other:______________________

Type of Hook
Action Reaction Suspense/Action Current Event Statistics
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Bridge Strategy
Background Info Define Set the Scene Detail Reasoning
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Thesis (Controlling idea/argument)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

105

Claim # 1
Argumentative Writing Body of an Essay: High School

Concluding Sentence
Evidence Warrant/Qualification (explanation)

wherefore






ordinarily, usually





106

Claim # 2
Evidence Warrant/Qualification
(explanation)


wherefore






ordinarily, usually




Concluding Sentence

107

Claim # 3
Evidence Warrant/Qualification
(explanation)


wherefore






ordinarily, usually




Concluding Sentence

108

Topic Sentence Introducing Counterclaims
(Addressing Counterclaims)
Claim #1 Counterclaim #1




wherefore






ordinarily, usually




Concluding Sentence

109

Topic Sentence Introducing Rebuttals
(Rebuttal)

Rebuttal #1 Evidence




wherefore






ordinarily, usually




Concluding Sentence

110

Argumentative Writing Conclusion of an Essay: High School

Restate Thesis
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Summarize your arguments
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Call to Action
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________


111

CCSS Language,
Research, and
Reading
Informational Text
Standards
2013 and Beyond

112

CCSS Production and Distribution of Writing Standards Middle School
64

6
th
grade 7
th
grade 8
th
grade
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 13.)

With some guidance and support
from peers and adults, develop and
strengthen writing as needed by
planning, revising, editing,
rewriting, or trying a new approach.
(Editing for conventions should
demonstrate command of Language
standards 13 up to and including
grade 6 on page 30.)

Use technology, including the
Internet, to produce and publish
writing as well as to interact and
collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a
minimum of three pages in a single
sitting
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 13.)

With some guidance and support
from peers and adults, develop and
planning, revising, editing, rewriting,
or trying a new approach, focusing on
how well purpose and audience have
been addressed. (Editing for
conventions should demonstrate
command of Language standards 13
up to and including grade 7 on page
30.).

Use technology, including the
Internet, to produce and publish
writing and link to and cite sources as
well as to interact and collaborate
with others, including linking to and
citing sources

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

With some guidance and support from
peers and adults, develop and
planning, revising, editing, rewriting, or
trying a new approach, focusing on how
well purpose and audience have been
addressed. (Editing for conventions
should demonstrate command of
Language standards 13 up to and
including grade 8 on page 30.

Use technology, including the Internet,
to produce and publish writing and
present the relationships between
information and ideas efficiently as well
as to interact and collaborate with
others.

Note: By the end of 6
th
grade students should have keyboarding skills. By the end of 7
th
grade students
should be able to link and cite sources. By the end of 8
th
grade students should be able to present the
relationships between information and ideas using the skills learning from 6
th
-8
th
grade.

64

113

CCSS Research to Build and Present Knowledge Standards Middle School
65

The following are the California Common Core Standards that available on the CDE website. Key terms
are highlighted to indicate the progression of learning throughout middle school. (Note: If a key term is
underlined it is introduced to the grade level).
6
th
grade 7
th
grade 8
th
grade
Conduct short research projects to
answer a question, drawing on
several sources and refocusing the
inquiry when appropriate.

Gather relevant information from
multiple print and digital sources;
assess the credibility of each source;
and quote or paraphrase the data
and conclusions of others while
avoiding plagiarism and providing
basic bibliographic information for
sources.
answer a question, drawing on
several sources and generating
additional related, focused
questions for further research and
investigation.

multiple print and digital sources,
using search terms effectively;
assess the credibility and accuracy
of each source; and quote or
paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard
format for citation
answer a question (including a self-
generated question), drawing on
several sources and generating
additional related, focused questions
that allow for multiple avenues of
exploration.

multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard
format for citation.

65

114

CCSS Language Standards Middle School
66

6
th
grade 7
th
grade 8
th
grade
Conventions
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
a. Ensure that pronouns are in the proper
case (subjective, objective, possessive).
b. Use all pronouns, including intensive
pronouns (e.g., myself, ourselves)
correctly.
c. Recognize and correct inappropriate
shifts in pronoun number and
person.*
d. Recognize and correct vague pronouns
(i.e., ones with unclear or ambiguous
antecedents).*
e. Recognize variations from standard
English in their own and others writing
and speaking, and identify and use
strategies to improve expression in
conventional language.*
Conventions
a. Explain the function of phrases and
clauses in general and their
function in specific sentences.
b. Choose among simple, compound,
complex, and compound-complex
sentences to signal differing
relationships among ideas.
c. Place phrases and clauses within a
sentence, recognizing and
correcting misplaced and dangling
modifers.*
Conventions
a. Explain the function of verbals
(gerunds, participles, infinitives) in
general and their function in particular
sentences.
b. Form and use verbs in the active and
passive voice.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional,
and subjunctive mood.
d. d. Recognize and correct inappropriate
shifts in verb voice and mood.*
Conventions
standard English capitalization, punctuation, and
spelling when writing.
a. Use punctuation (commas,
parentheses, dashes) to set of
nonrestrictive/parenthetical
elements.*
b. Spell correctly
Conventions
standard English capitalization, punctuation,
and spelling when writing.
a. Use a comma to separate
coordinate adjectives (e.g., It was a
fascinating, enjoyable movie but
not He wore an old[,] green shirt).
b. Spell correctly
Conventions
standard English capitalization, punctuation, and
spelling when writing.
a. Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly
Knowledge of Language
Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning,
reader/listener interest, and style.*
b. Maintain consistency in style and
tone.*
Use knowledge of language and its
conventions when writing, speaking, reading,
or listening.
a. Choose language that expresses
ideas precisely and concisely,
recognizing and eliminating
wordiness and redundancy.

Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Use verbs in the active and passive
voice and in the conditional and
subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or
the action; expressing uncertainty or
describing a state contrary to fact).

66

115

CCSS Production and Distribution of Writing Standards High School
67

terms are highlighted to indicate the progression of learning throughout High School.
9
th
-10
th
Grade 11
th
-12
th
Grade
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

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 13
up to and including grades 910 on page 32.)

Use technology, including the Internet, to
produce, publish, and update individual or shared
writing products, taking advantage of technologys
capacity to link to other information and to display
information flexibly and dynamically.

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 13.)

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 13 up to and
including grades 1112 on page 32.)

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.
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 tasks, purposes, and audiences.

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

67

116

CCSS Research to Build and Present Knowledge Standards High School
68

The following are the California Common Core Standards that are available on the CDE website
9
th
-10
th
Grade 11
th
-12
th
Grade
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.

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation including footnotes and endnotes.

Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a. Apply grades 910 Reading standards to
literature (e.g., Analyze how an author draws on
and transforms source material in a specific
work [e.g., how Shakespeare treats a theme or
topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare]).
b. Apply grades 910 Reading standards to literary
nonfiction (e.g., Delineate and evaluate the
argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence
is relevant and sufficient; identify false
statements and fallacious reasoning).
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.

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 including footnotes and
endnotes.

Draw evidence from literary or informational texts to support
analysis, reflection, and research.
a. Apply grades 1112 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 1112 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]).

68

117

CCSS Language Standards High School
69

9
th
- 10
th
grade 11
th
12
th
grade
Conventions
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety
and interest to writing or presentations.

capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to
link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly
Conventions
grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes
contested.
b. Resolve issues of complex or contested usage, consulting
references (e.g., Merriam-Websters Dictionary of English
Usage, Garners Modern American Usage) as needed

capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or
listening.
a. Write and edit work so that it conforms to the
guidelines in a style manual (e.g., MLA Handbook,
Turabians Manual for Writers) appropriate for the
discipline and writing type.

Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tuftes
Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when
reading.

69

118


CCSS
Holistic & Analytic
Rubrics

2013 and Beyond


119

6
th
Grade
Writing Rubrics
References used:
Tacapan, J., Dominguez High School teacher, The Sophisticated Academic Writing Rubric
ELK Grove Unified School District
Smarter Balance ELA Rubrics
Delaware Department of Education CCSS Writing Rubrics


120

6
th
Grade CUSD
CCSS Narrative Holistic Rubric: Real Imagined
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

S
e
t
t
i
n
g

Responds skillfully to all parts of
the writing task.
Purposefully engages and orients
the reader by skillfully
establishing a vivid context and
introducing characters and/or a
narrator.
Responds to all parts of
the writing task.
Engages and orients the
reader by establishing a
context and instructing
characters and/ or a
narrator.
Responds to most
parts of the writing
task
Somewhat engages or
orient the reader by
establishing a context
and introducing
characters and/or a
narrator
Responds to some or few
parts of the writing task.
Fails to engage or orient the
context and does not
introduce characters and/or a
narrator
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
P
l
o
t

Organizes a well-structured event
sequence (plot) that unfolds
logically and naturally
Skillfully uses a variety of
transition words, phrases, and
clauses to convey sequence and
signal shifts.
Provides a conclusion that clearly
follows and reflects on the
narrated experiences of events.
Organizes a clear event
sequence (plot) that
unfolds logically and
naturally
Uses a variety of transition
words, phrases, and
clauses to convey
sequence and signal shifts.
Provides a conclusion that
follows from the narrated
Organizes an event
sequence(plot) that
unfolds naturally but
may not be logical
Uses transitions
words, phrases,
and/or clauses to
convey sequence
Provides a conclusion
that is connected to
the narrated
experiences or events
Creates an event
sequence(plot) that unfolds
unnaturally and/or illogically
Uses few to no transition
words, phrases, and/or
clauses to convey sequence
Provides no conclusion or
one that is not connected to
events.
N
a
r
r
a
t
i
v
e

T
e
c
h
n
i
q
u
e

Creatively uses narrative
techniques, such as dialogue,
pacing, and description, to
develop experiences, events,
and/ or characters.
Precisely uses words and sensory
details to create imagery and to
convey rich experiences and
events.
Uses narrative techniques,
such as dialogue, pacing,
and description, to
develop experiences,
events, and/or characters
Uses words and sensory
details to create imagery
and to convey rich
Uses some limited
narrative techniques,
such as dialogue,
pacing, and
description, to
develop experiences,
events, and/or
characters
Attempts to uses
words and sensory
details to create
imagery and to convey
rich experiences and
events.
Uses few or no narrative
techniques
Fails to use concrete words
or sensory details.
Descriptive details, if present,
are not concrete.

L
a
n
g
u
a
g
e

Uses purposeful and varied
sentence structure
Demonstrates creativity and
flexibility when using
conventions(grammar,
punctuation, capitalization, and
spelling) enhances meaning
Utilizes precise and sophisticated
word choice.
Uses correct and varied
sentence structures
Demonstrates grade level
appropriate conventions;
errors are minor and do
not obscure meaning
Utilizes strong and grade
level appropriate word
choice
Use some repetitive
yet correct sentence
structure
Demonstrate some
grade level
appropriate
conventions, but
errors obscure
meaning
Utilizes vague or basic
word choice
Does not demonstrate
sentence mastery
Demonstrates limited
understanding of grade level
appropriate conventions, and
errors interfere with the
meaning
Utilizes incorrect and/or
simplistic word choices.
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

Makes effective use of available
resources
Effectively uses relevant and
sufficient text support from the
resources with accuracy
Effectively integrates credible
sources.
Makes adequate use of
available resources
Uses relevant and
sufficient text support
from the resources with
accuracy
Uses credible sources
Makes limited use of
available resources
inconsistently uses
relevant and sufficient
text support from the
resources with
accuracy
Inconsistently uses
credible sources.
Makes inadequate use of
available resources
Fails to use relevant and
sufficient text support from
the resources with accuracy
attempts to use credible
sources.


121

6
th
Grade CUSD
CCSS Narrative Analytic Rubric: Real Imagined

score
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

E
x
p
o
s
i
t
i
o
n

Responds skillfully to all parts of the
writing task.
Purposefully engages and orients the
reader by skillfully establishing a vivid
context and introducing characters
and/or a narrator.
Responds to all parts of the writing
task.
Engages and orients the reader by
establishing a context and
instructing characters and/ or a
narrator.
Responds to most parts of the
writing task.
Somewhat engages or orient
the reader by establishing a
context and introducing
characters and/or a narrator
Responds to some or few
Fails to engage or orient the
context and does not
introduce characters and/or a
narrator
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
P
l
o
t

Organizes a well-structured event
sequence(plot) that unfolds logically
and naturally.
Skillfully uses a variety of transition
words, phrases, and clauses to convey
follows and reflects on the narrated
experiences of events.
Organizes a clear event sequence
(plot) that unfolds logically and
naturally.
Uses a variety of transition words,
phrases, and clauses to convey
Provides a conclusion that follows
from the narrated experiences or
events.
Organizes an event sequence
(plot) that unfolds naturally
but may not be logical.
Uses transitions words,
phrases, and/or clauses to
convey sequence
Provides a conclusion that is
connected to the narrated
Creates an event sequence
(plot) that unfolds
unnaturally and/or illogically
Provides no conclusion or one
that is not connected to the
narrated experiences or
events.
N
a
r
r
a
t
i
v
e

T
e
c
h
n
i
q
u
e

Creatively uses narrative techniques,
such as dialogue, pacing, and
description, to develop experiences,
events, and/ or characters.
Precisely uses words and sensory
details to create imagery and to
convey rich experiences and events.
Uses narrative techniques, such as
dialogue, pacing, and description,
to develop experiences, events,
and/or characters
Uses words and sensory details to
create imagery and to convey rich
Uses some limited narrative
techniques, such as dialogue,
pacing, and description, to
and/or characters
Attempts to uses words and
sensory details to create
imagery and to convey rich
Uses few or no narrative
techniques
Fails to use concrete words or
sensory details. Descriptive
details, if present, are not
concrete.

L
a
n
g
u
a
g
e

Uses purposeful and varied sentence
structure
Demonstrates creativity and flexibility
when using conventions(grammar,
punctuation, capitalization, and
spelling) enhances meaning
Utilizes precise and sophisticated
word choice.
Uses correct and varied sentence
structures
Demonstrates grade level
appropriate conventions; errors are
minor and do not obscure meaning
Utilizes strong and grade level
appropriate word choice
Use some repetitive yet correct
sentence structure
Demonstrate some grade level
appropriate conventions, but
errors obscure meaning
Utilizes vague or basic word
choice
Does not demonstrate
sentence mastery
Demonstrates limited
understanding of grade level
appropriate conventions, and
errors interfere with the
meaning
simplistic word choices.

R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources
Effectively uses relevant and sufficient
text support from the resources with
accuracy
Effectively integrates credible sources.
Makes adequate use of available
resources
Uses relevant and sufficient text
support from the resources with
accuracy
Uses credible sources
Makes limited use of available
resources inconsistently uses
relevant and sufficient text
support from the resources
with accuracy
Inconsistently uses credible
sources.
available resources
the resources with accuracy
attempts to use credible
sources.

T
o
t
a
l

S
c
o
r
e

_ Comments:


122

6
th
Grade CUSD
CCSS Informational Holistic Rubric
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

Insightfully addresses all aspects
of the writing task.
Introduces topic(s) in a
sophisticated thesis statement.
Thesis/focus is precisely
articulated, closely aligned with
the writing task, and
consistently demonstrated
throughout the paper.
Addresses all aspects of the
writing task.
Introduces topic(s) in a clear
thesis statement.
Thesis/focus is clear and
aligns with writing tasks.
Partially responds to most
Introduces superficial or
flawed topic(s) in a weak
thesis statement.
Thesis/focus is vague
and/or only loosely related
to writing tasks.
Minimally addresses
some or few parts of
the writing task.
Fails to introduce a
relevant topic(s) and/or
lacks a thesis
statement.
Thesis/focus is unclear
and unrelated to task.
N
o

R
e
s
p
o
n
s
e
O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

Skillfully orients reader to
topic(s) in the introduction and
previews what is to follow.
Thoroughly develops topic(s)
with relevant body paragraphs.
Provides meaningful and
reflective conclusion that
follows from and supports
information or explanation
presented.
Creates cohesion and clarifies
relationships through skillful use
of transition/ linking words,
phrases, and clauses within or
between paragraphs.
Purposefully and logically uses
a variety of techniques (e.g.,
headings, charts) to organize
ideas, concepts, and
information to aid
comprehension.
Orients reader to topic(s) in
introduction and previews
what is to follow.
Develops topic(s) with
relevant body paragraphs.
presented.
Creates cohesion and
clarifies relationships
through transition/linking
within or between
paragraphs
Uses a variety of techniques
(e.g., headings, charts) to
organize ideas, concepts,
and information to aid
comprehension.
Inadequately orients reader
to topic(s) in introduction
and/or fails to preview what
is to follow.
Inadequately develops
topic(s) with minimal body
paragraphs
Provides a sense of closure,
but may weakly articulate
significance of the topic.
Uses limited or
inappropriate
transition/linking words,
phrases and clauses.
Uses few techniques (e.g.,
headings, charts) to
inadequately organize
information to aid
comprehension.
Fails to orient reader to
topic(s) in introduction
or introduction is
missing.
Fails to develop topic(s)
with body paragraphs
Provides an inadequate
conclusion or omits
conclusion
Uses few to no
transition/linking
words, phrases, or
clauses.
Includes little or no
discernible organization
of ideas.
D
e
v
e
l
o
p
m
e
n
t

Skillfully develops the topic
using well-chosen facts,
definitions, concrete details,
quotes, and other information
and examples that are pertinent
and substantial
Effectively integrates and cites
credible sources
Shows insightful understanding
of topic or text.
Develops the topic using
well-chosen facts,
quotes, and other
information and examples
that are relevant and
sufficient.
Competently integrates and
cites credible sources.
Shows competent
understanding of topic or
text.
Provides minimal and/or
irrelevant evidence to
develop the topic.
Incorrectly integrates/ cites
sources
Shows limited or flawed
text.
Provides inaccurate,
little, or no evidence to
support topic.
Does not use or cite
sources.
Shows inaccurate
understanding of topic
or text.
L
a
n
g
u
a
g
e

sentence structure.
Has minimal to no errors in
conventions (grammar,
punctuation, spelling,
capitalization).
Strategically uses academic and
clearly appropriate for the
audience and purpose.
sentence structure.
Has few, minor errors in
conventions
Competently uses academic
and domain-specific
vocabulary clearly
appropriate for the
Uses limited and/or
repetitive sentence
structure.
Has numerous errors in
conventions which cause
confusion.
Inadequately uses academic
and domain-specific
vocabulary clearly
appropriate for the
Lacks sentence
structure mastery (e.g.,
fragments/ run-ons)
Has serious and
pervasive errors in
conventions.
Fails to use academic
and domain-specific
vocabulary clearly
appropriate for the


123

6
th
Grade CUSD
CCSS Informational Analytic Rubric

Score
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

Insightfully addresses all
aspects of the writing task.
articulated, closely aligned
with the writing task, and
consistently demonstrated
Addresses all aspects of
the writing task
clear thesis statement.
Thesis/focus is clear and
aligns with writing tasks.
flawed topic(s) in a weak
thesis statement.
Thesis/focus is vague
and/or only loosely related
to writing tasks.
Minimally addresses
the writing task.
lacks a thesis
statement.
Thesis/focus is unclear
and unrelated to task.
N
o

R
e
s
p
o
n
s
e
O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

topic(s) in the introduction and
Thoroughly develops topic(s)
reflective conclusion that
presented.
relationships through skillful
use of transition/ linking
within or between paragraphs.
Purposefully and logically uses
a variety of techniques (e.g.,
information to aid
comprehension.
Orients reader to topic(s)
in introduction and
presented.
clarifies relationships
words, phrases, and
clauses within or between
paragraphs
Uses a variety of
techniques (e.g., headings,
charts) to organize ideas,
concepts, and information
to aid comprehension.
to topic(s) in introduction
and/or fails to preview what
is to follow.
topic(s) with minimal body
paragraphs
Provides a sense of closure,
but may weakly articulate
Uses limited or
inappropriate
inadequately organize
information to aid
comprehension.
or introduction is
missing.
conclusion or omits
conclusion
Uses few to no
transition/linking
words, phrases, or
clauses.
of ideas.
D
e
v
e
l
o
p
m
e
n
t

Skillfully develops the topic
using well-chosen facts,
quotes, and other information
and examples that are
pertinent and substantial
credible sources
Shows insightful
understanding of topic or text.
Develops the topic using
well-chosen facts,
definitions, concrete
details, quotes, and other
information and examples
that are relevant and
sufficient.
Competently integrates
and cites credible sources.
Shows competent
text.
develop the topic.
sources
text.
support topic.
sources.
Shows inaccurate
or text.
L
a
n
g
u
a
g
e

sentence structure.
capitalization).
Strategically uses academic
and domain-specific
vocabulary clearly appropriate
for the audience and purpose.
sentence structure.
conventions
Competently uses
academic and domain-
specific vocabulary clearly
appropriate for the
Uses limited and/or
repetitive sentence
structure.
confusion.
and domain-specific
vocabulary clearly
appropriate for the
Lacks sentence
fragments/ run-ons)
Has serious and
pervasive errors in
conventions.
and domain-specific
vocabulary clearly
appropriate for the
T
o
t
a
l

S
c
o
r
e

Comment(s)


124

6
th
Grade CUSD
Transition to CCSS Argumentative Holistic Writing Rubric
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m
Introduces precise claim(s) in a

writing task
Introduces reasonable claim
in a clear thesis statement

flawed claim in a weak
thesis statement.

Minimally addresses
the writing task.
relevant claim(s)

N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

topic(s) in the introduction.
Thoroughly develops claims(s)
reflective conclusions which
draws from and supports claims.
Creates cohesion through skillful
use of transition/ linking words,
between paragraphs.
Includes purposeful and logical
progression of ideas from
beginning to end.
introduction.
claim(s).
within or between
paragraphs
Includes logical progression
of ideas from beginning to
end.
to topic(s) in introduction.
claim(s) with minimal body
paragraphs
conclusion.
Uses limited or
inappropriate
Includes uneven
beginning to end.
or introduction is
missing.
Fails to develop
claims(s) with body
paragraphs
conclusion or omits
conclusion
Uses few or no
transition/linking
words, phrases, or
clauses.
of ideas.
E
v
i
d
e
n
c
e

/

S
u
p
p
o
r
t

Provides substantial and
pertinent evidence to support
claim(s)
credible sources and/or text
evidence.

Provides sufficient and
relevant evidence to
support claim(s).
cites credible sources or
text evidence.

develop the topic.
sources

support topic.
sources.

A
n
a
l
y
s
i
s

of topic or text.
Uses persuasive and valid
reasoning to connect evidence
with claims.
Shows competent
text.
Uses valid reasoning to
connect evidence with
claim(s)
text.
Uses limited, simplistic
and/or flawed reasoning to
claim(s).
Shows inaccurate
or text.
Reasoning is missing or
does not connect
evidence with claims.
L
a
n
g
u
a
g
e

sentence structure.
capitalization).
sentence structure.
conventions
and domain-specific
vocabulary clearly
appropriate for the
Uses limited and/or
repetitive sentence
structure.
confusion.
and domain-specific
vocabulary clearly
appropriate for the
Lacks sentence
fragments/ run-ons)
Has serious and
pervasive errors in
conventions.
and domain-specific
vocabulary clearly
appropriate for the


125

6
th
Grade CUSD
Transition to CCSS Argumentative Analytic Writing Rubric

Score
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

writing task.

flawed claim in a weak
thesis statement.

Minimally addresses
the writing task.
relevant claim(s)

N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

topic(s) in the introduction.
reflective conclusions which
draws from and supports claims.
between paragraphs.
beginning to end.
introduction.
claim(s).
within or between
paragraphs
Includes logical progression
end.
paragraphs
conclusion.
Uses limited or
inappropriate
Includes uneven
beginning to end.
or introduction is
missing.
Fails to develop
claims(s) with body
paragraphs
conclusion or omits
conclusion
Uses few or no
transition/linking
words, phrases, or
clauses.
of ideas.
E
v
i
d
e
n
c
e

/

S
u
p
p
o
r
t

Provides substantial and
pertinent evidence to support
claim(s)
evidence.

relevant evidence to
support claim(s).
cites credible sources or
text evidence.

develop the topic.
sources

support topic.
sources.

A
n
a
l
y
s
i
s

of topic or text.
with claims.
Shows competent
text.
claim(s)
text.
Uses limited, simplistic
and/or flawed reasoning to
claim(s).
Shows inaccurate
or text.
does not connect
evidence with claims.
L
a
n
g
u
a
g
e

sentence structure.
capitalization).
sentence structure.
conventions
and domain-specific
vocabulary clearly
appropriate for the
Uses limited and/or
repetitive sentence
structure.
confusion.
and domain-specific
vocabulary clearly
appropriate for the
Lacks sentence
fragments/ run-ons)
Has serious and
pervasive errors in
conventions.
and domain-specific
vocabulary clearly
appropriate for the
T
o
t
a
l

S
c
o
r
e

Comment(s)


126

7
th
- 8
th
Grade
Writing Rubrics
References used:


127

7
th
-8
th
Grade CUSD
CCSS Narrative Holistic Rubric: Real Imagined
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

E
x
p
o
s
i
t
i
o
n

Insightfully address all aspects
Purposefully engages and
orients the reader by setting out
a problem, situation, and
establishing one or multiple
point(s) of view.
Expertly introduces a narrator
and/or characters.
Address all aspects of the
writing task.
context and point of view.
Introduces a narrator
and/or characters.
Responds to part of the
writing task.
Somewhat engages of
establishing a context
and point of view.
Attempts to introduce a
narrator and/or
characters.
Minimally addresses few
Does not engage or orient
the reader by establishing a
context a point view.
Does not introduce a
narrator and/or characters.
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
P
l
o
t

Creates a smooth progression of
techniques to sequence events
so that they build on one
another to create a coherent
whole.
clearly follows from and reflects
on what is experienced,
observed or resolved over the
course of the narrative.
Organizes a clear event
sequence(plot) that unfolds
logically and naturally
Uses a variety of transitional
to convey sequence and
signal shifts from one time
frame or setting to another.
the narrated experiences of
events.
Organizes an event
sequence (plot) but
may not be logical.
Uses some transitional
words, phrases, and
clauses to convey
sequence and signal
shifts from one time
frame or setting to
another (may be
repetitive).
Provides a weak
conclusion that may not
connect to the narrated
(plot) that unfolds
unnaturally and/or
illogically.
or time shifts.
events.
N
a
r
r
a
t
i
v
e

T
e
c
h
n
i
q
u
e

narrative techniques such as
dialogue, pacing, description,
reflection, and multiple plot
lines to develop experiences,
Stylishly uses precise words and
phrases, telling details, and
sensory language to convey a
vivid picture of the experiences,
events, setting and/or
characters.
Effectively uses a variety of
dialogue, pacing, and
description to develop
experiences, events, and
or/characters.
Uses precise words and
phrases, relevant
descriptive details, and
sensory language to capture
the action and convey
Uses limited narrative
techniques, such as a
experiences, events,
and/or characters.
Uses concrete words or
phrases with limited
use of descriptive
details and sensory
language.
Uses few to no narrative
techniques.
Does not use sensory
language or descriptive
details.
L
a
n
g
u
a
g
e

sentence structure.
capitalization).
sentence structure.
conventions.

Uses limited and/or
repetitive sentence
structure
conventions which
cause confusion.

Lacks sentence structure
(e.g. fragments/run-ons).
Has serious and pervasive
errors in conventions.

R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
resources with accuracy.
sources.
available resources.
Uses relevant and sufficient
Uses credible sources.
available resources
Inconsistently uses
relevant and sufficient
Inconsistently uses
credible sources.
available resources
the resources with
accuracy.
Attempts to use credible
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n

Displays use of formatting and
reference list.
Cites all sources fully and
properly.

Displays consistent
formatting and in
referencing list.
Cites most sources fully and
properly.

Displays inconsistent
use of formatting in text
and in reference list.
Cites few sources fully
and properly.

Does not conform to
formatting in text and
reference list
Does not cite sources
properly


128

7
th
- 8
th
Grade CUSD

score
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

E
x
p
o
s
i
t
i
o
n
Insightfully address all aspects of
the writing task.
the reader by setting out a
problem, situation, and establishing
one or multiple point(s) of view.
and/or characters.
writing task.
Engages and orients the reader
point of view.
Introduces a narrator and/or
characters.
Responds to parts of the
writing task.
Somewhat engages of
establishing a context and
point of view.
Minimally addresses few
Does not engage or orient the
context a point view.
Does not introduce a narrator
and/or characters.
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
P
l
o
t

techniques to sequence events so
that they build on one another to
create a coherent whole.
follows from and reflects on what is
experienced, observed or resolved
over the course of the narrative.
Organizes a clear event sequence
(plot) that unfolds logically and
naturally
Uses a variety of transitional
convey sequence and signal
shifts from one time frame or
setting to another.
follows from and reflects on the
narrated experiences of events.
Organizes an event
sequence(plot) but may
not be logical.
Uses some transitional
words, phrases, and
clauses to convey
sequence and signal shifts
from one time frame or
setting to another (may be
repetitive).
Provides a weak conclusion
that may not connect to
the narrated experiences
or events.
(plot) that unfolds
unnaturally and/or illogically.
clauses to convey sequence or
time shifts.
events.
N
a
r
r
a
t
i
v
e

T
e
c
h
n
i
q
u
e

Skillfully uses a variety of narrative
techniques such as dialogue,
pacing, description, reflection, and
multiple plot lines to develop
characters.
phrases, telling details, and sensory
language to convey a vivid picture
of the experiences, events, setting
and/or characters.
dialogue, pacing, and description
and or/characters.
Uses precise words and phrases,
and events.
and/or characters.
phrases with limited use of
descriptive details and
sensory language.
techniques.
details.
L
a
n
g
u
a
g
e

sentence structure.
capitalization).
structure.
conventions.

Uses limited and/or
repetitive sentence
structure
confusion.

Lacks sentence structure (e.g.
fragments/run-ons).

R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
sources.
resources.
accuracy.
available resources
Inconsistently uses
with accuracy
Inconsistently uses
credible sources.
available resources
the resources with accuracy.
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n

reference list.
Cites all sources fully and properly.

Displays consistent formatting
and in referencing list.
Cite most sources fully and
properly.

Displays inconsistent use
of formatting in text and in
reference list.
Cites few sources fully and
properly.

Does not conform to
reference list
properly

T
o
t
a
l

S
c
o
r
e

_ Comments:


129

7
th-
8
th
Grade CUSD
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

Insightfully addresses all aspects of
the writing task.
Introduces topic(s) in a sophisticated
thesis statement.
Thesis/focus is precisely articulated,
closely aligned with the writing task,
and consistently demonstrated
writing task.
thesis statement.
Thesis/focus is clear and aligns
with writing tasks.
Partially responds to most parts
Introduces superficial or flawed
topic(s) in a weak thesis
statement.
Thesis/focus is vague and/or
only loosely related to writing
tasks.
Minimally addresses some
or few parts of the writing
task.
lacks a thesis statement.
Thesis/focus is unclear and
unrelated to task.
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

Skillfully orients reader to topic(s) in
the introduction and previews what
is to follow.
Thoroughly develops topic(s) with
Provides meaningful and reflective
conclusion that follows from and
supports information or explanation
presented.
relationships through skillful use of
transition/ linking words, phrases,
and clauses within or between
paragraphs.
Purposefully and logically uses a
variety of techniques (e.g., headings,
charts) to organize ideas, concepts,
comprehension.
introduction and previews what
is to follow.
Develops topic(s) with relevant
body paragraphs.
presented.
relationships through
between paragraphs
organize ideas, concepts, and
information to aid
comprehension.
Inadequately orients reader to
topic(s) in introduction and/or
fails to preview what is to
follow.
Inadequately develops topic(s)
with minimal body paragraphs
Provides a sense of closure, but
may weakly articulate
Uses limited or inappropriate
inadequately organize ideas,
concepts, and information to
aid comprehension.
topic(s) in introduction or
introduction is missing.
conclusion or omits
conclusion
Uses few to no
phrases, or clauses.
discernible organization of
ideas.
D
e
v
e
l
o
p
m
e
n
t

Skillfully develops the topic using
concrete details, quotes, and other
information and examples that are
credible sources
Shows insightful understanding of
topic or text.
Develops the topic using well-
chosen facts, definitions,
concrete details, quotes, and
that are relevant and sufficient.
Shows competent
irrelevant evidence to develop
the topic.
sources
Provides inaccurate, little,
or no evidence to support
topic.
sources.
Shows inaccurate
text.
L
a
n
g
u
a
g
e

structure.
conventions (grammar, punctuation,
spelling, capitalization).
domain-specific vocabulary clearly
appropriate for the audience and
purpose.
sentence structure.
conventions
Competently uses academic and
Uses limited and/or repetitive
sentence structure.
confusion.
Inadequately uses academic and
(e.g., fragments/ run-ons)
Contains serious and
pervasive errors in
conventions.
Fails to use academic and
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
sources.
accuracy.
resources
Inconsistently uses relevant and
sources.
available resources
the resources with
accuracy.
sources.

D
o
c
u
m
e
n
t
a
t
i
o
n
reference list.

properly.

Displays inconsistent use of
formatting in text and in
reference list.
properly.
.
Does not conform to
reference list
properly


130

7
th
-8
th
Grade CUSD

Score
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

the writing task.
articulated, closely aligned with the
writing task, and consistently
demonstrated throughout the
paper.
writing task.
thesis statement.
with writing tasks.
statement.
Thesis/focus is vague and/or only
loosely related to writing tasks.
Minimally addresses some or
few parts of the writing task.
Fails to introduce a relevant
topic(s) and/or lacks a thesis
statement.
unrelated to task.
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

Skillfully orients reader to topic(s)
in the introduction and previews
what is to follow.
Thoroughly develops topic(s) with
supports information or
explanation presented.
transition/ linking words, phrases,
paragraphs.
variety of techniques (e.g.,
headings, charts) to organize ideas,
concepts, and information to aid
comprehension.
introduction and previews what
is to follow.
body paragraphs.
presented.
between paragraphs
information to aid
comprehension.
topic(s) in introduction and/or
fails to preview what is to follow.
may weakly articulate significance
of the topic.
transition/linking words, phrases
and clauses.
headings, charts) to inadequately
information to aid
comprehension.
Fails to develop topic(s) with
body paragraphs
conclusion or omits conclusion
Uses few to no
Includes little or no discernible
organization of ideas.
D
e
v
e
l
o
p
m
e
n
t

Skillfully develops the topic using
concrete details, quotes, and other
information and examples that are
credible sources
topic or text.
Shows competent
the topic.
sources
Provides inaccurate, little, or
no evidence to support topic.
Does not use or cite sources.
Shows inaccurate
L
a
n
g
u
a
g
e

sentence structure.
capitalization).
purpose.
sentence structure.
conventions
sentence structure.
confusion.
Lacks sentence structure (e.g.,
fragments/ run-ons)
Contains serious and pervasive
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
sources.
accuracy.
resources
sources.
available resources
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n

reference list.

properly.

reference list.
properly.

Does not conform to
reference list
Does not cite sources properly

C
o
m
p
o
s
i
t
e

S
c
o
r
e

Comment(s)


131

7
th
-8
th
Grade CUSD
CCSS Argumentative Writing Holistic Rubric
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

writing task.

flawed claim in a weak thesis
statement.

Minimally addresses
some or few parts of the
writing task.
relevant claim(s)

N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

Skillfully orients reader to topic(s)
in the introduction.
conclusions which draws from and
supports claim(s).
between paragraphs.
beginning to end.
introduction.
claim(s).
Creates cohesion and through
between paragraphs
Includes logical progression of
ideas from beginning to end.
paragraphs
conclusion.
Includes uneven progression
end.
Fails to develop claims(s)
conclusion or omits
conclusion
Uses few or no
of ideas.
E
v
i
d
e
n
c
e

/

S
u
p
p
o
r
t

Provides substantial and pertinent
evidence to support claim(s)
evidence.
Convincingly refutes specific
counter-claim(s).

relevant evidence to support
claim(s).
cites credible sources or text
evidence.
Competently refutes specific
counter-claim(s).

develop the topic.
sources.
Acknowledges alternate or
opposing claim(s).

support topic.
sources.
Fails to acknowledge
alternate or opposing
claim(s).

A
n
a
l
y
s
i
s

topic or text.
with claim(s).
Shows competent
text.
claim(s)
text.
Uses limited, simplistic and/or
flawed reasoning to connect
evidence with claim(s).
Shows inaccurate
text.
does not connect
L
a
n
g
u
a
g
e

sentence structure.
capitalization).
purpose.
sentence structure.
conventions
and domain-specific
vocabulary clearly
appropriate for the audience
and purpose.
sentence structure.
confusion.
and domain-specific
vocabulary clearly
and purpose.
domain-specific
vocabulary clearly
appropriate for the
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
sources.
resources
Inconsistently uses relevant
and sufficient text support
accuracy
sources.
available resources
accuracy.
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n

reference list.

properly.

reference list.
properly.

Does not conform to
reference list
properly


132

7
th
-8
th
Grade CUSD
CCSS Argumentative Writing Analytic Rubric

Score
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

the writing task.

writing task.
Introduces reasonable claim in a
clear thesis statement

claim in a weak thesis
statement.

task.
relevant claim(s)

N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

the introduction.
Thoroughly develops claims(s) with
supports claim(s).
Creates cohesion through skillful use
of transition/ linking words, phrases,
paragraphs.
progression of ideas from beginning
to end.
introduction.
body paragraphs.
claim(s).
between paragraphs
topic(s) in introduction.
Inadequately develops claim(s)
conclusion.
Includes uneven progression of
conclusion or omits
conclusion
Uses few or no
ideas.
E
v
i
d
e
n
c
e

/

S
u
p
p
o
r
t

evidence.
counter-claim(s).

Provides sufficient and relevant
evidence to support claim(s).
evidence.
counter-claim(s).

the topic.
sources.
opposing claim(s).

topic.
sources.
claim(s).

A
n
a
l
y
s
i
s

topic or text.
Uses persuasive and valid reasoning
to connect evidence with claim(s).
Shows competent
Uses valid reasoning to connect
evidence with claim(s)
Shows inaccurate
text.
does not connect evidence
with claim(s).
L
a
n
g
u
a
g
e

structure.
purpose.
sentence structure.
conventions
sentence structure.
confusion.
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
sources.
accuracy.
resources
sources.
available resources
the resources with
accuracy.
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n

reference list.

properly.

reference list.
properly.

Does not conform to
reference list
properly

C
o
m
p
o
s
i
t
e

S
c
o
r
e

Comment(s)


133

9
th
- 10
th
Grade
Writing Rubrics
References used:
Tacapan, J., Dominguez High School yeacher, The Sophisticated Academic Writing Rubric


134

9
th
- 10
th
Grade CUSD
CCSS Narrative Holistic Rubric
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

E
x
p
o
s
i
t
i
o
n

Insightfully address all aspects of
the writing task.
problem, situation, or
observation and its significance,
point(s) of view.
and/or characters.
writing task.
by setting out a problem
situation, and establishing one
or multiple point(s) of view.
characters.
Partially address aspects of
the writing task.
Somewhat engages or
orient the reader by setting
out a problem, situation,
and establishing one or
multiple point(s) of view.
the reader by establishing
a context a point view.
narrator and/or
characters.
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
P
l
o
t

Expertly creates a smooth
progression of experiences or
events.
Uses a variety of techniques to
sequence events that 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).
Skillfully provides a conclusion
that clearly follows from and
reflects on what is experienced,
observed or resolved over the
course of the narrative.
one another to create a
coherent whole.
what is experienced, observed,
or resolved over the course of
the narrative.
Progression of experiences
or events may be confusing
or disjointed.
Techniques do not build on
coherent whole.
that may not connect to the
events.
that unfolds unnaturally
and/or illogically.
Does not use sequencing
techniques to create
coherence.
one that is not connected
to the narrated
N
a
r
r
a
t
i
v
e

T
e
c
h
n
i
q
u
e

dialogue, pacing, description,
reflection, and multiple plot lines
and/or characters.
phrases, telling details, and
sensory language to convey a
vivid picture of the experiences,
events, setting and/or characters.
or/characters.
and events.
characters.
sensory language.
techniques.
details.
L
a
n
g
u
a
g
e

sentence structure.
capitalization).
sentence structure.
conventions.

Uses limited and/or
repetitive sentence
structure
confusion.
Lacks sentence structre
(e.g. fragments/run-ons).
simplistic word choice.
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
sources.
accuracy.
available resources
accuracy
sources.
available resources
accuracy.
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n

Displays consistent MLA
formatting and in referencing list.
Cites all sources fully and
properly.

Displays MLA formatting and in
referencing list.
properly.

Displays inconsistent MLA
reference list.
properly.

.
Does not conform to
reference list
properly


135

9
th
10
th
Grade CUSD

score
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

E
x
p
o
s
i
t
i
o
n

Insightfully address all aspects of the
writing task.
reader by setting out a problem,
situation, or observation and its
significance, establishing one or
Expertly introduces a narrator and/or
characters.
Address all aspects of the writing
task.
Engages and orients the reader by
setting out a problem situation,
and establishing one or multiple
point(s) of view.
characters.
the writing task.
Somewhat engages or orient
problem, situation, and
point(s) of view.
reader by establishing a context
a point view.
and/or characters.
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
P
l
o
t

Expertly creates a smooth progression
of experiences or events.
sequence events that 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).
Skillfully provides a conclusion that
clearly follows from and reflects on
what is experienced, observed or
resolved over the course of the
narrative.
sequence events that build on one
another to create a coherent
whole.
from and reflects on what is
experienced, observed, or resolved
over the course of the narrative.
or disjointed.
Techniques do not build on
coherent whole.
that may not connect to the
events.
Creates an event sequence that
unfolds unnaturally and/or
illogically.
techniques to create coherence.
narrated experiences or events.
N
a
r
r
a
t
i
v
e

T
e
c
h
n
i
q
u
e

techniques such as dialogue, pacing,
description, reflection, and multiple
plot lines to develop experiences,
language to convey a vivid picture of
the experiences, events, setting
and/or characters.
dialogue, pacing, and description to
develop experiences, events, and
or/characters.
action and convey experiences and
events.
characters.
sensory language.
techniques.
Does not use sensory language
or descriptive details.
L
a
n
g
u
a
g
e

structure.

structure.
conventions.

Uses limited and/or
repetitive sentence
structure
confusion.
fragments/run-ons).
Has serious and pervasive errors
in conventions.

R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
accuracy.
resources.
accuracy.
available resources
accuracy
sources.
available resources
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n

Displays consistent MLA formatting

referencing list.
properly.

reference list.
properly.

Does not conform to formatting
in text and reference list

C
o
m
p
o
s
i
t
e

S
c
o
r
e

_ Comments:


136

9
th
- 10
th
Grade CUSD
Crite
rion
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

the writing task.
thesis statement.
writing task
thesis statement.
with writing tasks.
statement.
tasks.
statement.
unrelated to task.
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

the introduction.
Thoroughly develops complex topic(s)
presented, articulating significance of
the topic.
transition/ linking words, phrases, and
clauses within or between paragraphs
and sections.
comprehension.
introduction.
body paragraphs.
presented, articulating
significance of topic.
between paragraphs and
sections
information to aid
comprehension.
aid comprehension.
body paragraphs
conclusion or omits
conclusion
Uses few to no
ideas.
D
e
v
e
l
o
p
m
e
n
t

Skillfully develops the topic using well-
chosen facts, definitions, concrete
details, quotes, and other information
and examples that are pertinent and
substantial.
credible sources
topic or text.
Shows competent
the topic.
sources
Shows inaccurate
text.
L
a
n
g
u
a
g
e

structure.
purpose.
sentence structure.
Has minor errors in conventions
sentence structure.
confusion.
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
sources.
resources
accuracy
sources.
available resources
accuracy.
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n
Displays use of MLA formatting and
reference list.

formatting and in referencing
list.
properly.

MLA formatting in text and in
reference list.
properly.

Does not conform to MLA
reference list
properly


137

9
th
-10
th
Grade CUSD

Score
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

Insightfully addresses all aspects of the
writing task.
thesis statement.
writing task.
thesis statement.
with writing tasks.
statement.
task.
lacks a thesis statement.
unrelated to task.
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

Skillfully orients reader to topic(s) in the
introduction.
the topic.
and sections.
Purposefully and logically uses a variety
of techniques (e.g., headings, charts) to
information to aid comprehension.
introduction.
body paragraphs.
from and supports information or
explanation presented,
articulating significance of topic.
transition/linking words, phrases,
paragraphs and sections
Uses a variety of techniques (e.g.,
ideas, concepts, and information
to aid comprehension.
may weakly articulate significance
of the topic.
and clauses.
headings, charts) to inadequately
information to aid
comprehension.
conclusion or omits
conclusion
Uses few to no
ideas.
D
e
v
e
l
o
p
m
e
n
t

substantial.
Effectively integrates and cites credible
sources
Shows insightful understanding of topic
or text.
details, quotes, and other
information and examples that
are relevant and sufficient.
Competently integrates and cites
credible sources.
Shows competent understanding
of topic or text.
the topic.
sources
topic.
sources.
Shows inaccurate
text.
L
a
n
g
u
a
g
e

structure.
Has minimal to no errors in conventions
(grammar, punctuation, spelling,
capitalization).
Strategically uses academic and domain-
specific vocabulary clearly appropriate
structure.
sentence structure.
confusion.
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
accuracy.
resources.
accuracy.
resources
sources.
available resources
the resources with
accuracy.
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n

Displays use of MLA formatting and
reference list.

formatting and in referencing list.
Cited most sources fully and
properly.

Displays inconsistent use of MLA
reference list.
properly.

Does not conform to MLA
reference list
properly

C
o
m
p
o
s
i
t
e

S
c
o
r
e

Comment(s)


138

9
th
-10
th
Grade CUSD
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

the writing task.
Introduces artful and precise claim(s)
in a sophisticated thesis statement.

writing task.
Thesis/focus is clear, it aligns
with the writing task.

claim in a weak thesis
statement.
tasks.

task.
relevant claim(s)
Thesis/focus is unclear.
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

the introduction.
supports claim(s).
paragraphs.
to end.
introduction.
body paragraphs.
claim(s).
between paragraphs
conclusion.
conclusion or omits
conclusion
Uses few or no
ideas.
E
v
i
d
e
n
c
e

/

S
u
p
p
o
r
t

Seamlessly and effectively integrates
and cites credible sources and/or
textual evidence.
counter-claim(s).

evidence.
counter-claim(s).

the topic.
sources.
opposing claim(s).

topic.
sources.
claim(s).

A
n
a
l
y
s
i
s

topic or text.
Shows competent
Shows inaccurate
text.
with claim(s).
L
a
n
g
u
a
g
e

structure.
purpose.
sentence structure.
conventions
sentence structure.
confusion.
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
sources.
accuracy.
resources
sources.
available resources
the resources with
accuracy.
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n
reference list.

properly.

reference list.
properly.

Does not conform to
reference list
properly


139

9
th
-10
th
Grade CUSD
Argumentative Writing Analytic Rubric

Score
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

the writing task.
Introduces artful and precise claim(s)
in a sophisticated thesis statement.

writing task.
Introduces reasonable claim in
a clear thesis statement.
Thesis/focus is clear, it aligns
with the writing task.

Partially responds to most parts of
the writing task.
claim in a weak thesis statement.

claim(s)
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

the introduction.
supports claim(s).
paragraphs.
progression of ideas from beginning to
end.
introduction.
body paragraphs.
claim(s).
between paragraphs
conclusion.
and clauses.
Fails to develop claims(s) with
body paragraphs
conclusion or omits
conclusion
Uses few or no
ideas.
E
v
i
d
e
n
c
e

/

S
u
p
p
o
r
t
textual evidence.
Convincingly refutes specific counter-
claim(s).

evidence.
counter-claim(s).

Provides minimal and/or irrelevant
evidence to develop the topic.
sources.
opposing claim(s).

claim(s).

A
n
a
l
y
s
i
s

topic or text.
Uses persuasive and valid reasoning to
connect evidence with claim(s).
Shows competent
Shows inaccurate
text.
Reasoning is missing or does
not connect evidence with
claim(s).
L
a
n
g
u
a
g
e

structure.
purpose.
sentence structure.
conventions
and domain-specific vocabulary
sentence structure.
confusion.
purpose.
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
accuracy.
text support from the resources
with accuracy.
resources
sources.
available resources
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n

reference list.

properly.

formatting in text and in reference
list.
properly.
Does not conform to
reference list
properly

C
o
m
p
o
s
i
t
e

S
c
o
r
e

Comment(s)


140

11
th
-12
th
Grade
Writing Rubrics
References used:


141

11
th
-12
th
Grade CUSD
CCSS Narrative Holistic Rubric
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

E
x
p
o
s
i
t
i
o
n

writing task.
situation, or observation and its
significance, and establishing one or
characters.
writing task.
reader by setting out a
problem situation, and
point(s) of view.
characters.
Partially address aspects of the
writing task.
Somewhat engages or orient the
situation, and establishing one or
Attempts to introduce a narrator
and/or characters.
point(s) or view.
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
P
l
o
t

Expertly creates a smooth
progression of experiences or events.
Adeptly uses a variety of techniques
to sequence events that 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).
Skillfully provides a conclusion that
clearly follows from and reflects on
what is experienced, observed or
resolved over the course of the
narrative.
Creates a smooth progression
of experiences or events
to sequence events that build
on one another to create a
coherent whole (e.g., a sense
of mystery, suspense, growth,
or resolution).
what is experienced,
observed, or resolved over
the course of the narrative.
Progression of experiences or
events may be confusing or
disjointed.
Uses minimal sequencing
techniques to build and create
coherent whole.
Provides a weak conclusion that
may not connect to the narrated
and/or illogically.
coherence.
events.
N
a
r
r
a
t
i
v
e

T
e
c
h
n
i
q
u
e

description, reflection, and multiple
plot lines to develop experiences,
language to convey a vivid picture of
the experiences, events, setting
and/or characters.
or/characters.
Uses precise words and
details, and sensory language
to capture the action and
convey experiences and
events.
techniques, such as a dialogue,
pacing, and description to
and/or characters.
Uses concrete words or phrases
with limited use of descriptive
details and sensory language.
techniques.
details.
L
a
n
g
u
a
g
e

structure.

sentence structure.
conventions.

sentence structure
confusion.

fragments/run-ons).
.
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
sources.
resources
sources.
available resources
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n

Displays consistent MLA formatting
.
Displays MLA formatting and
in referencing list.
properly.

reference list.
properly.

Does not conform to
reference list
properly.


142

11
th
-12
th
Grade CUSD

score
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

E
x
p
o
s
i
t
i
o
n

writing task.
reader by setting out a problem, situation,
or observation and its significance, and
establishing one or multiple point(s) of
view.
characters.
Address all aspects of the writing
task.
by setting out a problem
situation, and establishing one or
characters.
the writing task.
Somewhat engages or
setting out a problem,
situation, and establishing
one or multiple point(s) of
view.
reader by setting out a
point(s) or view.
and/or characters.
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
P
l
o
t

Expertly creates a smooth progression of
Adeptly uses a variety of techniques to
sequence events that 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).
Skillfully provides a conclusion that clearly
follows from and reflects on what is
experienced, observed or resolved over
the course of the narrative.
one another to create a coherent
whole (e.g., a sense of mystery,
suspense, growth, or resolution).
what is experienced, observed,
or resolved over the course of
the narrative.
or disjointed.
Uses minimal sequencing
techniques to build and
create coherent whole.
that may not connect to
the narrated experiences
or events.
and/or illogically.
coherence.
events.
N
a
r
r
a
t
i
v
e

T
e
c
h
n
i
q
u
e

description, reflection, and multiple plot
lines to develop experiences, events,
and/or characters.
Stylishly uses precise words and phrases,
telling details, and sensory language to
convey a vivid picture of the experiences,
events, setting and/or characters.
dialogue, pacing, and description
and or/characters.
and events.
and/or characters.
sensory language.
techniques.
details.
L
a
n
g
u
a
g
e

structure.
capitalization).

structure.
conventions.

Uses limited and/or
repetitive sentence
structure
confusion.

fragments/run-ons).

R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

Makes effective use of available resources.
Effectively uses relevant and sufficient text
support from the resources with accuracy.
resources.
accuracy.
available resources
Inconsistently uses
with accuracy
Inconsistently uses
credible sources.
available resources
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n

Displays consistent MLA formatting and in
referencing list.

referencing list.
properly.

reference list.
properly.

Does not conform to
reference list
properly

C
o
m
p
o
s
i
t
e

S
c
o
r
e
_ Comments:


143

11
th
- 12
th
Grade CUSD
Crite
rion
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

the writing task.
thesis statement.
writing task.
thesis statement.
with writing tasks.
statement.
tasks.
statement.
unrelated to task.
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

the introduction.
with relevant body paragraphs,
building on preceding information.
the topic.
and sections.
comprehension.
introduction.
body paragraphs.
between paragraphs
information to aid
comprehension.
aid comprehension.
body paragraphs
conclusion or omits
conclusion
Uses few to no
ideas.
D
e
v
e
l
o
p
m
e
n
t

substantial
credible sources
topic or text.
Shows competent
the topic.
sources
Shows inaccurate
text.
L
a
n
g
u
a
g
e

structure.
Competently uses figurative writing.
purpose.
sentence structure.
Effectively uses figurative
language.
Uses academic and domain-
and purpose.
sentence structure.
confusion.
Inadequately uses figurative
language.
Fails to use figurative
language.
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
accuracy.
accuracy.
resources
sources.
available resources
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n
reference list.

properly.
.
reference list.
properly.

Does not conform to
reference list
properly


144

11
th
-12
th
Grade CUSD

Score
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

writing task.
Introduces topic(s) in a sophisticated thesis
statement.
Thesis/focus is precisely articulated, closely
aligned with the writing task, and
consistently demonstrated throughout the
paper.
writing task.
thesis statement.
with writing tasks.
the writing task.
topic(s) in a weak thesis statement.
statement.
unrelated to task.
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

Skillfully orients the reader to topic(s) in
introduction.
Thoroughly develops complex topic(s) with
relevant body paragraphs, building on
preceding information.
conclusion that follows from and supports
information or explanation presented,
articulating significance of the topic.
Creates cohesion and clarifies relationships
through skillful use of transition/ linking
words, phrases, and clauses within or
between paragraphs and sections.
Purposefully and logically uses a variety of
techniques (e.g., headings, charts) to
organize ideas, concepts, and information to
aid comprehension.
introduction.
body paragraphs.
between paragraphs
information to aid
comprehension.
Inadequately develops topic(s) with
minimal body paragraphs
Provides a sense of closure, but may
weakly articulate significance of the
topic.
and clauses.
Uses few techniques (e.g., headings,
charts) to inadequately organize
ideas, concepts, and information to
aid comprehension.
Fails to orient reader to topic(s)
in introduction or introduction
is missing.
body paragraphs
Uses few to no
organization of ideas..
D
e
v
e
l
o
p
m
e
n
t

Skillfully develops the topic using well-chosen
facts, definitions, concrete details, quotes,
and other information and examples that are
Effectively integrates and cites credible
sources
Shows insightful understanding of topic or
text.
other information and
examples that are relevant and
sufficient.
Shows competent
Incorrectly integrates/ cites sources
Shows inaccurate
L
a
n
g
u
a
g
e

structure.
capitalization).
Competently uses figurative writing.
specific vocabulary clearly appropriate for
the audience and purpose.
sentence structure.
Has minor errors in
conventions
Effectively uses figurative
language.
Uses academic and domain-
and purpose.
sentence structure.
Has numerous errors in conventions
which cause confusion.
Inadequately uses figurative
language.
purpose.
fragments/ run-ons)
Fails to use figurative language.
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

Makes effective use of available resources.
Effectively uses relevant and sufficient text
support from the resources with accuracy.
resources
Inconsistently uses credible sources.
available resources
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n

Displays use of formatting and reference list.

properly.

list.
Cites few sources fully and properly.

Does not conform to
reference list

C
o
m
p
o
s
i
t
e

S
c
o
r
e

Comment(s)


145

11
th
-12
th
Grade CUSD
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

writing task.
Introduces artful and precise claim(s) in
a sophisticated thesis statement.

writing task.
Thesis/focus clear, it aligns with
the writing task.

the writing task.

claim(s)
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

the introduction.
supports claim(s).
paragraphs.
to end.
introduction.
body paragraphs.
claim(s).
between paragraphs
conclusion.
conclusion or omits
conclusion
Uses few or no
ideas.
E
v
i
d
e
n
c
e

/

S
u
p
p
o
r
t
textual evidence.
counter-claim(s).

evidence.
counter-claim(s).

the topic.
sources.
opposing claim(s).

topic.
sources.
claim(s).

A
n
a
l
y
s
i
s

topic or text.
Shows competent
Shows inaccurate
text.
with claim(s).
L
a
n
g
u
a
g
e

structure.
purpose.
sentence structure.
conventions
sentence structure.
confusion.
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
sources.
accuracy.
resources
sources.
available resources
the resources with
accuracy.
sources.
D
o
c
u
m
e
n
t
a
t
i
o
n
reference list.
.
properly.

reference list.
properly.

Does not conform to
reference list
properly


146

11
th
-12
th
Grade CUSD
CCSS Argumentative Writing Analytic Rubric

Score
4
The writer-
3
The writer-
2
The writer-
1
The writer-
0

F
o
c
u
s
/

C
l
a
i
m

writing task.
Introduces artful and precise claim(s) in
a sophisticated thesis statement.
closely aligned with the writing task, and
consistently demonstrated throughout
the paper.

writing task.
Thesis/focus clear, it aligns with
the writing task.

the writing task.

Minimally addresses some or few
claim(s)
N
o

R
e
s
p
o
n
s
e

O
r
g
a
n
i
z
a
t
i
o
n

/
S
t
r
u
c
t
u
r
e

Skillfully orients reader to topic(s) in the
introduction.
supports claim(s).
Creates cohesion through skillful use of
clauses within or between paragraphs.
progression of ideas from beginning to
end.
introduction.
body paragraphs.
claim(s).
between paragraphs
Inadequately develops claim(s) with
minimal body paragraphs
Provides an inadequate conclusion.
and clauses.
Fails to orient reader to topic(s) in
introduction or introduction is
missing.
Fails to develop claims(s) with
body paragraphs
Uses few or no transition/linking
words, phrases, or clauses.
organization of ideas.
E
v
i
d
e
n
c
e

/

S
u
p
p
o
r
t

textual evidence.
Convincingly refutes specific counter-
claim(s).

Competently integrates and cites
credible sources or text
evidence.
counter-claim(s).

sources.
opposing claim(s).

Provides inaccurate, little, or no
evidence to support topic.
Fails to acknowledge alternate or
opposing claim(s).

A
n
a
l
y
s
i
s

Shows insightful understanding of topic
or text.
Uses persuasive and valid reasoning to
Shows competent understanding
of topic or text.
Shows inaccurate understanding
of topic or text.
Reasoning is missing or does not
L
a
n
g
u
a
g
e

structure.
capitalization).
specific vocabulary clearly appropriate
structure.
conventions
sentence structure.
Has numerous errors in conventions
which cause confusion.
purpose.
fragments/ run-ons)
Has serious and pervasive errors
in conventions.
R
e
a
d
i
n
g

a
n
d

R
e
s
e
a
r
c
h

resources.
accuracy.
resources.
accuracy.
resources
sources.
available resources
Fails to use relevant and sufficient
text support from the resources
with accuracy.
Attempts to use credible sources.
D
o
c
u
m
e
n
t
a
t
i
o
n

Displays use of formatting and reference
list.

properly.

list.
Cites few sources fully and properly.

Does not conform to formatting
in text and reference list

C
o
m
p
o
s
i
t
e

S
c
o
r
e

Comment(s)


147

The more students take the time to thoughtfully plan when writingthe better
the writing product will become!


CCSS Resources and
Strategies

2013 and Beyond

148

Writing Process Instructional Sequence
70

T
h
i
n
k
,

S
a
y
,

R
e
s
e
a
r
c
h
,

P
i
c
t
u
r
e

I
t

Build Concept and Foundation

Identify the Task

Identify the Text Structure

Plan

W
r
i
t
e

a
n
d

R
e
s
e
a
r
c
h

I
t

Prewrite

Draft

Peer Feedback
Revise, Edit, and Reflect
Publish, Showcase & Present

70
CABE: Learning Headquarters Instructional Sequence; Appendix B/C for CCSS;
RESEARCH
Research occurs during the
entire writing process. Students
need to research when they are
planning, during prewriting,
drafting and even during the
revision.
Students need evidence to
support their claim.

149

Basic Steps for Introducing Writing
Build Concept and
Foundation
This is where the teacher introduces a topic by engaging students and building a
foundation using multiple formats such as: a PowerPoint, video, music, story, hot
topics, websites, podcastsetc. Teachers will help students identify text types,
components, structural organizations, and genre-specific techniques.
Identify the Task Identify the writing task. What is the task stating? What do I have to do? Who
will be the audience?
Identify the
Structure
Identify the structure(s) to use in their writing. (Narrative (Real/ Imagine),
Argumentative, or Informational/Explanatory).
The Writing Process
Plan Brainstorm ideas by using thinking maps to plan out possible ideas for writing.
Prewrite Use the writing task specific template or teacher made template to write down
relevant ideas/concepts logically.
Draft Use brainstormed ideas to write down a coherent, organized, and focused rough
draft. Also, use appropriate diction that will create an appropriate tone for the
intended audience (teacher, other students, college admissions officers, etc.).
Peer to Peer Evaluate each others writing using the peer to peer evaluation/ feedback form.
(Note: Feedback form can be found on.).
Revise, Edit, and
Reflect
Revise: Reread holistically the first draft and verify/ check that all information
relates to the topic. Make certain that the ideas are arranged logically and that
they flow coherently. Utilize suggestions stated by your peer on the feedback
form.
Edit: Once revision is done, proofread for major punctuation, spelling,
capitalization, and mechanical errors. This can be done by utilizing the
proofreading marks and symbols (See page ).
Publish, Showcase
& Present
Publish: Publish the paper to a large audience.

Reflect: Think about the writing process, the challenges you encountered, and
the steps you will take to raise your writing skills to the next level. Describe your
overall learning experience during the activity.


150

Basic Steps for Introducing Writing
As students write their essay, it is crucial for them to understand to whom they are writing (audience),
why they are writing (purpose), and how they will write it (structure).
Audience Purpose Structure
Other students
Primary Teacher
College Professor/
Admissions
Friends
Family members
Other teachers
The general public
A Scholarship committee
The school board or city
council
Local business
___________________
Local organization
____________________
Other
____________________

To persuade
To inform
To demonstrate
Understanding
To define or explain
To describe
To state in sequential
order
To synthesize
To analyze
To compare
To evaluate
To problem solve
to identify a cause and
effect relationship
To entertain
Other:
______________________

Narrative Essay
Informational Report/Essay
Argumentative Report/
Essay
Research Report
Letter
Story
Poem
Diary
Article
Other:
_______________________


151

Pre Writing Strategies
71

Strategy Description Example
Free Writing Write without stopping for a designated
period of time on a given subject. Write
without concern for spelling, punctuation, and
grammar. Put down whatever comes into your
mind.
Students get 5 minutes to write about the
current events surrounding deforestation.
Rule: Dont lift your pencil from the paper. Keep
writing until you hear the timer.
Listing Make a quick list of ideas about a topic. Sort
out the ones you like the best later.
Students make a list of topics/ideas from a
specific performance task. Students can use a
thinking map for this section (Tree Map, Circle
Map).
Clustering Make a visual grouping of ideas on paper,
using balloons and lines to connect them.

Journal
Keep a journal of thoughts about the performance
task/topic or class discussion.
During the Do Now of the academic instruction, a
performance task is ready for students to do when

71
San Diego Avid High School Writing Guide; NCpublicschools.org High School Writing Guide
Freewriting Listing Clustering
Journal/
Quick
writes
Thinking
Maps
Outlining Cubing
Prewriting refers to activities done prior to or during early drafting which engage students in thinking about and
gathering ideas. Students can benefit from free association techniques (such as brainstorming, listing, clustering,
visualization, or freewriting) as well as more structured techniques (such as the use of graphic organizers, outlining,
or questioning). They also benefit from activities that engage them authentically in an experience (such as a
seminar discussion of ideas, a lab experience, an artistic process, a sensory activity) which leads into an opportunity
to write about the experience or the issues that it raised.

152

they enter the room.
Outlining Develop an organized plan of presenting the
material. It is the process of sorting and
classifying the relationships that exist between
ideas.
Students can use a Tree Map to classify/
organize ideas:

Cubing Cubing enables you to consider your topic
from six different directions; just as a cube is
six-sided, your cubing brainstorming will result
in six sides or approaches to the topic.
Take a sheet of paper, consider your topic, and
respond to these six commands.
Describe it.
Compare it.
Associate it.
Analyze it.
Apply it.
Argue for and against it.

Note: These are only samples of pre-writing strategies. There are many more that may be used.

Steps for Implementing Pre-writing Strategies
72
:
1. Explain the purpose of the technique being used.
2. Model use of the technique.
3. Allow students to experiment with the technique.
4. Ask the students how it felt to use the technique.

Teachers can help students understand that not all techniques work for all
writers or for all writing situations and that while prewriting activities may
take time, they can help make the actual writing of the paper be much more
productive.

72
High School Writing Guide, AVID

153

Brainstorming Strategies using Thinking Maps
73

Thinking Map Questions to ask when
brainstorming
Visual
Circle Map
How are you defining this
task/idea/concept? What is the
context? What is your frame of
reference?

Bubble Map
How are you describing this
task/idea/concept? Which
adjectives would best describe this
thing?

Double Bubble Map
What are the similar and different
qualities of these things/
task/idea/concept? What type of
evidence do you have?

Tree Map
What are the main ideas,
supporting ideas and details in this
information? What type of
evidence do you have?

Brace Map
What are the components parts
and subparts of this whole
physical object?

Flow Map
What happened? What is the
sequence of events? What are the
sub-stages?

Multi-Flow Map
What are the causes and effects of
this event? What might happen
next?

Bridge Map
What is the analogy being used?
What is the guiding metaphor?

73
Thinking Maps: A Language for Learning (Introducing Thinking Maps) 2007

154

CCSS Introductory Paragraph
74

This is a basic model for developing an introductory narrative paragraph for 6
th
-12
th
grade. The
level of complexity and depth will depend on the instruction provided by teachers across the
curriculum. This can be used for real or imagined narrative writing.

CCSS Narrative Introductory Paragraph Student Form

74
Empowering Writers Narrative Guide; What Is a Bridge Statement in English Homework? | eHow.com; Laurel
template hooks.
H
o
o
k

B
r
i
d
g
e

T
h
e
s
i
s

Other ____________________
For Example:
Provide background information/ exposition Define
Set the scene State a Reason
Provide relevant detail Other: _________________

1. a clearly identifiable topic or subject matter, and
2. a succinct summary of what you have to say about that topic

dont) need to include in your analysis. Students should not include I in the thesis.


155

NAME: ______________________________DATE:__________ PERIOD____
TASK: ____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
DEFINITION DESCRIPTION PROCEDURAL/SEQUENTIAL SYNTHESIS ANALYSIS COMPARISON
EVALUATION PROBLEM SOLVING CAUSE-EFFECT OTHER:_____________

H
o
o
k

B
r
i
d
g
e

T
h
e
s
i
s


156

Proofreading Marks and Symbols
75

Mark Definition Example

Capital letter needed

NC
Not clear She like pears with apples but not apples.

NC

Insert a letter, word, punctuation

Delete a word

New paragraph is needed

Punctuation is needed

Spelling Incorrect

Anne invited all her freinds to the party

Transpose letters or words

/
Lower case letter is needed

DQ = Direct Quote is needed SAW= Simplify awkward wording
LD = Lacks Development CS = Comma Splice
PASS = Passive Voice WEAK = Weak evidence
T = Transitional word is needed S = Simplify
NS = fragment RUN = Run on sentence
# = Separate the words WC = Word Choice
Specific to High School: // Parallel Structure

75
Holt Literature and Language Arts; Ocean City School District High School Writing


157

CCSS Hooks
Hooks are devices used by writers to grab readers attention. A hook involves dangling elements (literary
device) of the story before the readers so they cant help but bite. This is done by making the readers
want to know more - the who, what, where, when, how, and why of the story.
76
(Note: teachers may
incorporate their own hooks).
Hooks Definition Example
Action Grab the readers attention by putting a main
character in your setting doing something
interesting and relevant to the story.
Joey ran full steam ahead across the corral and jumped on
the back of the wild stallion! He knew he had to get away.
Anecdote Grade the readers attention by putting a
personal story that is related to the topic in
your essay.
It may be true or mostly true, but should be
entirely believable.
When I was a young boy, my father worked at a coal mine.
For 27 years, he made it his occupation to scrape and claw
and grunt his way into the bowels of the earth, searching for
fuel. On April 19, 2004, the bowels of the earth clawed
back."
Analogy Grab the readers attention by understanding a
complicated subject or view a common
experience in a new way. Analogies can be
used with other methods of development to
explain a process, define a concept, narrate an
event, or describe a person or place.
"Sailing a ship through a storm is . . . a good analogy for the
conditions inside an organization during turbulent times,
since not only will there be the external turbulence to deal
with, but internal turbulence as well . . .."(Peter Lorange,
Leading in Turbulent Times, 2010)
Dialogue Grab the readers attention by have the main
character say something.
I cant wait to see the Grand Canyon! I shouted. I buckled
my seat belt and hugged my moms arm as the plane
ascended into the clear blue sky.
Question Grab the readers attention by showing the
main characters thoughts, or raise a story
question.
I wondered if wed make it out alive? The snow kept falling
around the car as I grabbed my jacket.
Reaction Grab the readers attention by having a
character think something.
Oh, now Im seriously in for it, I thought to myself. I could tell
from her tone that this would be no ordinary punishment.
What couldnt tell was precisely how much she knew. As I
pondered how I could spin a story in order to minimize my
consequence, I realized that keeping my mom, who was sure
to be in red-face rage, was probably not a good idea right
now.77
Suspense &
Anticipation
Grab the readers attention through the use of
a sound or a suspenseful moment.
BOOM! Jack flinched as the thunder and lightning rolled in
over the hills
Statistics
78
Grab the readers attention by using an
interesting research statistic.
On a recent anonymous survey, over ninety percent of high
school males admitted to secretly enjoying the music of 'N
Sync and to practicing their "dance moves."
Current Event Grab the readers attention by using a current
event.
Today on Wall Street, chewing gum giant, Wrigley, bought
out Adams. Adams is a small company known for such
unusual chewing gum flavors as clove and licorice. When
asked if Wrigley will continue these flavors, a spokesperson
said, They are a bit odd-ball, but we will serve our
customers what they want.

76
Inventing Reality: A guide to fiction; Empowering Writers Narrative Guide
http://empoweringwriters.com/content/wp-content/uploads/2012/02/web.Parents_Corner_Narrative.pdf
77
Laurel Writing Leads
78
Types of Hooks PDF from http://davincihumanities11.wikispaces.com/file/view/hooks.pdf

158

Ideas for Writing a Bridge
Bridge Sentence
How will students create a bridge between the hook and thesis? A
writer uses a bridge statement, or bridge sentence, to link one idea to
another and create a smooth transition between ideas. One of the most
important bridge statements in an essay, within the introductory
paragraph, sets the scene for the reader. The opening statement usually
functions as a "hook" or attention grabber to draw in the reader. After this comes your bridge
statement, which explains how the opening is relevant to the thesis. The last sentence of the
introductory paragraph contains the thesis statement, which demonstrates or sets the stage for what
the reader can expect from the rest of your paper.

Steps to developing a bridge in an introductory paragraph:

Step 1: Have students read the performance task, identify the text structure, purpose and audience, and
begin prewriting. Then, have students develop their thesis statement
Step 2: Have students develop a hook that will entice the reader
Step 3: Have the students develop a bridge between the hook and the thesis:
What type of information is needed to transition from a hook to the thesis?
Do you need to define any terms, ideas or concepts?
Is there a need to develop background knowledge for the thesis?
Do you need to establish the scene/scenario?
Do you need to introduce the performance task?
Step 4: Have students share their introductory paragraphs and use the peer to peer guidelines to
support the collaboration process.

Example: Gnome-Phobia in America

In 2004, the Gnome Liberation Front (GLF) was created. This group of people believes that gnomes
should be free, not prisoners of their owners garden. The GLF has now begun gnome-napping, the act
of stealing gnomes and freeing them in the wilderness; however, the law is unwilling to do anything.
Many police state that the gnomes are not a serious enough offense to deal with and that they have
larger crimes to deal with. This is not acceptable. The law should be taking the gnome-napping more
seriously because people are committing a crime. 4. Gnome-napping is stealing personal property, and
is illegal, morally wrong, and disrespectful.

1. Attention getter
2. State your problem.
3. Bridge or transition sentences
4. Thesis statement

**NOTE: This doesnt mean your intro is 4 sentences long. It just has 4 parts.


159

Thesis Statement
79

1. a clearly identifiable topic or subject matter, and
2. a succinct summary of your main idea about that topic

dont) need to include in your analysis.

The thesis statement is traditionally found near the end of your introduction, though this may change
depending on the assignment. Dont be afraid to draft a thesis statement that is more than one
sentence. Your thesis may change during the writing process.
Examples:
Topic Compare and contrast the reasons why the North and South fought the Civil War.
You turn on the computer and type out the following:
Weak Thesis The North and South fought the Civil War for many reasons, some of which were the
same and some different
Strong Thesis While both Northerners and Southerners believed they fought against tyranny and
oppression, Northerners focused on the oppression of slaves while Southerners
defended their own right to self-government.

Topic Write an analysis of some aspect of Mark Twains novel Huckleberry Finn.
Weak Thesis Mark Twains Huckleberry Finn is a great American novel.
Strong Thesis Through its contrasting river and shore scenes, Twains Huckleberry Finn suggests
that to find the true expression of American democratic ideals, one must leave
civilized society and go back to nature.

Answers a specific question
Takes a distinct position on the topic
Is debatable (a reasonable person could argue an alternative position)
Appropriately focused for the page length of the assignment
Allows your reader to anticipate the organization of your argument

79
Vanderbilt University: www.vanderbilt.edu/writing
What is a thesis statement?
Characteristics of a STRONG thesis statement:

160

THESIS Statement Checklist!
Ask yourself the following questions as you work your way through the writing process:

Is my thesis debatable?
If it isnt debatable, why spend the time to write about it?

Does my thesis make a specific claim on the topic?
It is not a general topic or question; rather, it takes a stand on the topic at hand.

Does my thesis offer a roadmap for the reader?
The thesis offers a roadmap for your readers to see the summary of your main idea on the topic.

Does my thesis contain domain specific vocabulary?
Include domain specific vocabulary in your thesis related to the topic of your paper.

Does my thesis really reflect my final argument?
When youre finished with a draft, revise your thesis so that it reflects what youre really saying, or
revise the rest of the paper so that it proves your thesis.


161

Peer to Peer Guidelines for Communication
Peer to Peer guidelines for communication during writing will support students in discussing essential
points in their writing, receiving and giving feedback, and meta-cognitively increasing their critical
analysis of writing.

Sentence frames for discussion
80
:
Tell What You Think Listen and Respond to Your
Partner
Clarification
I think that because __________.

One reason I feel this way is
___________ .

My idea is similar to yours. I also think
that ___________________.

My idea is different from yours. I
think___________.

I like the way you wrote __________.

One way to improve your writing is to
_________.

One way to improve the structure of your
writing is to ___________________.
What do you mean by _______?

I have a question
about__________.

So you are saying that
________.

In other words, you think
_________.

What I think you are saying
is__________.

80
Kate Kinsella CABE Conference 2013; READ 180 program
Share your
writing with a
partner.
Step
1
Complete the
peer to peer
form.
Step
2
Identify at least
2 good points of
the writing.
Identify 2 areas
to improve.
Step
3
Discuss with
your partner
ways he/she
can improve
their writing.
Step
4

162

Writing Peer to Peer Feedback Form
NAME: ____________________________ PEER: ______________________________ DATE:
____________________ PERIOD: _______

Yes Somewha
t
No
1. Is there a narrative focus present in the writing?

Y S N
2. Is the writing organized?

Y S N
3. Did the writer elaborate through effective use of a variety
of narrative techniques that advance the story or
illustrate the experience?

Y S N
4. Did the writer use effective use of sensory, concrete, and
figurative language clearly?

Y S N
5. Is there a thesis in the writing?

Y S N
6. Did the writer spell the majority of the words correctly?

Y S N
7. Did the writer capitalize words correctly? Y S N

Two compliments about the work are:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Two suggestions about the work are:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Any other ideas or comments:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________


163

Charting Verbs List
81

Charting Verb Lists can be used to accurately select a verb that best explains what an author/ writer is
doing in a paragraph. Students can use the spaces next to the verb to identify synonyms to use
throughout their writing.
High-Frequency Chart
Analyzing:______________________________
Arguing:________________________________
Asserting:______________________________
Comparing:_____________________________
Contrasting:_____________________________
Connecting:_____________________________
Defining:______________________________
Debating:_______________________________
Clarifying:______________________________
Concluding:_____________________________
Discussing:______________________________
Developing:_____________________________
Extending:______________________________
Explaining:______________________________
Interpreting:_____________________________
Illustrating:______________________________
Introducing:_____________________________
Listing:_________________________________
Offering:_______________________________
Proving:________________________________
Questioning:_____________________________
Stating:_________________________________
Suggesting:______________________________
Summarizing:___________________________

Medium Frequency Words
Acknowledging:__________________________
Challenging:_____________________________
Compiling:_ ____________________________
Differentiating:__________________________
Distinguishing:___________________________
Establishing:____________________________
Generalizing:____________________________
Incorporating:___________________________
Justifying:_______________________________
Predicting:______________________________
Qualifying:_ _____________________________
Substantiating:___________________________

81
AVID Strategy for Informational Writing

164

Transitional Devices
82

Here is a chart of the transitional devices (also called conjunctive adverbs or adverbial conjunctions)
accompanied with a simplified definition of function (note that some devices appear more than once).

82
Source: http://grammar.ccc.commnet.edu/grammar/transitions.htm
Function Examples
addition
again, also, and, and then, besides, equally important, finally, first, further,
furthermore, in addition, in the first place, last, moreover, next, second, still,
too

comparison
also, in the same way, likewise, similarly

concession
granted, naturally, of course

contrast
although, and yet, at the same time, but at the same time, despite that, even
so, even though, for all that, however, in contrast, in spite of, instead,
nevertheless, notwithstanding, on the contrary, on the other hand,
otherwise, regardless, still, though, yet

emphasis
certainly, indeed, in fact, of course

example or
illustration
after all, as an illustration, even, for example, for instance, in conclusion,
indeed, in fact, in other words, in short, it is true, of course, namely,
specifically, that is, to illustrate, thus, truly

summary
all in all, altogether, as has been said, finally, in brief, in conclusion, in other
words, in particular, in short, in simpler terms, in summary, on the whole,
that is, therefore, to put it differently, to summarize

time sequence
after a while, afterward, again, also, and then, as long as, at last, at length, at
that time, before, besides, earlier, eventually, finally, formerly, further,
furthermore, in addition, in the first place, in the past, last, lately, meanwhile,
moreover, next, now, presently, second, shortly, simultaneously, since, so far,
soon, still, subsequently, then, thereafter, too, until, until now, when


165

Argument Writing: Philosophical Chairs Strategy
83

Subject Matter Application:
In theory, learning happens when students use critical thinking to resolve subsequent
conflicts, which arise when presented with alternative perspectives, ideas or contradictions to
what they have previously learning or believe. Philosophical Chairs is a technique to allow
students to critically think, verbally ponder and logically write their beliefs.

How to apply Philosophical Chairs before, during, after writing an argument:

Step 1 Students read, prior to coming to class, a newspaper article, short story, essay or
literary selection, taking notes as they read; bring those notes to class.
Step 2 After reading and taking notes students are presented with a second or third level
question that will elicit thought and discussion. Teacher can provide question for
first few discussions and may allow students to collaborate to create future
questions if so desired.
Step 3 The chairs are then placed in a horseshoe seating arrangement, with the two
ends longer than the back.

Step 4 Students are told they will argue the merits of the question and that their choice
of seat during the discussion will illustrate their position. if they believe the
answer to the question is yes, they should sit on the right, if they believe the
answer to the question is no, they should sit on the left, and if they are
undecided, they should sit at the back of the horseshoe. They will have the
opportunity to move as their minds change.
Step 5 Chose a student moderator whose job is to see that everyone gets a chance to
speak
Step 6 To gain full credit a student must speak at least two times.

83
Philosophical Chairs by Andara Macdonald, Ph.D.

166

Philosophical Chairs Tips
Set ground rules about the discussion before it starts
Set a time limit for discussion
Require students to summarize the previous speaker before they are allowed to present
their arguments
Teacher should moderate the first and, if needed, the second time.
If class has too many students to engage them all, you can have a subsection take the
stage: and have that group take notes and then debrief the rest of the class as to who
had the pivotal point(s) that ultimately persuaded adoption of one side or the other.
If all students have not read the material and taken notes, have a section of the room
where they must go and cannot join the discussion until they have the notes. They also
cannot be full group members so a hot seat is placed in the horseshoe to allow those
members who have finished their notes to make a statement and then move out of the
group. They cannot participate any further.
Moderator keeps track of students who have spoken and the number of times they did
so.

Evaluation Options:
Students write a metacognitive reflection responding to questions either related to the
material read or to the technique of Philosophical Chairs.
Students can score a peers speech.
Students can write an argumentative essay on their stance or peer.

Types of Questioning in Philosophical Chairs
Level 1 Level 2 Level 3
Define
Describe
Identify
List
Name
Observe
Recite
Level one question should not
be used in forming questions
for Philosophical Chairs. The
debate will not flow nor will
there by the conflict needed
to have a successful
experience
Analyze
Compare
Contrast
Group
Infer
Sequence
Synthesize
Apply a Principle
Evaluate
Hypothesize
Imagine
Judge
Predict
Speculate

Level three questions allow
for more ideas and different
beliefs to be expressed more
freely, which is what the
debate wants.


167

Philosophical Chairs Sample Topics for Discussion
1. Most people care enough about the environment to make personal sacrifices to save it.
2. The United States should not sell arms to any foreign country.
3. Students should not be able to select their own teachers.
4. Children should never be physically punished.
5. Unclaimed animals in the pound should be used for medical research.
6. It was easier to grow up when my parents were kids than it is for me now.
7. Legalization of drugs would result in less crime.
8. It is the duty of the United States to send money to foreign countries suffering from
poverty and lack of food.
9. Any censorship of music or act is wrong.
10. Rock music contributes to a rebellious attitude in some teenagers.
11. Nuclear arms are necessary
12. Every student has the opportunity to succeed in our school.

Philosophical Chairs Sample Rules of Engagement
Read the material for the debate and the opening statement carefully, be sure you
understand it.
Listen to the person who is speaking
Understand the persons point of view
Contribute your thoughts, offering your reasons as succinctly as possible
Respond to statements only, not to the personality of the person giving it
Change your mind about the statement as new information or reasoning is presented
Move to the opposite side or to the undecided chairs as your thinking grows and changes
Support the mediator in maintaining order and helping the discussion to progress
Reflect on the experience via the closing activity or assignment


168

MLA 101: General Guidelines
84

MLA (Modern Language Association) style is most commonly used to write papers and cite sources. MLA
style specifies guidelines for formatting manuscripts and using the English language in writing. MLA style
also provides writers with a system for referencing their sources through parenthetical citation in their
essays and Works Cited pages.

Writers who properly use MLA also build their credibility by demonstrating accountability to their source
material. Most importantly, the use of MLA style can protect writers from accusations of plagiarism,
which is the purposeful or accidental uncredited use of source material by other writers.

General Guidelines

Type your paper on a computer and print it out on standard,
white 8.5 x 11-inch paper.
Double-space the text of your paper, and use a legible font
(e.g. Times New Roman). Whatever font you choose, MLA
recommends that the regular and italics type styles contrast
enough that they are recognizable one from another. The font
size should be 12 pt.
Leave only one space after periods or other punctuation marks
(unless otherwise instructed by your instructor).
Set the margins of your document to 1 inch on all sides.
Indent the first line of paragraphs one half-inch from the left
margin. MLA recommends that you use the Tab key as opposed
to pushing the Space Bar five times.
Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch
from the top and flush with the right margin. (Note: Your instructor may ask that you omit the
number on your first page. Always follow your instructor's guidelines.)
Use italics throughout your essay for the titles of longer works and, only when absolutely
necessary, providing emphasis.
If you have any endnotes, include them on a separate page before your Works Cited page. Entitle
the section Notes (centered, unformatted).

MLA 101: Plagiarism
85

Students must avoid plagiarism at all costs. A writing piece is a collaboration between you and your
sources. To be fair and ethical, you must acknowledge your debt to the writers of those sources. If you
dont you are guilty of plagiarism, a serious academic offense.

Three different acts are considered plagiarism:
Failing to cite quotations and borrowed ideas
Failing to enclose borrowed language in quotation marks
Failing to put summaries and paraphrases in your own words.

84
85
Direct quotation from A Writers Reference by Diana Hacker


169

MLA 101: First Page
86

First Page of your Paper
Do not make a title page for your paper unless specifically requested.
Font should be set to 12 Times New Roman
Margins should be set to 1 inch all around the paper.
Voice of the writer should be no less than 60% of text.
In the upper left-hand corner of the first page, list your name, your instructor's name, the
course, and the date. All type-written work should be double spaced with the correct margins (1
inch), paragraph indentation of ( inches), and a inch space between header and edge of
paper.

Double space again and center the title. Do not underline, italicize, or place your title in
quotation marks; write the title in Title Case (standard capitalization), not in all capital letters.
Use quotation marks and/or italics when referring to other works in your title, just as you would
in your text: Fear and Loathing in Las Vegas as Morality Play; Human Weariness in "After Apple
Picking"
Double space between the title and the first line of the text.
Create a header in the upper right-hand corner that includes your last name, followed by a
space with a page number; number all pages consecutively with Arabic numerals (1, 2, 3, 4,
etc.), one-half inch from the top and flush with the right margin. (Note: Your instructor or other
readers may ask that you omit last name/page number header on your first page. Always follow
instructor guidelines.)

86

170

MLA 101: Headings
87

Section Headings
Writers sometimes use Section Headings to improve a documents readability. These sections may
include individual chapters or other named parts of a book or essay.

Essays
MLA recommends that when you divide an essay into sections that you number those sections with an
arabic number and a period followed by a space and the section name.

1. Early Writings
2. The London Years
3. Traveling the Continent

Books
MLA does not have a prescribed system of headings for books. If you are only using one level of
headings, meaning that all of the sections are distinct and parallel and have no additional sections that
fit within them, MLA recommends that these sections resemble one another grammatically. For
instance, if your headings are typically short phrases, make all of the headings short phrases (and not,
for example, full sentences). Otherwise, the formatting is up to you. It should, however, be consistent
throughout the document.

Sample Section Headings

The following sample headings are meant to be used only as a reference. You may employ whatever
system of formatting that works best for you so long as it remains consistent throughout the document.

Numbered Formatted, unnumbered Example of formatted, unnumbered
1. Soil Conservation

1.1 Erosion

1.2 Terracing

2. Water Conservation

3. Energy Conservation
Level 1 Heading: bold, flush left

Level 2 Heading: italics, flush left

Level 3 Heading: centered, bold

Level 4 Heading: centered, italics

Level 5 Heading: underlined, flush left

Soil Conservation:

Erosion:

Terracing:

Water Conservation:

Energy Conservation:

87

171

MLA 101: Work Cited Page
88

Basic Rules
Begin your Works Cited page on a separate page at the end of your research paper. It should have
the same one-inch margins and last name, page number header as the rest of your paper.
Label the page Works Cited (do not italicize the words Works Cited or put them in quotation marks)
and center the words Works Cited at the top of the page.
Double space all citations, but do not skip spaces between entries.
Indent the second and subsequent lines of citations by 0.5 inches to create a hanging indent.
List page numbers of sources efficiently, when needed. If you refer to a journal article that
appeared on pages 225 through 250, list the page numbers on your Works Cited page as 225-50.
Note that MLA style uses a hyphen in a span of pages.

Additional basic rules new to MLA 2009

For every entry, you must determine the Medium of Publication. Most entries will likely be listed as
Print or Web sources, but other possibilities may include Film, CD-ROM, or DVD.
Writers are no longer required to provide URLs for Web entries. However, if your instructor or
publisher insists on them, include them in angle brackets after the entry and end with a period. For
long URLs, break lines only at slashes.
If you're citing an article or a publication that was originally issued in print form but that you
retrieved from an online database, you should type the online database name in italics. You do not
need to provide subscription information in addition to the database name.

Capitalization and Punctuation
Capitalize each word in the titles of articles, books, etc, but do not capitalize articles (the, an),
prepositions, or conjunctions unless one is the first word of the title or subtitle: Gone with the
Wind, The Art of War, There Is Nothing Left to Lose.
New to MLA 2009: Use italics (instead of underlining) for titles of larger works (books,
magazines)and quotation marks for titles of shorter works (poems, articles)

Listing Author Names

Entries are listed alphabetically by the author's last name (or, for entire edited collections, editor
names). Author names are written last name first; middle names or middle initials follow the first name:

Burke, Kenneth

Levy, David M.

Wallace, David Foster

Do not list titles (Dr., Sir, Saint, etc.) or degrees (PhD, MA, DDS, etc.) with names. A book listing an
author named "John Bigbrain, PhD" appears simply as "Bigbrain, John"; do, however, include suffixes

88

172

like "Jr." or "II." Putting it all together, a work by Dr. Martin Luther King, Jr. would be cited as "King,
Martin Luther, Jr.," with the suffix following the first or middle name and a comma.

More than one work by an author

If you have cited more than one work by a particular author, order the entries alphabetically by title,
and use three hyphens in place of the author's name for every entry after the first:

Burke, Kenneth. A Grammar of Motives. [...]

---. A Rhetoric of Motives. [...]

When an author or collection editor appears both as the sole author of a text and as the first author of a
group, list solo-author entries first:

Heller, Steven, ed. The Education of an E-Designer.

Heller, Steven and Karen Pomeroy. Design Literacy: Understanding Graphic Design.

Work with no known author

Alphabetize works with no known author by their title; use a shortened version of the title in the
parenthetical citations in your paper. In this case, Boring Postcards USA has no known author:

Baudrillard, Jean. Simulacra and Simulations. [...]

Boring Postcards USA. [...]

Burke, Kenneth. A Rhetoric of Motives. [...]


173

MLA 101: In Text Citation
89

In text citation is when a writer decides to cite or reference work within a personal piece of writing. A
citation may appear as a direct quote or paraphrase.

Direct quote citation
90
:
1. The source is introduced by a signal phrase that names it author.
2. The material being cited is followed by a page number in parenthesis.
3. At the end of the paper, a list of works cited (arranged alphabetically according to authors last
name) gives complete publication information about the source.

Example 1:

According to Donald Redelmeier and Robert Tibshirani, The use of cellular telephones in motor
vehicles is associated with a quadrupling of the risk of a collision during the brief period of call
(453)

Example 2:

89
90
A Writers Reference by Diana Hacker

174

MLA 101: Work Cited Examples
91

Type of
Reference
Specifics Examples
B
o
o
k
s

One Author Gleick, James. Chaos: Making a New Science. New York: Penguin, 1987. Print.

More than
one author
The first given name appears in last name, first name format; subsequent author names
appear in first name last name format.

Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn,
2000. Print

Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding
the Teaching of Composition. Logan: Utah State UP, 2004. Print.
Two books
same author
List works alphabetically by title.

Palmer, William J. Dickens and New Historicism. New York: St. Martin's, 1997. Print.

The Films of the Eighties: A Social History. Carbondale: Southern Illinois UP, 1993. Print.
Corporate
Author or
Organization
List the names of corporate authors in the place where an authors name typically appears
at the beginning of the entry

American Allergy Association. Allergies in Children. New York: Random, 1998. Print.
No author List by title of the book. Incorporate these entries alphabetically just as you would with
works that include an author name.

Encyclopedia of Indiana. New York: Somerset, 1993. Print
Translated
book
Cite as you would any other book. Add "Trans."the abbreviation for translated byand
follow with the name(s) of the translator(s).

Foucault, Michel. Madness and Civilization: A History of Insanity in the Age of Reason.
Trans. Richard Howard. New York: Vintage-Random House, 1988. Print
Republished
book
Books that originally appeared at an earlier date and that have been republished at a
later one, insert the original publication date before the publication information. For
books that are new editions (i.e. different from the first or other editions of the book), see
An Edition of a Book below:

Butler, Judith. Gender Trouble. 1990. New York: Routledge, 1999. Print.
Edition of
Book
There are two types of editions in book publishing: a book that has been published more
than once in different editions and a book that is prepared by someone other than the
author (typically an editor).

Crowley, Sharon, and Debra Hawhee. Ancient Rhetorics for Contemporary Students. 3rd ed.
New York: Pearson/Longman, 2004. Print.

91

175

Editor:
Bronte, Charlotte. Jane Eyre. Ed. Margaret Smith. Oxford: Oxford UP, 1998. Print
B
o
o
k
s

Anthology or
Collection
To cite the entire anthology or collection, list by editor(s) followed by a comma and "ed."
or, for multiple editors, "eds" (for edited by). This sort of entry is somewhat rare. If you
are citing a particular piece within an anthology or collection:

Hill, Charles A., and Marguerite Helmers, eds. Defining Visual Rhetorics. Mahwah: Lawrence
Erlbaum Associates, 2004. Print
Work in an
Anthology,
Reference, or
Collection
Works may include an essay in an edited collection or anthology, or a chapter of a book.
The basic form is for this sort of citation is as follows:

Last name, First name. "Title of Essay." Title of Collection. Ed. Editor's Name(s). City of
Publication: Publisher, Year. Page range of entry. Medium of Publication.
Poem or
Short Story
Example
Burns, Robert. "Red, Red Rose." 100 Best-Loved Poems. Ed. Philip Smith. New York: Dover,
1995. 26. Print.
Article in
Reference
Materials
For entries in encyclopedias, dictionaries, and other reference works, cite the piece as you
would any other work in a collection but do not include the publisher information:

"Ideology." The American Heritage Dictionary. 3rd ed. 1997. Print.
Multi-Volume
Work
When citing only one volume of a multivolume work, include the volume number after the
work's title, or after the work's editor or translator:

Quintilian. Institutio Oratoria. Trans. H. E. Butler. Vol. 2. Cambridge: Loeb-Harvard UP, 1980.
Print
Government
Publication
Start with the name of the national government, followed by the agency (including any
subdivisions or agencies) that serves as the organizational author. For congressional
documents, be sure to include the number of the Congress and the session when the
hearing was held or resolution passed:

United States. Cong. Senate. Committee on Energy and Natural Resources. Hearing on the
Geopolitics of Oil. 110th Cong., 1st sess. Washington: GPO, 2007. Print.
Pamphlet Cite the title and publication information for the pamphlet just as you would a book without
an author:

Women's Health: Problems of the Digestive System. Washington: American College of
Obstetricians and Gynecologists, 2006. Print.

Your Rights Under California Welfare Programs. Sacramento: California Dept. of Social
Services, 2007. Print
Dissertation
or Master
Thesis
Dissertations and master's theses may be used as sources whether published or not. Cite
the work as you would a book, but include the designation Diss. (or MA/MS thesis)
followed by the degree-granting school and the year the degree was awarded.

Bishop, Karen Lynn. Documenting Institutional Identity: Strategic Writing in the IUPUI
Comprehensive Campaign. Diss. Purdue University, 2002. Ann Arbor: UMI, 2004. Print.


176

P
e
r
i
o
d
i
c
a
l
s

Article in
Magazine
Cite by listing the article's author, putting the title of the article in quotations marks, and
italicizing the periodical title. Follow with the date of publication. Remember to
abbreviate the month. The basic format is as follows:

Author(s). "Title of Article." Title of Periodical Day Month Year: pages. Medium of
publication.
Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71. Print.
Article in
Newsletter
Cite a newspaper article as you would a magazine article, but note the different
pagination in a newspaper. If there is more than one edition available for that date (as in
an early and late edition of a newspaper), identify the edition following the date (e.g., 17
May 1987, late ed.).

Brubaker, Bill. "New Health Center Targets County's Uninsured Patients." Washington Post
24 May 2007: LZ01. Print.
A Review To cite a review, include the title of the review (if available), then the abbreviation "Rev.
of" for Review of and provide the title of the work (in italics for books, plays, and films; in
quotation marks for articles, poems, and short stories). Finally, provide performance
and/or publication information.

Review Author. "Title of Review (if there is one)." Rev. of Performance Title, by
Author/Director/Artist. Title of Periodical day month year: page. Medium of publication.

Seitz, Matt Zoller. "Life in the Sprawling Suburbs, If You Can Really Call It Living." Rev. of
Radiant City, dir. Gary Burns and Jim Brown. New York Times 30 May 2007 late ed.: E1. Print
An Editorial
or Letter to
Editorial
Cite as you would any article in a periodical, but include the designators "Editorial" or
"Letter" to identify the type of work it is.

"Of Mines and Men." Editorial. Wall Street Journal east. ed. 24 Oct. 2003: A14. Print.

Hamer, John. Letter. American Journalism Review Dec. 2006/Jan. 2007: 7. Print.
Anonymous
Article
Cite the article title first, and finish the citation as you would any other for that kind of
periodical.

"Business: Global Warming's Boom Town; Tourism in Greenland." The Economist 26 May
2007: 82. Print.

Scholarly
Journal
Author(s). "Title of Article." Title of Journal Volume.Issue (Year): pages. Medium of
publication.

Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta
Devi's Bashai Tudu." Tulsa Studies in Women's Literature 15.1 (1996): 41-50. Print.
Special Issue
of Scholarly
Journal
Add the descriptor Spec. issue of and include the name of the journal, also in italics,
followed by the rest of the information required for a standard scholarly journal citation.
Web entries should follow a similar format.

Burgess, Anthony. Politics in the Novels of Graham Greene. Literature and Society. Spec.
issue of Journal of Contemporary History 2.2 (1967): 93-99. Print.

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Entire
Website
It is necessary to list your date of access because web postings are often updated, and
information available on one date may no longer be available later. If a URL is required or
you chose to include one, be sure to include the complete address for the site. (Note: The
following examples do not include a URL because MLA no longer requires a URL to be
included.)Remember to use n.p. if no publisher name is available and n.d. if no publishing
date is given.

Editor, author, or compiler name (if available). Name of Site. Version number. Name of
institution/organization affiliated with the site (sponsor or publisher), date of resource
creation (if available). Medium of publication. Date of access.

The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and Purdue U, 2008.
Web. 23 Apr. 2008.
Course or
Department
Websites
Give the instructor name. Then list the title of the course (or the school catalog
designation for the course) in italics. Give appropriate department and school names as
well, following the course title. Remember to use n.d. if no publishing date is given.

Felluga, Dino. Survey of the Literature of England. Purdue U, Aug. 2006. Web. 31 May 2007.

English Department. Purdue U, 20 Apr. 2009. Web. 14 May 2009
A page on a
website
For an individual page on a Web site, list the author or alias if known, followed by the
information covered above for entire Web sites. Remember to use n.p. if no publisher
name is available and n.d. if no publishing date is given.

"How to Make Vegetarian Chili." eHow. Demand Media, n.d. Web. 24 Feb. 2009.
An image Provide the artist's name, the work of art italicized, the date of creation, the institution
and city where the work is housed. Follow this initial entry with the name of the Website
in italics, the medium of publication, and the date of access.

Goya, Francisco. The Family of Charles IV. 1800. Museo Nacional del Prado, Madrid. Museo
National del Prado. Web. 22 May 2006.
Web
Magazine
Provide the author name, article name in quotation marks, title of the Web magazine in
italics, publisher name, publication date, medium of publication, and the date of access.
Remember to use n.p. if no publisher name is available and n.d. if no publishing date is
given.

Bernstein, Mark. "10 Tips on Writing the Living Web." A List Apart: For People Who Make
Websites. A List Apart Mag., 16 Aug. 2002. Web. 4 May 2009.
Article in an
Online
Scholarly
Journal
If the journal you are citing appears exclusively in an online format (i.e. there is no
corresponding print publication) that does not make use of page numbers, use the
abbreviation n. pag. to denote that there is no pagination for the publication.

Only online:
Dolby, Nadine. Research in Youth Culture and Policy: Current Conditions and Future
Directions. Social Work and Society: The International Online-Only Journal 6.2 (2008): n.
pag. Web. 20 May 2009.

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Online and print:
Cite articles in online scholarly journals that also appear in print as you would a scholarly
journal in print, including the page range of the article. Provide the medium of publication
that you used (in this case, Web) and the date of access.

Wheelis, Mark. "Investigating Disease Outbreaks Under a Protocol to the Biological and
Toxin Weapons Convention." Emerging Infectious Diseases 6.6 (2000): 595-600. Web. 8 Feb.
2009.
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Online
Database
Article
Cite articles from online databases (e.g. LexisNexis, ProQuest, JSTOR, ScienceDirect) and
other subscription services just as you would print sources. Since these articles usually
come from periodicals, be sure to consult the appropriate sections of the Works Cited:
Periodicals page, which you can access via its link at the bottom of this page. In addition
to this information, provide the title of the database italicized, the medium of publication,
and the date of access.

Junge, Wolfgang, and Nathan Nelson. Nature's Rotary Electromotors. Science 29 Apr.
2005: 642-44. Science Online. Web. 5 Mar. 2009.
Email and
Email
interviews
Give the author of the message, followed by the subject line in quotation marks. State to
whom to message was sent, the date the message was sent, and the medium of
publication.

Kunka, Andrew. "Re: Modernist Literature." Message to the author. 15 Nov. 2000. E-mail.
A Listserv,
Discussion
Group, or
Blog Posting
Cite Web postings as you would a standard Web entry. Provide the author of the work,
the title of the posting in quotation marks, the Web site name in italics, the publisher, and
the posting date. Follow with the medium of publication and the date of access. Include
screen names as author names when author name is not known. If both names are
known, place the authors name in brackets. Remember if the publisher of the site is
unknown, use the abbreviation n.p.

Editor, screen name, author, or compiler name (if available). Posting Title. Name of Site.
Version number (if available). Name of institution/organization affiliated with the site
(sponsor or publisher). Medium of publication. Date of access.

Salmar1515 [Sal Hernandez]. Re: Best Strategy: Fenced Pastures vs. Max Number of
Rooms? BoardGameGeek. BoardGameGeek, 29 Sept. 2008. Web. 5 Apr. 2009.
A Tweet Begin with the user's name (Last Name, First Name) followed by his/her Twitter user
name in parentheses. Insert a period outside the parentheses. Next, place the tweet in its
entirety in quotations, inserting a period after the tweet within the quotations. Include
the date and time of posting, using the reader's time zone; separate the date and time
with a comma and end with a period. Include the word "Tweet" afterwards and end with
a period.

Brokaw, Tom (tombrokaw). "SC demonstrated why all the debates are the engines of this
campaign." 22 Jan. 2012, 3:06 a.m. Tweet.

Purdue Writing Lab (PurdueWLab). "Spring break is around the corner, and all our locations
will be open next week." 5 Mar. 2012, 12:58 p.m. Tweet.

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Personal
Interviews
List the interview by the name of the interviewee. Include the descriptor Personal interview
and the date of the interview.

Purdue, Pete. Personal interview. 1 Dec. 2000.
Published
Interviews
List the interview by the name of the interviewee. If the name of the interview is part of a
larger work like a book, a television program, or a film series, place the title of the
interview in quotation marks. Place the title of the larger work in italics. If the interview
appears as an independent title, italicize it. Determine the medium of publication (e.g.,
print, Web, DVD) and fill in the rest of the entry with the information required by that
medium.

Gaitskill, Mary. Interview with Charles Bock. Mississippi Review 27.3 (1999): 129-50. Print.

Amis, Kingsley. Mimic and Moralist. Interviews with Britains Angry Young Men. By Dale
Salwak. San Bernardino: Borgo, 1984. Print.
Published
Interviews
Online
List the interview by the name of the interviewee. If the interview has a title, place it in
quotation marks. Cite the remainder of the entry as you would other exclusive Web
content. Place the name of the Website in italics, give the publisher name (or sponsor),
the publication date, the medium of publication (Web), and the date of access.

Zinkievich, Craig. Interview by Gareth Von Kallenbach. Skewed & Reviewed. Skewed &
Reviewed, 2009. Web. 15 Mar. 2009.
Speeches Provide the speakers name. Then, give the title of the speech (if any) in quotation marks.
Follow with the name of the meeting and organization, the location of the occasion, and
the date. Use the descriptor that appropriately expresses the type of presentation (e.g.,
Address, Lecture, Reading, Keynote Speech, Guest Lecture, Conference Presentation).
Remember to use the abbreviation n.p. if the publisher is not known; use n.d. if the date is
not known.

Stein, Bob. "Computers and Writing Conference Presentation." Purdue University. Union
Club Hotel, West Lafayette, IN. 23 May 2003. Keynote Address.
Conference
Proceedings
Cite published conference proceedings like a book. If the date and location of the
conference are not part of the published title, add this information after the published
proceedings title. The medium of publication is Print. Remember to use the abbreviation
n.p. if the publisher is not known; use n.d. if the date is not known.

LastName, FirstName, ed. Conference Title that Includes Conference Date and Location. City
of Publication: Publisher, Date of Publication. Print.
Painting,
Sculpture or
Photograph
Include the artist's name. Give the title of the artwork in italics. Provide the date of
composition. If the date of composition is unknown, place the abbreviation n.d. in place of
the date. Finally, provide the name of the institution that houses the artwork followed by
the location of the institution.

Goya, Francisco. The Family of Charles IV. 1800. Museo del Prado, Madrid.

For photographic reproductions of artwork (e.g. images of artwork in a book), cite the
bibliographic information as above followed by the information for the source in which

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the photograph appears, including page or reference numbers (plate, figure, etc.).

Goya, Francisco. The Family of Charles IV. 1800. Museo del Prado, Madrid. Gardener's Art
Through the Ages. 10th ed. By Richard G. Tansey and Fred S. Kleiner. Fort Worth: Harcourt
Brace. 939. Print.
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Film or
Movies
List films (in theaters or not yet on DVD or video) by their title. Include the name of the
director, the film studio or distributor, and the release year. If relevant, list performer
names after the directors name. Use the abbreviation perf. to head the list. List film as
the medium of publication. To cite a DVD or other video recording, see Recorded Films
and Movies below.

The Usual Suspects. Dir. Bryan Singer. Perf. Kevin Spacey, Gabriel Byrne, Chazz Palminteri,
Stephen Baldwin, and Benecio del Toro. Polygram, 1995. Film.
Recorded
Films or
Movies
List films by their title. Include the name of the director, the distributor, and the release
year. If relevant, list performer names after the directors name. Use the abbreviation
perf. to head the list. End the entry with the appropriate medium of publication (e.g. DVD,
VHS, Laser disc).

Ed Wood. Dir. Tim Burton. Perf. Johnny Depp, Martin Landau, Sarah Jessica Parker, Patricia
Arquette. Touchstone, 1994. DVD.
Broadcast
Television or
Radio
Program
Begin with the title of the episode in quotation marks. Provide the name of the series or
program in italics. Also include the network name, call letters of the station followed by
the city, and the date of broadcast. End with the publication medium (e.g. Television,
Radio). For television episodes on Videocassette or DVD refer to the Recorded Television
Episodes section below.

"The Blessing Way." The X-Files. Fox. WXIA, Atlanta. 19 Jul. 1998. Television.


181

CCSS Next Network Writing Gold Seal Lessons Recommendations
The following are recommendations of Gold Seal Lesson. Teachers may make changes and adaptions to
any lessons. The lessons can be downloaded from http://www.nextnetwork.org/
Step 1

Step 2: Search for Gold Seal Lessons and select the lessons


182

Middle School Gold Seal Lessons
Title of Gold
Seal Lesson
Grade
Lesson Overview
Tennis Debates
Speech
Communications &
English
6-8
Students will apply the knowledge and skills they have learned in argumentation and
refutation in order to participate in a collaborative debate. Students will have to use their
abilities of problem solving and critical thinking on a variety of current issues.
Blues Legend of
Mississippi
English
8
Students will combine writing and presentation skills to understand and appreciate some
of the history of the state of Mississippi. Each student will individually explore a blues
legends life and the music he or she created. Students will apply the knowledge gained
from research to make connections from past legends to current musical artists
Character Songs
English
7
Students will engage in a class discussion of the 6 Pillars of Character as promoted by the
campaign Character Counts (http://charactercounts.org/sixpillars.html). In class, students
will review the 6 Pillars and provide real world examples of when and how they have seen
each character lived out. Specific examples will be shared from the students personal
lives. In addition, the students will engage in a conversation of the traits that are often
promoted as being valuable to teens as presented in movies, television, and music. We
will discuss any contradictions between good, moral character and those values imposed
on teens through media. To empower the students to spread a positive message, the
students will be asked to take the beat of a popular song and compose a song on one of
the 6 Pillars of Character. The lyrics will be submitted and the final songs will be
performed and filmed. Videos of the songs will be shared with the 7th grade as a whole
through BlackBoard. Students will work collaboratively and have the opportunity to
spread a positive message through the creation of their song.
Fly High with
Discovery Learning
Physical Science &
English
6-8
Students will work in small groups to construct and analyze paper airplanes to discover
what if anything they have in common with the way real planes work. Students will be
assigned specific roles as a flight crew member and be responsible for fulfilling those
specific duties. They will summarize their findings in writing as they answer the focus
question: How is the construction of a paper airplane connected to the mechanics of a
real airplane?
Dear Principal
English
6-8
Students will work in small groups to construct and analyze paper airplanes to discover
what if anything they have in common with the way real planes work. Students will be
assigned specific roles as a flight crew member and be responsible for fulfilling those
specific duties. They will summarize their findings in writing as they answer the focus
question: How is the construction of a paper airplane connected to the mechanics of a
real airplane?
Budget Planning
Mathematics &
English
7-12
Students will be given a family to adopt. For this family the students will have to compile a
monthly expense form for the family. The real monthly budget for the family will be
revealed. Students will then have to decide on which items they will include and which
items they will have to delete from the budget. Finally, students will reflect on the project
and write an essay about important a monthly budget is for a family.
Civil War Through
the Eyes of the
7-8
Students will research a battle in Louisiana during the course of the Civil War and gain
understanding through creating a narrative that tells the events of that particular battle.

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People
Social studies &
English
Furthermore, students will be able to make historical connections to the causes and
effects of the Civil War and incorporate the context of the battle to the overall
perspective of the war.
When I Grow Up:
Plants and Animals
Life Science & English
6-8
Students will work individually to conduct research on various career opportunities in the
fields of science, technology and math. Each student will than create a presentation on
one job opportunity that interests them the most. Students will share their research to
the class in an oral presentation as well as in a written summative essay that will be
turned in separately
Mobile Technologies
English
6-8
After being assigned a mobile technology to research, groups will set boundaries and
goals for their research by generating three or four questions to answer. The groups will
then collect sufficient data related to their questions, revising those questions as
necessary. The groups will then compose a presentation based on the research and will
deliver it to the class. The groups will compose summaries of the presentations and the
group representatives will then compare summaries and generate questions for whole
group discussion. The goal of the discussion is for the students to analyze the personal
and social impacts (both local and global) of mobile device use. For extension, the
students may envision a new mobile device and create advertisements for such, focusing
on its uses and its appeal to the consumer audience.
Semantic Feature
Analysis
Math & English
6-8
Students will compose a letter to a manufacturer recommending one product (cereal,
chips, cookies, etc.) over another and include a rationale.
Point of View
Productions
English
6-8
Students will complete a Point of View unit, and have knowledge of 1st person, 3rd
person limited, and 3rd person omniscient point of view. They will create their own
omniscient digital story on GoAnimate.com, and will present it to the class.
PSA for Schools
English & Social
Studies
7-12
After brainstorming about the criteria of a Public Service Announcement (PSA) and the
types of issues at school that could use such an address, the students will create and
conduct a survey of the student body regarding a selected issue. The students will then
analyze the data from the survey and will use it to create a political cartoon to raise
awareness of the school problem. The students will present their cartoons along with a
brief explanation for how the data informed their decisions.
American Gothic
English
7-8
Students will learn about Grant Woods American Gothic and create a parody of this
painting. Students will then complete a graphic organizer to frame a short story based on
the parody. The students will then write the short story about their parody and it will be
assessed for various literary components.
Around the World
Language Arts, Math,
Social Studies,
Science
6-8
Students will choose a magazine on travel and select two destinations they would like to
visit. Students will highlight important information on each location from the magazine to
create a compare and contrast list. The students will use this information to write a
persuasive essay on why one destination could be chosen over the other, including
highlighted similarities and differences of each location. The students will use the essay
and list to produce a persuasive Prezi, Power Point, or other similar technology product to
share with the class. This presentation is meant to persuade viewers to visit the chosen

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destination. The students will then prepare a website to market the location, aid potential
travelers in getting to the location (mapping), and describe costs associated with the
travel.
Cell Phone Plans
Mathematics &
English
6-8
Each student will research cell phone plans and then bring to class two different cell
phone plans, one that is pay as you go and the other that has a monthly fee and free
minutes, to analyze. Students will work in small groups and discuss ways to graphically
display the different plans. After each student graphs his two plans, the student will
analyze and interpret the graph. Each student will then present his analysis to the class
and recommend a plan, with rationale, that is best for different types of cell phone users.
A Conversation with
John Steinbeck and
Harper Lee: A One-
Act Play
English
8-10
Reading: Students will read and study Of Mice and Men by John Steinbeck and To Kill a
Mockingbird by Harper Lee. Students will also research the lives and works of John
Steinbeck and Harper Lee, including their use of recurring themes, literary devices,
characterizations, and plot development. Students will then compare and contrast the
authors and their works.

Writing: Students will reflect on their research, their knowledge, and their analysis of To
Kill a Mockingbird by Lee and Of Mice and Men by Steinbeck. They will utilize language
skills and the skills and knowledge they have gained in the study of literature to create a
script for a one-act play consisting of an imaginary conversation between the two writers
(based on the film My Dinner With Andre - synopsis attached). They will imagine that the
famous authors have met at a restaurant or special event and then create a conversation
between the two that reflects their personalities and interests, as well as compare and
contrast their works. The play will be performed for the class.

Speaking: Students will perform their plays for the class. They will also answer questions
from the audience to display competence.

Listening: The class will listen to the plays, scrutinize the work by asking relevant
questions, and give evaluative feedback.
To Read or To Watch
That is the Question
English
6-8
Students will read a book at their level and will watch the matching video (video may be
watched at home). Students will complete a graphic organizer to demonstrate
understanding of similarities and differences between the text and movie. Students will
design a presentation (verbal, digital, or written format). Students will persuade their
audience to either read the book or watch the movie using facts from their comparisons.
Informational
Resources
English
6-8
Students will have previously read A Long Way from Chicago by Richard Peck and will
have engaged in discussion regarding the Great Depression, which is the setting for this
historical fiction novel. Students will have also learned and be proficient in the skills
necessary to complete research using various informational resources to include
extensive internet sources as well print based materials. Students will have also gained
knowledge in evaluating website validity, reliability, bias, and currency. Students will have
a working knowledge of Blackboard and the journal feature, PowerPoint, and Glogster.
Students will apply this prior knowledge and research the way of life and community
surrounding a preteen child of the Great Depression Era and then compare and contrast
these findings with their own modern day lives. Students will use this research to
construct a textual and visual representational comparison of life from Depression Era to
Modern Day through expression within an infographic. Students will use the online
journal feature of Blackboard for recording of information during the research process.

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The teacher will use a rubric to assess student work.

Audience Analysis
English
6-8
Students will create their own audience surveys and predict what information will help
them in preparing a speech presentation. The unknown variables of the survey responses
will ultimately determine what type of presentation they will make in order to
successfully appeal to their audience.

I Have a Dream
English & Social
Studies
6-8
Students are introduced to the basics of public speaking delivery through the use of
Martin Luther Kings I Have a Dream speech. The class is first asked to create a
comprehensive list of criteria for a good speaker and to then utilize those criteria in
preparing and delivering their own presentations.
Tournament of the
Egyptians
English & Social
Studies
6-12
Students will choose eight pharaohs of Egypt to participate in their tournament. Then
using criteria such as power, wealth, and legacy students will narrow the pharaohs down
until the most powerful is the winner. Students will then compose an essay describing
why they ranked the pharaohs they way they did. Students will also present their
rankings.
Comic Strip
Adaptations
English & Science
6
Students will work in pairs and conduct Internet research on the different Biomes using
the school library. Students will then analyze comic strips from the local newspaper to
identify the living verses non living components in each ecosystem. The biotic factors will
be classified as plant or animal. Further research using the will be needed to categorize
each adaptation with its environment and determine whether adaptations are structural
or behavioral in nature. Students will share their findings in an oral presentation and
summative essay.
For Better, For
Worse?
Technical Subjects,
English Language
Arts, Science, History
6-8
Students will select a technological service or product, conduct research and then prepare
a presentation called Tech Bytes for their school TV. The goal of the presentation is to
communicate the human impact of this service or product, the pros and cons of this
service or product, and the social responsibility society has when using this service or
product.
Field Trip Education
All Subjects
6-8
Students will use their personal experiences regarding school trips as content for several
different writing formats. They will write a thank-you letter to the staff, record their
memories in travel logs and personal narratives, and write a persuasive essay in support
of continuing or discontinuing education field trips. Students will also create poems and
write a reflection about personal strengths and struggles that surfaced while composing
them. Students will then self-select, practice, and present a piece of writing to the class
Grade Level
Newspaper
English & History
6-8
Students will work in small groups to create and publish a four-page school newspaper.
Students will discuss, explore, research, and report on school news and issues. Students
will review local newspapers and design their own using Microsoft Publisher
Florida Black Bear/
Panther
6-8
Students will work with a partner to conduct research from various sources including the
Internet on the Florida Black Bear and the Florida Panther. Students will present
information in a formal written report as well as an oral presentation complete with visual
aides. Students will also complete a model of the Florida Black Bear skull.

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English & Science
(You substitute the
animals for California
native)
Buddy Not Buddy
English
6
Students will read the historical fiction short story, \"Bud, not Buddy\" and use a graphic
organizer to analyze the setting, characters, plot. The students will also explore the theme
of needing help in difficult situations. The students will then write an historical fiction
story regarding events from their own lives and create a PowerPoint to illustrate how
someone has helped them in a difficult situation. The students\' stories will include the
setting, characters, and plot of their experiences
Culture Kit
English & History
6-8
Students will learn about the different aspects of a culture. Students will choose a culture
to research. Students will research a culture and present information about it to the class.
Students will reflect on their learning in writing.


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CCSS Next Network Writing Gold Seal Lessons
High School Gold Seal Lessons
Title of Gold
Seal Lesson
Grade
Lesson Overview
Writing Process/ 6
traits of writing

English
9-12 In small groups, students will study a step of The Writing Process or The Six Traits of
Writing and present a lesson to the class that includes a paraphrased definition of the
step/trait, a graphic representation of the step/trait, and a brief lesson that demonstrates
how to use this step/trait as they write. Using various source materials provided on the
writing process and the six traits of writing, students will read and analyze the materials
to discover what a writer does to apply this trait or step to his/her own writing. They will
then collaborate with a small group to write a paraphrased definition of one step or trait
assigned to their small group, create a graphic representation of the step or trait, and
teach a mini-lesson, using these materials to help classmates understand how that
particular step/trait works in the essay writing process. Students will use a Key Topic
Frame to record what they learn during the mini-lessons. Students will integrate this
information into their writing during the unit on the five-paragraph essay.
I Love Lucy
Social Studies &
English
9-12 Students will work individually and in groups to analyze data. Students will examine data
from video, text, and multimedia sources. Students will synthesis that data into an essay
comparing and contrasting how television of the 1950s reinforced the social norms of the
era with how television of the 2010s reinforces the social norms of the era. Students will
engage in a class discussion debriefing their essays.
Family Vacation
Personal Finance,
Economics, & English
11-
12
Students will work in small groups to plan a vacation for a family of four for one week
with a predetermined amount of money. Students will create a poster, tri-fold brochure,
and an oral presentation to a group of students and three adult judges. It will be is a
competition with other groups in the TV show The Apprentice format
Emotions and
Learning
Science & English
11-
12
Students will work individually and in groups to process a focus question presented by the
teacher. They will examine information from several sources (video clip, article, images of
functional magnetic resonance imaging ) to analyze and integrate for the purpose of
ultimately creating a presentation on the topic of how emotions impact learning for their
choice of audiences.
Budget Planning
Mathematics &
English
9-12 Students will be given a family to adopt. For this family the students will have to compile a
monthly expense form for the family. The real monthly budget for the family will be
revealed. Students will then have to decide on which items they will include and which
items they will have to delete from the budget. Finally, students will reflect on the project
and write an essay about important a monthly budget is for a family.
Pamphlet Design

9-12
and
SPED
Students will collaboratively conduct research to create a step by step pamphlet and
poster on the following processes: obtaining a drivers license, obtaining a birth certificate,
obtaining a social security card, and filling out a job application. Students will present
their designs to the whole group.
Advertising
Technique
English
9 Students will research the pros and cons of various advertising techniques and apply their
knowledge to design a commercial, while empathizing with marketers who design to sell.
Creating an Original
Satire
English
11-
12
Working in small groups, students will use real world situations to plan, propose, and
produce an original work of satire. After receiving feedback from their teacher on their
proposal, the groups will synthesize their prior knowledge of satire--in both its classic and

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contemporary forms--as well as the literary techniques employed by their writers, to
create their original satires. The groups will then present their satirical pieces to the class
for critique and analysis.
Letter of
Compliment/Compla
int
All Subjects
11 After brainstorming potential companies and their products, students will write a
business letter to a company to express satisfaction or dissatisfaction with a product. The
students will assess one another's writing before submitting a final draft
Effective Satire
English
9-12 Students will individually write a satire addressing a current social issue. This satire will
model Swift\'s \"A Modest Proposal\" and will utilize irony, sarcasm, hyperbole,
understatement, and juxtaposition. Students will submit their satire to be published in
either the school or local newspaper
We Change Our
World
English & Social
Studies
7-12 In groups of three to four which will represent one of the current congressional
committees. Students will brain storm about problems they feel the United States is
facing. They will work to develop a bill that they believe will effectively solve the
proposed problem. Once the research is completed students will work cooperatively to
develop a bill that will either eliminate the problem or decrease the impact the problem is
having on the United States. Once their bill is written the group will create an effective
presentation to help ensure their bill will pass a full House vote. Each group will present
their bill and there will be a full House (class) vote.
Persuasive Speech
English
12 The students will read and demonstrate their understanding of Chapter 24 in A
Speaker\'s Guidebook (O\'Hair, 4th edition). The students will research, write and present
a 56 minute Persuasive Speech with a call to action using Monroe\'s motivated
sequence. The students will complete an outline and turn this in prior to speaking. After
the presentation, the students will watch a recording of themselves and fill out the Self-
Evaluation Video Sheet.
Arab-Israeli Conflict:
United Nations
Simulation
English & Social
Studies
7-12 This lesson is conducted after an overview of the Arab-Israeli conflict. Students will be in
five groups. One group will represent the United Nations (U.N.) Security Council. The
other four groups represent U.N. Sub-Committees that will present a solution to the Arab-
Israeli conflict. The groups will spend time researching and developing their proposals.
The four groups will then present their proposal to the U.N. Security Council. The Security
Council members will cast their individual votes to determine which proposal will be used
to solve the conflict
Freedom Quilt
English, Social
Studies, & Art
6-12 Students will read excerpt from Harriet Tubman: Conductor on the Underground Railroad
(See Resources.). Students will demonstrate the ability to retell Harriets motivation and
accomplishments. Additionally, they will examine secondary sources, both printed and
electronic, gain perspective of the slave experience. Finally, create and present an original
quilt block that symbolizes the perspective gained from this study.
Making History In
Isanti County
Social Studies, World
History, & English
9-12 Students will create a Power Point presentation showing how they personally are part of
Isanti County\'s history, which they will present to the class. Using past and present
knowledge, in-class and online readings and family research, music of their families, and
creativity
Brand Marketing: H
Of Maui
Hospitality, Tourism
Market Research
11-
12
Students will create a brand identity for the HA of Maui and design a brochure to depict
this identity. The brochure will be used to market the H of Maui to potential consumers.
What is a good
employee
11-
12
Students will work individually to explore what could be classified as a good employee.
Students will then work in small groups to share, compare and analyze their example

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Career and Technical
Education,
Employment
based on the SCANS Skill Standards. Students will examine the behaviors from the sample
videos and compare to the SCANS Skill Standards. Then, students will analyze and reflect
on their personal degree of competencies based on the SCANS Skill Standards. The
student will identify their strengths and areas of improvement. Finally, students will
create their own definition and add it to a Wikipedia posting of What is a Good
Employee?
German Puppet
Theater
German
9-12 As a summary of a weather unit, students will pick several cities in Germany and research
the weather/climate there for that particular season. After researching the climate,
students will create a script of two characters talking about the weather as a weather
report. The oral performance will require good grammar and verb conjugation,
comprehensibility, vocabulary being learned, and creativity in language. A puppet show
performance will also be given as a, so students will be required to make an authentic
looking paper bag puppet to do the speaking for the audience.
German Fairy Tales
German

9-12 As an introduction to the Fairy Tale Unit, students will learn the history of the Grimm
Brothers and the stories they told. Students will do online research finding out teacher
posed questions related to the history of the Grimm Brothers and their tales. Upon
learning this information, students will begin reading several fairy tales in German.
Students will comprehend the Imperfekt form of verbs as well as new vocabulary
related to the unit. ,Rotkppchen and Dornrschen are two examples of the stories
read. Upon completion of reading the fairy tales, students will then create their own fairy
tale in German to be presented to the class using digital story telling. Digital story telling
uses digital images and text to tell the story that they create. They will present this story
to the class at the end of the unit.
Persuasive Writing
English
11-
12
Students will write a persuasive paragraph after freewriting about Beauty and then
reading the article, Beauty Is Not Smaller Than Life. The students must select one side
of the argument in their writing and defend it with at least three supporting details.
Students will share their persuasive paragraph with a peer for review, revise and then
submit to the teacher, who will use the same review sheet as the rubric.
Once Upon a Culture
English
9-12 This project is designed to expose students to a culture, through childrens literature, of
which they are unfamiliar. Having familiarized themselves with this culture they will
storyboard and write a childrens story highlighting aspects of their researched culture. To
extend their learning and make the project applicable to the real world, the students will
write a lesson plan for teaching their book to the appropriate age group for which the
book is written. Additionally, the option of creating a video of their final story will be
offered as a technologic alternative to a written book. A selection of these lesson plans
will be executed by local elementary teachers and students who are a part of the Cabell
Midland child development program
Religion and
Modernity
English & Social
Studies
7-12 In groups, students will investigate how one of the major world monotheistic religions:
Judaism, Christianity or Islam has responded to a specific issue of modernity. Students
will synthesize their information by performing a TV/radio show skit in which different
members share their views on modern issues.
An Introduction to
Satire
English &
Government
12 Students will use technology to create and deliver a presentation to the class, analyzing a
chosen political/editorial cartoon to demonstrate knowledge of satire. They will work in
pairs to choose the cartoon, identify the techniques of satire used, and explain the
relevance of the satire. Using culturally-relevant materials, this introduction could be used
in any subject area as a lead-in to satirical works. After this lesson, students will be ready
to explore any fiction or non-fiction works of satire, particularly, Swifts Gullivers Travels,

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and A Modest Proposal or Popes Rape of the Lock.
March Reading
Madness
English &
Mathematics
7-12 Students will participate in a March Madness tournament with their favorite reading
books. The teacher and students will select 32 of their favorite books and put them into a
bracket to determine what is the classes favorite book. The students will find out the
probability of their favorite book winning the tournament, and how many different
combinations could take place during the tournament. Students will also create a
PowerPoint presentation showing what books they picked to win and why they picked
those books.
World War II Fantasy
Draft

English & Social
Studies
7-12 Students will be given the task of selecting five key people from World War II to create
their fantasy team. Students will select the five people they think would be the best to
represent their country during the World War II period. Students will create a PowerPoint
presentation and a informational/explanatory essay about the five people they selected.
Civil Mock Trials
English & Social
Studies
7-12 Students will participate in a mock trial to become familiar with the role of a trial court in
solving disputes, as well as court room procedure. Students will also become familiar with
the various people in the court room.
Ship Trap Island
English
9-12 The students will note descriptions of the settings in which important events occur within
\"The Most Dangerous Game\" in order to then illustrate a map of \"Ship Trap Island\".
The students must include at least five of the major land marks, show the main
character\'s route, identify the location of major plot points from the story and ultimately
present their maps to the class and defend the selections they made.
Predicting the
Survival of Species
Biology, Life Science,
& English
8-10 Students will work independently to research the survival factors for an endangered
species assigned by the teacher. Students will organize their research into a five-
paragraph essay. Next, students will work collaboratively to predict the fate of specific
organisms to survive in a world changed by global warming. Students will justify their
predictions using some type of teacher-approved media.
Swannee River vs.
Nile River

Science & English
9-12 Students will construct a pamphlet comparing and contrasting the Nile River with the
Suwannee River (local river) and then prepare and deliver a presentation about what
aspects should be improved for each river and why each change should be implemented.
The pamphlet will include the following: images of both rivers (Suwannee image taken by
student), geographic locations and size, species (plant and animal) found in the river, and
economic value of the river.
16
th
Century
European
Newspaper
World History &
English
10 Students will recreate a 16th century newspaper using an existing newspaper from today
as a template. Students will work in pairs and may use publishing software for their
finished products. The newspaper will include Protestant Reformation, Absolutism and
Scientific Revolution.
Alternative Energy
Chemistry and
English
9-12 Students will create a brochure for consumers outlining the pros and cons of different
alternative fuels for vehicles in response to the rising costs of fossil fuels. Students will
work with a partner using Internet resources. These brochures will serve as information
sources for consumers to form opinions about which type of fuel is best for their lifestyle.
A Chemical
Company's Bid
Presentation for
Supplying Copper
English & Chemistry
10-
12
Each class becomes a chemical supply company, which is in the process of bidding for a
contract to supply Ankeny Copper Works with their supply of copper. Each class is set up
as a company with lab technicians, team leaders (managers of lab technicians), and vice
presidents in charge of research and sales. Lab techs and team leaders conduct research
to find the best source of copper by single replacement reactions with given reactants.
Teams are asked to find the cost per gram of copper produced. Vice presidents are

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responsible to synthesize the information from each research team and present their
findings to the President of Ankeny Copper Works in an oral presentation. Each lab team
will produce a lab report that details their work in determining the percent yield of
copper in single replacement reactions of various reactants supplied by the teacher
Advertisement Jingle
Project
Music Theory &
English
11-
12
Following a discussion on how music is used in advertisement jingles, students will apply
common musical elements to their own advertising project. Over the period of several
classes, students will determine a product to create an original jingle for. They will
determine the target audience, write lyrics, compose a melody, apply harmony, write a
score, and record a jingle to share with the class.


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CCSS Writing
Student Exemplars

2013 and Beyond

Note: Refer to CCSS Appendix C for additional student exemplars.

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Argument Writing Student Exemplars

References used:
Common Core Appendix C
Note: These exemplars are intended to be used as examples. The style of writing may be different
from the suggested templates in this guide. Use the templates and exemplars as resources to build the
foundation to good writing.


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Student Sample: Grade 6, Argument
This argument was written as homework after a class in which grade 6 students viewed a movie
titled Benchwarmers and discussed how movie writers and producers promote smoking. The letter is
addressed to the producer of a film in which smoking appears.

Dear Mr. Sandler,

Did you know that every cigarette a person smokes takes seven minutes off their life? I
mentioned this because I just watched the movie, Benchwarmers, and I noticed that Carlos smoked.
Why did you feel the need to have one of the characters smoke? Did you think that would make him
look cool? Did you think that would make him look older? It did neither of those things. As a matter of
fact, I think it made him look stupid and not very cool. Especially when he put out a cigarette on his
tongue.

If I were producing a movie, I would want my characters to be strong, healthy and smart. I
would not have any smokers in my movies for many reasons. The first reason is it sets a bad example for
children. An estimated 450,000 Americans die each year from tobacco related disease. In fact, tobacco
use causes many different types of cancers such as lung, throat, mouth, and tongue. Another reason not
to promote smoking is it ages and wrinkles your skin. Who wants to look 75 if you are only 60? It turns
your teeth yellow and may lead to gum disease and tooth decay. Lastly, smoking is a very expensive
habit. A heavy smoker spends thousands of dollars a year on cigarettes. I can think of better things to
spend money on.

So Mr. Sandler, I urge you to take smoking out of all future movies you produce. Instead of
having your characters smoke have them do healthy things. That will set a positive influence for children
instead of poisoning their minds. Thanks for reading my letter. I hope you agree with my opinion.

Sincerely, __________

P.S. I love your Chanukah song.

Annotation
The writer of this piece
Introduces a claim: I would not have any smokers in my movies for many reasons.

Organizes the reasons and evidence clearly.
The first reason is it sets a bad example for children.
Another reason not to promote smoking is it ages and wrinkles your skin.
It turns your teeth yellow and may lead to gum disease and tooth decay.

Supports the claim with clear reasons and relevant evidence, demonstrating an understanding of the
topic.
Lastly, smoking is a very expensive habit. A heavy smoker spends thousands of dollars a year on
cigarettes.

Uses words, phrases, and clauses to clarify the relationship between the claim and reasons.

195

The first reason . . . Another reason . . . Lastly . . .

Establishes and maintains a formal style (except for the postscript).
Dear Mr. Sandler . . . Thanks for reading my letter. I hope you agree with my
opinion . . .Sincerely.

Provides a concluding statement that follows from the argument presented.
Instead of having your characters smoke have them do healthy things. That will set a

Positive influence for children instead of poisoning their minds.
Demonstrates good command of the conventions of standard written English (with occasional
errors that do not interfere materially with the underlying message).


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This argument (incorrectly labeled a story) is a process piece produced in class.

A Pet Story About My Cat . . . Gus

People get pets so that they will never be lonely, and they will always have a friend to be there
for them. Ask your heart, what makes the best pet??? Some people think a best pet is picky, energetic,
and sneaky, but I think my pet is the best pet because he is a cuddle bug, hes playful, and he loves me!
Gus was about eight weeks old when we got him, now he is 4 1/2 months old, and he is about as big as a
size eight sneaker. He is a little gray and white kitten. If you look closely he has a gray tail, but there are
darker gray rings around it. He has a little white on his face, and some on his tummy and paws. He has a
little stripe on his leg but it is his back left leg only. Hes very cute, and he purrs a lot! He also has a cute
little gray nose.
One of the reasons why my cat Gus is the best pet is because he is a cuddle bug. When Gus
was a baby, he had to be kept in a cage because he wasnt allowed to interact with the other pets until
he was older. He couldnt interact with the other pets because when Twister was a baby, the ferrets
bit her ear and dragged her under the bed, and bit her in the back of the neck and we didnt want the
same thing to happen to Gus. Also because Twister had to be kept in a cage when she was little, too.
His cage was in my room so when he meowed, as if to say, Get me out! I would have to take him out
and sleep with him. All he would do is thank me for doing that by snuggling against my chin! Another
example to prove that Gus is a cuddle bug, is that when Im feeding Gus, I put his and Twisters bowl
up on the counter when I do so, and Twister sits there patiently while Gus is snuggling against my legs
to show affection toward me. He snuggles my leg even when Im walking around! Well, at least he tries
to, because he follows me, and when I stop walking, he starts to cuddle. Eventually I pick him up and
cuddle him back!!! Finally, when I have nothing to do and Im just sitting on my bed reading, Gus jumps
up with me and then he pushes away the covers to get under them, and he sleeps on my chest to keep
my company when Im board. After he slept on my tummy many times, he finally got the nickname
__________ Cuddle Buddy. Now I always snuggle with my favorite cuddle buddy . . . Gus!!!
A second reason why Gus is the best pet is because hes playful. Most of the time when Gus
is lying on the couch minding his own business, Ill reach out to pet him then hell start biting my hand
and attacking it!!! He does this to be playful, not to hurt anyone but he just wants to have fun. It kind of
tickles when he does it, actually. Gus also has a little toy mouse that is attached to a string that I drag
around the house so that Gus will follow it. The mouse has a leopard skin pattern on it with balls of fur
as hands and feet. The mouse is about the size of the pencil sharpeners in Mrs. __________ classroom.
He goes after that mouse so fast that its hard to see him running by to catch it. When Gus was a baby,
I would put him in my bed to sleep with, but before we went to sleep, I would move my feet around
underneath the covers, while Gus was on top chasing them around. Eventually, he got tired and lied
down near my feet, but before he was completely asleep, I would pick him up and put him near my
pillow and we slept together. Gus loves doing that all the time. I love how Gus is so playful!!!
The last reason why Gus is the best pet is because he loves me! He always misses me whenever
Im not there. When I come home from school and I open the door, Gus comes flying around the corner,
and starts to climb my pants! When he gets high enough, I grab him in my arms and we start cuddling
each other while Gus is happily purring. He does this a lot. Most of the time Im in my room watching TV,
while Gus and Twister are fighting and killing each other, they come dashing around the corner and into
my room. I, of course, have to break up the fight. After that, I put them on my bed and hold them down,
but they keep squirming. Soon, they get tired and sleep with me, silently, watching TV. Gus is with me as
much as possible. Sometimes hes busy playing with Twister, sleeping, or eating. Otherwise, hes playing

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or sleeping with me. We do so many things together and Im glad I got him, but technically, he chose
me. It was a homeless cat shelter. They were able to catch the kittens, but not there mommy. His
brothers and sisters were all playing, but he was sleeping under the table. Soon, he walked out from
under the table and slept with me while we cuddled on the couch. Thats how I met Gus.
People have feelings for their pets that show that they love them very much. When I had to
decide what makes the best pet, I would say that Gus is the best pet because he is a cuddle bug, hes
playful, and he loves me. When you think about the examples that I gave you, like when I told you about
how Gus snuggles against my chin, you saw that Gus IS the best pet and if you dont believe me, you
have a problem with deciding who the best pet is.

Annotation
The writer of this piece:
Introduces a claim and organizes the reasons and evidence clearly.
. . . I think my pet is the best pet because he is a cuddle bug, hes playful, and he loves me!
Supports the claim with clear reasons and relevant evidence, demonstrating an understanding of the
topic:
One of the reasons why my cat Gus is the best pet is because he is a cuddle bug. The writer
elaborates this point by providing three examples of his cats affectionate nature: freed from his
cage, the cat snuggles against the narrators chin; the cat rubs against the narrators legs; and
the cat sleeps on the narrator.
A second reason why Gus is the best pet is because hes playful. The writer elaborates this point
with three examples of the cats playful nature: Gus attacks the narrators hand; Gus plays with
a toy mouse; and Gus attacks the narrators feet when they are under the covers.
The last reason why Gus is the best pet is because he loves me! The writer elaborates this point
with three examples: Gus runs to greet the narrator when he returns home from school; Gus
and the other cat, Twister, scuffle with one another until the narrator separates them, and then
they sleep with the narrator as he watches television; and Gus spends as much time as possible
in the narrators company.
Uses words, phrases, and clauses to clarify the relationships among the claim and reasons:
One of my reasons . . . A second reason . . . The last reason . . .
Establishes and maintains a formal style (except for the last sentence):
The style throughout the document is appropriate for convincing readers about the writers
claim although the last sentence in the three-page-long paper ( . . . if you dont believe me, you
have a problem with deciding who the best pet is) seems inappropriate because it lapses into ad
hominem.
Provides a concluding statement that follows from the argument presented:
When I had to decide what makes the best pet, I would say that Gus is the best pet . . .
When you think about the examples that I gave you, like when I told you about how Gus
snuggles against my chin, you saw that Gus IS the best pet . . .
Demonstrates a good command of the conventions of standard written English (with occasional errors
that do not interfere materially with the underlying message).


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This argument was produced for an on-demand assessment. Students were asked to a write a letter to
their principal about a plan to install video cameras in the classroom for safety reasons. The abbreviated
time frame of the assessment (and the consequent lack of opportunity to perform research and revise)
explains the absence of information from sources and possibly also the occasional errors.

Video Cameras in Classrooms

You are seated in class as your teacher explains and points things out on the whiteboard. You
twitch your hand, accidentally nudging your pencil, which rolls off your desk and clatters to the floor. As
you lean over to pick up your pencil, your cell phone falls out of your coat pocket! Luckily you catch it
without your teacher seeing, but it is in plain view of the video cameras shiny lens that points straight at
you. The classroom phone rings, and after a brief conversation, your teacher walks over to your desk
and kneels down beside you. About that cell phone of yours . . . How did that get you in trouble? How
could it possibly be a good idea to put cameras in classrooms?
When students are in their classrooms, teachers are in the classroom too, usually. But when a
teacher goes out of the classroom, what usually happens is either everything goes on as usual, or the
students get a little more talkative. Cameras arent there because people talk a lot. It is the teachers job
to keep people quiet. If something horrible happened, somebody in class would usually report it, or it
would just be obvious to the teacher when he came back that something had happened.
If we already have cameras in the halls, why spend the money to get thirty more cameras for all
the different classrooms? Our school district already has a low budget, so we would be spending money
on something completely unnecessary. There hasnt been camera-worthy trouble in classrooms. Camera
worthy trouble would be bad behavior every time a teacher left the room. There is no reason to install
cameras that might just cause trouble, both for the students and for the budget.
Different students react differently when there is a camera in the room. Some students get
nervous and flustered, trying hard to stay focused on their work with a camera focused on them. 90% of
students claim that they do better work when they are calmer, and cameras are not going to help. Other
students look at cameras as a source of entertainment. These students will do things such as wave at
the camera, make faces, or say hi to the people watching through the camera. This could be a big
distraction for others who are trying to learn and participate in class. Still other students will try to trick
the camera. They will find a way to block the lens or do something that the camera will not be likely to
catch. All of these different students will be distracted by the cameras in their classrooms.
Instead of solving problems, cameras would cause the problems. That is why I disagree with the
idea to put cameras in classrooms. This plan should not be put to action.

Annotation

Introduces a claim (stated late in the essay).
. . . I disagree with the idea to put cameras in classrooms. This plan should not be put to action.
Acknowledges alternate or opposing claims.
Instead of solving problems, cameras would cause the problems.

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Supports the claim with logical reasoning and relevant evidence, demonstrating an understanding of
the topic.
[Cameras are not necessary because] [i]f something horrible happened, somebody in class would
usually report it, or it would just be obvious to the teacher when he came back that something
had happened.
. . . we already have cameras in the halls . . .
Our school district already has a low budget . . .

Uses words, phrases, and clauses to create cohesion and clarify the relationships among the
claim, reasons, and evidence.
If . . . already . . . why . . . so . . . Some students . . . Other students . . . These students . . .
All of these different students . . .

Establishes and maintains a formal style.
When students are in their classrooms, teachers are in the classroom too, usually. But when a
teacher goes out of the classroom, what usually happens is either everything goes on as usual, or
the students get a little more talkative.
Different students react differently when there is a camera in the room.

Provides a concluding statement that follows from and supports the argument presented.
Instead of solving problems, cameras would cause the problems. That is why I disagree with the
idea to put cameras in classrooms. This plan should not be put to action.


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This argument was written in response to a classroom assignment. The students were asked to compare
a book they read on their own to a movie about the same story and to prove which was better. Students
had six weeks to read and one and a half weeks to write, both in and out of class.

The True Meaning of Friendship

John Boynes story, The Boy in the Striped Pajamas, tells the tale of an incredible friendship
between two eight-year old boys during the Holocaust. One of the boys is Bruno, the son of an
important German commander who is put in charge of Auschwitz Camp, and the other is Shmuel, a
Jewish boy inside the camp. Throughout the story their forbidden friendship grows, and the two boys
unknowingly break the incredible racial boundaries of the time. They remain best friends until Bruno
goes under the fence to help Shmuel find his father when they are both killed in the gas showers of the
camp. By comparing and contrasting supporting characters, irony, and the themes in the movie and the
book, it is clear that the movie, The Boy in the Striped Pajamas (Mark Herman, 2008) is not nearly as
good as the novel of the same title.

Characterization is very important to a story and influences how a person interprets the novel or
movie, and one important way that the book differs from the movie is how Brunos mother is
characterized. In the movie, she is unrealistically portrayed as an honest woman with good moral values,
and is almost as naive as Bruno is about what is going on at Auschwitz. When she discovers what her
husband is doing to people at the camp she is deeply disturbed. Mortified by her husbands cruelty,
their relationship declines. In contrast, she is a far more sinister character in the book. Though Bruno is
too young to understand what his mother is doing, one of the reasons he dislikes Lieutenant Kotler is
that, . . . he was always in the living room with Mother and making jokes with her, and Mother laughed
at his jokes more than she laughed at Fathers (162). Brunos mother is very unhappy in her new
situation away from Berlin, and her discontent leads her to cheat on her husband. This also leads her to
unknowingly hurt her son, for Bruno is upset that she is paying more attention to Lieutenant Kotler than
she is to his father, and the damage she causes could be magnified if she continues to disrupt their
family. Further examples of her abysmal character and unfaithfulness are revealed when Brunos
mother finds the young lieutenant and says, Oh Kurt, precious, youre still here . . . I have a little free
time now ifOh! she said, noticing Bruno standing there. Bruno! What are you doing here?(166). Her
disloyalty further allows the reader to see that her character is far from virtuous, contrary to the opinion
of a person who viewed the movie. Throughout the story, it also becomes apparent that Brunos mother
is also an alcoholic, and, Bruno worried for her health because hed never known anyone to need quite
so many medicinal sherries (188). Unable to come to terms with her new circumstances and strained
relationship with her husband, Brunos mother tries to drink away her problems, further conveying that
she is a weak character. Brunos extreme innocence about his mother and situation at Auschwitz are
magnified by the use of irony in both the movie and the book.

In some ways the book and the movie have similar aspects, and one of these aspects is how
irony is used to emphasize Brunos innocence and to greatly emphasize the tragic mood of the story. In
the final climactic scene of the moviejust after Bruno has gone under the fence to help Shmuel find his
father the two boys are led to the gas showers to be killed. Unaware of what is about to happen to
them, Bruno tells Shmuel that his father must have ordered this so it must be for a good reason, and
that they are going into the air-tight rooms to stay out of the rain and avoid getting sick. This statement

201

is incredibly ironic because, unbeknownst to Bruno, his father has unknowingly commenced his own
sons death sentence. In addition to this, the soldiers have no intention of keeping their prisoners
healthy. It never occurs to Bruno that anyone would want to destroy another human being or treat
them badly, and his innocence makes his premature death all the more tragic. Although the movie may
be incredibly ironic in a few specific instances, the book contains a plethora of ironic events that also
accentuate Brunos childishness and naivety. A profound example of this is exhibited when Bruno thinks
to himself that, . . . he did like stripes and he felt increasingly fed up that he had to wear trousers and
shirts and ties and shoes that were too tight for him when Shmuel and his friends got to wear striped
pajamas all day long (155). Bruno has no clue that the people in the striped pajamas are being cruelly
treated and murdered, and is jealous of what he thinks is freedom. Bruno once again reveals his
innocence when he asks Pavel, the Jewish man from the camp who cleans him up after a fall, If youre a
doctor, then why are you waiting on tables? Why arent you working at a hospital somewhere? (83). It
is a mystery to Bruno that a doctor would be reduced to such a state for no transparent reason, and his
beliefs should be what all adults think. Though what he says is naive, it points out the barbarity of the
German attitude toward the Jews. If an uneducated child could be puzzled by this, then how could
learned adults allow such a thing? Through Brunos comment, John Boyne conveys the corruptness of
the German leaders during the Holocaust, an idea that the movie does not relay to the watcher nearly as
well. The book impels the reader to think deeper about the horrors of the Holocaust, and all this ties
into the true theme of the story.

The Boy in the Striped Pajamas and its movie counterpart both have different themes, but it is
the books theme that accurately states the authors message. The movie ends with a race against time
as Brunos family searches for him in the camp, trying to find him before he is killed. They are too late,
and Bruno and Shmuel die together like so many other anonymous children during the Holocaust. The
theme of the movie is how so many children died at the ruthless hands of their captors; but the books
theme has a deeper meaning. As Bruno and Shmuel die together in the chamber, . . . the room went
very dark, and in the chaos that followed, Bruno found that he was still holding Shmuels hand in his
own and nothing in the world would have persuaded him to let it go (242). Bruno loves Schmuel, and
he is willing to stay with him no matter what the consequences, even if it means dying with him in the
camp that his father controls. They have conquered all boundaries, and this makes the two boys more
than just two more individuals who died in Auschwitz. The Boy in the Striped Pajamas is not the story of
two children who died in a concentration camp; this story is about an incredible friendship that
triumphed over racism and lasted until the very end. It is the story of what should have been between
Jews and Germans, a friendship between two groups of people in one nation who used their strengths
to help each other. Based on the analysis of supporting characters, irony, and themes of John Boynes
The Boy in the Striped Pajamas and the movie, it can be concluded that the book is far superior to the
movie. Though Brunos mother is a dishonest woman in the book, her bad character is more realistic for
the time when compared to the mother in the movie who is horrified by Auschwitz. John Boyne uses
many examples of irony in the book to emphasize Brunos innocence and to magnify the tragedy of his
death. Unlike the movie the irony in the book leads the reader to ponder on the barbarity of the German
leaders during the Holocaust. The books theme of long lasting friendship gives purpose to the story,
while the movies theme of the cruelty of concentration camps does not lead the viewer to delve deeper
into the story. It is necessary for the person to read this book in order to understand the true message
of friendship and cooperation in the story, a message that a person who had only seen the movie could
not even begin to grasp.


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Annotation
Introduces a precise claim and distinguishes the claim from (implied) alternate or opposing
claims.
. . . it is clear that the movie, The Boy in the Striped Pajamas (Mark Herman, 2008) is not nearly
as good as the novel of the same title.
Develops the claim and counterclaims fairly, supplying evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audiences need for
information about the book.
Reason: In the movie, she [the mother] is unrealistically portrayed as an honest woman with
good moral values . . . she is a far more sinister character in the book . . .
Evidence: . . . one of the reasons he [Bruno] dislikes Lieutenant Kotler is that, . . . he was always
in the living room with Mother and making jokes with her, and Mother laughed at his jokes
more than she laughed at Fathers (162) . . . Brunos mother finds the young lieutenant and
says, Oh Kurt, precious, youre still here . . . I have a little free time now ifOh! she said,
noticing Bruno standing there. Bruno! What are you doing here?(166). . . . Brunos mother is
also an alcoholic, and, Bruno worried for her health because hed never known anyone to need
quite so many medicinal sherries (188)
Reason: . . . it is the books theme that accurately states the authors message . . . the books
theme has a deeper meaning . . . The books theme of long lasting friendship gives purpose to
the story . . .
Evidence: The movie ends with a race against time as Brunos family searches for him in the
camp, trying to find him before he is killed. They are too late, as Bruno and Shmuel die together
like so many other anonymous children during the Holocaust . . . [In the book] As Bruno and
Shmuel are standing together in the chamber, . . . the room went very dark, and in the chaos
that followed, Bruno found that he was still holding Shmuels hand in his own and nothing in the
world would have persuaded him to let it go (242).
Uses words, phrases and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim and reasons, between reasons and evidence, and
between claims and (implied) counterclaims.
In the movie . . . In contrast . . . Though Bruno is too young . . . Further examples of her abysmal
character . . . Throughout the story, it also becomes apparent . . . In the final climactic scene . . .
because, unbeknownst to Bruno . . . A profound example of this . . .Based on the analysis . . .
Establishes and maintains a formal style and objective tone.
John Boynes story, The Boy in the Striped Pajamas, tells the tale of an incredible friendship
between two eight-year old boys during the Holocaust. . . . Characterization is very important to
a story and influences how a person interprets the novel or movie, and one important way that
the book differs from the movie is how Brunos mother is characterized . . . In some ways the
book and the movie have similar aspects, and one of these aspects is how irony is used to
emphasize Brunos innocence and to greatly emphasize the tragic mood of the story . . .
Provides a concluding section that follows from and supports the argument presented.
Based on the analysis of supporting characters, irony, and themes of John Boynes The Boy in
the Striped Pajamas and the movie, it can be concluded that the book is far superior to the
movie. Though Brunos mother is a dishonest woman in the book, her bad character is more
realistic for the time when compared to the mother in the movie who is horrified by Auschwitz.
John Boyne uses many examples of irony in the book to emphasize Brunos innocence and to
magnify the tragedy of his death. Unlike the movie the irony in the book leads the reader to

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ponder on the barbarity of the German leaders during the Holocaust. The books theme of long
lasting friendship gives purpose to the story, while the movies theme of the cruelty of
concentration camps does not lead the viewer to delve deeper into the story. It is necessary for
the person to read this book in order to understand the true message of friendship and
cooperation in the story, a message that a person who had only seen the movie could not even
begin to grasp.
Demonstrates exemplary command of the conventions of standard written English.


204

This argument was produced by a student who was asked to write a persuasive essay that required
research. The student generated the topic and had an opportunity to revise.

__________ School Bond Levy

The __________ School Board has recently proposed a bond levy to add new facilities as well as
conduct some major repairs to the school. The bond includes building a new gymnasium, a new science
room and lab, a new Media Center/Library, new Chapter 1 and Special Education classrooms, and other
facilities such as more parking space, an increase in storage area, and new locker rooms. Along with new
construction, the board is proposing to remodel facilities such as the drama/music areas, the entire roof,
the heating system, the school kitchen, and present gym as well. This bond allowing __________ School
to add more facilities should be passed in order for young students to be provided with a better
education.
Several arguments have been brought up concerning the levy since it failed in the March
election. Some say that the school doesnt need to have brand new facilities and better classrooms,
but it does. Just this year the school had to shut down for days at a time as a result of a malfunction of
the heating system. The roof of the library also had a leaking problem all winter long. The leaking has
actually caused the ceiling tiles to rot to the point where they are having to be removed. It isnt safe to
sit underneath them because, in fact, they have fallen to tables where students had been working only
minutes before.
Another issue that people may be concerned with is the money that taxpayers have to put up
for the building. The cost of the project in its entirety will be 2.9 million dollars, meaning that for the
next 25 years, taxpayers would pay 40 cents more per thousand dollars in property tax than they do this
year. The project does cost a significant amount of money, but the school needs it. If something isnt
done now, then the facilities such as the library, the science room and others will continue to grow
steadily worse. The construction and remodeling needs to be done eventually, so why not now, when
interest rates are low and expenses are also low. Superintendent __________ commented that it would
cost the taxpayers much less money now than ten years from now. Another reason that this is a good
time to pass this bond is that the results of Ballot Measure 5 are going into effect at the same time as
the levy. As it stands now, property tax rates will go down another $2.50 by next year; however, if
taxpayers dont mind paying what they do now and can handle a 40 cent increase, then the school can
be that much better.
Many other good reasons we exist for funding this construction now. For one, better facilities
will be made available to everyone: staff members, students, and community members. The new gym
will allow student athletes to have earlier practices and more time for homework. With only one gym in
a K12 school system, the junior high has to practice in the morning before school, starting at 6:30 A.M.,
meaning that both the girls and boys teams had to practice at the same time, with half of the court for
the girls half for the boys. After school, the high school girls would practice from 3:30 to 5:30 P.M. The
varsity boys would then start at 5:30 or 6:00 and go until 7:30. After that, the junior varsity boys would
come in for an hour and a half. Its absurd to think that student athletes can make good use of their time
with a schedule like that. If the bond were to pass, both the new gym and the present gym would be
used for practices and athletes wouldnt have to wait so long to practice every day.
Another reason that the gym should be built is that it is no longer adequate. The bleachers are
too close to the court and so there is no room to walk by without getting in the way during a game. The
gym also poses a problem for the cheerleaders. As it is now, there is no room for them to cheer. They
have to stand on one of the ends which, of course, is right in the way of people walking by. If a new gym

205

were built, enough room would be provided surrounding the court that there wouldnt be any of the
problems there are now.
Another advantage to the bond proposed is that it would provide more space in the school.
The school has always been small, which is in some ways nice, but it needs to expand. The lack of space
is a problem because everyone is crammed into one little hallway trying to make it around from class
to class. As it is, there isnt enough room for the library to just be a library or the kitchen to just be a
kitchen. Students cant even go to the library when they need to because Health, Media, and other
classes are held there. The Satellite Learning classroom, which shares a space with the kitchen, usually
has a difficult learning atmosphere each day people prepare food for the hot lunch program. Another
problem area is the current science room and lab. Lab facilities are outdated and cannot be replaced for
a variety of reasons related to the plumbing and electrical systems. Both science teachers have said
publicly that the chemical storage room is inadequate and unsafe. The science curriculum is a core part
of students education and they deserve good facilities.
It is clear then, that __________ School needs significant improvements in which case the
bondmust be passed. As a community, education is an essential part of the future. In the past,
__________ has relied in the timber industry for employment, but times are changing and the younger
generations need to be better prepared to meet the challenges that arise. For example, they need to
able to take part in a variety of activities and be able to achieve in many different areas. If the school is
inadequate, how can the younger generations be provided with the education and training they need to
be successful in the future?

Annotation
Introduces a precise claim, distinguishes it from alternate or opposing claims, and creates an
organization that establishes clear relationships among the claim, counterclaims, reasons, and
evidence.
This bond allowing __________ School to add more facilities should be passed in order for
young students to be provided with a better education.
Some say that the school doesnt need to have brand new facilities and better classrooms, but
it does.
for the building.
Develops the claim and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audiences knowledge level
and concerns.
Just this year the school had to shut down for days.
Details about the malfunction of the heating system and the falling ceiling tiles in the library
support the claim that brand new facilities and better classrooms are needed.
for the building. The cost of the project in its entirety will be 2.9 million dollars, meaning that for
the next 25 years, taxpayers would pay 40 cents more per thousand dollars in property tax than
they do this year.
Superintendent __________ commented that it would cost the taxpayers much less money now
than ten years from now.
. . . [The gym] is no longer adequate.

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The school has always been small . . . [and] it needs to expand.
Details about the scheduling of classes in the library support the claim that the school needs to
expand.
Uses words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim and reasons, between reasons and evidence, and
between claim and counterclaims.
The project does cost a significant amount of money, but the school needs it.
Another issue that people may be concerned with . . . Many other good reasons . . . Another
reason . . .
Another advantage to the bond proposed is that it would provide more space in the school.
It is clear then, that . . .
Provides a concluding section that follows from and supports the argument presented.
If the school is inadequate, how can the younger generations be provided with the education
and training they need to be successful in the future?


207

This essay on dress codes was written for a university/college placement assessment. Two different
perspectives on an issue (whether or not dress codes should be adopted in school) were provided in the
prompt, and students were advised to either support one of the two points of view given or present a
different point of view on the issue. The students were allowed thirty minutes to write.

I believe that it would be beneficial for our schools to adopt dress codes. Although some may
argue that this action would restrict the individual students freedom of expression, I do not agree. Our
right to express ourselves is important, but in our society none of us has unrestricted freedom to do as
we like at all times. We must all learn discipline, respect the feelings of others, and learn how to operate
in the real world in order to be successful. Dress codes would not only create a better learning
environment, but would also help prepare students for their futures.
Perhaps the most important benefit of adopting dress codes would be creating a better learning
environment. Inappropriate clothing can be distracting to fellow students who are trying to concentrate.
Short skirts, skimpy tops, and low pants are fine for after school, but not for the classroom. T-shirts
with risky images or profanity may be offensive to certain groups. Students should espress themselves
through art or creative writing, not clothing. With fewer distractions, students can concentrate on
getting a good education which can help them later on.
Another benefit of having a dress code is that it will prepare students to dress properly for
different places. When you go to a party you do not wear the same clothes you wear to church.
Likewise, when you dress for work you do not wear the same clothes you wear at the beach. Many
professions even require uniforms. Having a dress code in high school will help students adjust to the
real world.
Lastly, with all the peer pressure in school, many students worry about fitting in. If a dress code
(or even uniforms) were required, there would be less emphasis on how you look, and more emphasis
on learning.
In conclusion, there are many important reasons our schools should adopt dress codes. Getting
an education is hard enough without being distracted by inappropriate t-shirts or tight pants. Learning
to dress for particular occasions prepares us for the real world. And teens have enough pressure already
without having to worry about what they are wearing.

Annotation
Introduces a precise, knowledgeable claim.
I believe that it would be beneficial for our schools to adopt dress codes.
Establishes the significance of the claim, distinguishing the claim from alternate or opposing
claims.
Although some may argue that this action would restrict the individual students freedom of
expression, I do not agree. Our right to express ourselves is important, but in our society none
of us has unrestricted freedom to do as we like at all times. We must all learn discipline,
respect the feelings of others, and learn how to operate in the real world in order to be
successful.
Creates an organization that logically sequences claim, counterclaims, reasons, and evidence.
I believe that it would be beneficial for our schools to adopt dress codes. Although some may
argue . . . Perhaps the most important benefit . . . Another benefit . . . Lastly . . . In conclusion . .
Develops the claim and counterclaims fairly and thoroughly, supplying the most relevant

208

evidence for each while pointing out the strengths and limitations of both (though the
evidence provided is limited by the constraints of an on-demand assessment).
Perhaps the most important benefit of adopting dress codes would be creating a better
learning environment. Inappropriate clothing can be distracting to fellow students who are
trying to concentrate. Another benefit of having a dress code is that it will prepare students to
dress properly for different places. When you go to a party you do not wear the same clothes
you wear to church.
If a dress code (or even uniforms) were required, there would be less emphasis on how you
look, and more emphasis on learning.
Develops the claim in a manner that anticipates the audiences knowledge level, concerns,
values, and possible biases.
The writer addresses an unknown adult audience likely to appreciate values such as discipline,
respect [for] the feelings of others, and the creation of a better learning environment.
Uses 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 and reasons, between reasons and
evidence, and between claim and counterclaims.
Although some may argue . . . Perhaps the most important benefit . . . With fewer
distractions . . . Another benefit . . . When . . . Likewise . . . If a dress code (or even uniforms)
were required . . . Lastly . . . In conclusion . . .


209

This essay was produced in a two-hour-long college placement exam. Students first read a passage of
approximately a thousand words titled In Praise of Boredom. The passage was adapted from an essay
published by Ellen Ruppel Shell in 2000. Students were then asked to respond to Shells views, drawing
on anything else they had previously read, their observations, and/or their experiences.

Freedom From Structure

Children are blank slates that are subject to the environment around them. Allowing a child to interact
with their surroundings is difficult for adults because it leaves each decision, and each consequence
of that decision, up to them. Ellen Ruppel Shell believes that children miss out on experimenting and
discovering aspects of the world that cannot be taught in a classroom or read about in a book. I agree
that children can learn many important lessons about social interaction and the products of creativity by
playing on their own, or with other children, in a free and open environment.

To relieve the inevitable boredom that every child eventually encounters, they can nourish their creative
minds by playing alone. As a child, I was content to sometimes play by myself in a land of make-believe.
If it was cold and rainy outside, I would pretend it was the middle of summer. Night became day, my
bedroom became a kingdom, my bed was a castle, my floor was a mote, and I was a princess. Playing
lets pretend allowed me to imagine and create my own world when reality seemed too mundane.
Boredom leads to exploration, which leads to creativity, and nothing is more creative than a world
that exists in the mind of a child.

There are endless opportunities for parents to stimulate and teach their kids that come with instructions
and rules and boundaries, but I agree with Shell when she declares that the best play is spontaneous
and unpredictable. Plain and simple freedom is invaluable, and we are only so free as children. As we
grow up, our minds become molded around societys rules and we learn to conform to a certain way of
thinking and creating. If adults see a soccer ball, they will only think of how to play soccer. If children see
a soccer ball they will immediately create their own rules and proceed with an entirely different game.
The ability to be spontaneous and imaginative is strongest in children because they know nothing else.
Adults and parents that bombard their kids with structured activities are wasting the unique and innate
ability of children to create; however, a parents reasoning for such structure is not unsupported.

There are many life lessons that can be difficult to learn on your own, so adults establish controlled
environments for their children to learn about the world. For example, making new friends can be an
awkward and terrifying process for kids, so parents will try to make friends for their children. What most
adults dont realize is that they are robbing their child of a chance to open up and reach out to another
person. The kid they meet on the jungle gym will be more beneficial to them than the kid their parent
forced them to play with. We dont believe that they can navigate the world, so we try to navigate it for
them. Shell believes that adults need to trust their kids to discover the world for themselves and that
its just as important for them to fail as it is for them to succeed.

For children, its not about the final product, its how they get there. When forced to follow rules and
obey boundaries, kids are not given the opportunity to use their imagination. I agree with Shell and I
believe that it is more beneficial for children to make believe, be spontaneous, and discover as much as
they can about the world for themselves.


210

Annotation
Introduces a precise, knowledgeable claim.
I agree that children can learn many important lessons about social interaction and the products
of creativity by playing on their own, or with other children, in a free and open environment.

Establishes the significance of the claim, distinguishing the claim from alternate or opposing
claims.
Allowing a child to interact with their surroundings is difficult for adults because it leaves each
decision, and each consequence of that decision, up to them.
Creates an organization that logically sequences claim, counterclaims, reasons, and evidence.
I agree that children . . . they can nourish their creative minds by playing alone. . . . As a child, I
was . . . but I agree with Shell when she declares . . . As we grow up . . . There are many life
lessons that can be difficult to learn on your own . . . What most adults dont realize . . . For
children, its not about the final product . . . I agree with Shell and I believe . . .
Develops the claim and counterclaims fairly and thoroughly, supplying the most relevant
evidence for each while pointing out the strengths and limitations of both.
Allowing a child to interact with their surroundings . . . leaves each decision, and each
consequence of that decision, up to them.
Ellen Ruppel Shell believes that children miss out on experimenting and discovering aspects of
the world that cannot be taught in a classroom or read about in a book.
. . . they can nourish their creative minds by playing alone.
There are many life lessons that can be difficult to learn on your own, so adults establish
controlled environments for their children to learn about the world.
When forced to follow rules and obey boundaries, kids are not given the opportunity to use
their imagination.
Develops the claim in a manner that anticipates the audiences knowledge level, concerns, values, and
possible biases.
. . . making new friends can be an awkward and terrifying process for kids, so parents will try to
make friends for their children. What most adults dont realize is that they are robbing their
child of a chance to open up and reach out to another person.
Uses 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 and reasons, between reasons and
evidence, and between claim and counterclaims.
As a child . . . As we grow up . . . For example . . .
To relieve the inevitable boredom that every child eventually encounters, they can nourish their
creative minds by playing alone. As a child, I was content to sometimes play by myself in a land
of make-believe. . . . Boredom leads to exploration, which leads to creativity, and nothing is
more creative than a world that exists in the mind of a child.
There are endless opportunities for parents to stimulate and teach their kids that come with
instructions and rules and boundaries, but I agree with Shell when she declares that the best
play is spontaneous and unpredictable.
Provides a concluding statement that follows from and supports the argument presented.
I agree with Shell and I believe that it is more beneficial for children to make believe, be
spontaneous, and discover as much as they can about the world for themselves.

211

Informational/Explanatory Writing Student Exemplars

References used:


212

Student Sample: Grade 7, Informative/Explanatory
The extended project that led to this scientific report required students to review existing research,
conduct original research, and produce a report. Although the student who wrote the report was in
grade 7, the conceptual understanding the report displays is clearly at an exemplary level.

A Geographical Report
My report is on a very rare and unique wetland that many people do not even know exists. They
occur only in a few places around the world.

My topic is created by a specific geographical condition. Vernal pools in San Diego occur only
on the local mesas and terraces, where soil conditions allow, but these are the ideal place for much of
the citys urban and agricultural development. Is it possible to find a balance between the two
conflicting purposes of expansion and preservation?

This raises an interesting question; how can you establish vernal pools being thought of as a
geographical asset?

METHODS

To answer my question I had to get information on vernal pools: what they are, where they are,
and how they are a sensitive natural habitat. Then I needed to examine how city expansion is affecting
vernal pools, and if it is apt to continue. I needed to know what the City thinks about the problem and
what they are planning to do.

First I looked for any information available on vernal pools at public libraries, but I couldnt find
what I was looking for. The topic is apparently too obscure. Next I went to a university library that had
an environmental department to get as much information as possible (University of San Diego).

I also interviewed several authorities in the field: the district representative for the U.S. Army
Corps of Engineers, the federal agency responsible for the protection of wetlands; a senior environment
planner with the City of San Diego, who wrote the Citys Resource Protection Ordinance (RPO); the
Station botanist at Miramar Naval Air Station, who is in charge of their vernal pool management plan on
the land that has the largest number of pools remaining in the City of San Diego; a biologist working for
RECON (Regional Environmental Consultants), a firm which is mapping the vernal pools for the City of
Hemet, (another city in San Diego County facing the same issues); and finally a geographer working for
SANDAG (San Diego Association of Governments), a regional organization that gathers, records, and
analyzes data associated with regional planning and environmental issues. They answered many
questions and offered their own ideas and information, including additional articles on my subject. I
looked at several maps and photos of vernal pools locations, and charts of changing land use.

To decide how much education may be needed about vernal pools, I made a questionnaire, and
surveyed two classrooms of elementary students, and a group of forty-two adults, trying to cover most
age groups.


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WHAT VERNAL POOLS ARE
Vernal pools are a unique and rare form of wetland. Wetlands are areas that are covered or
soaked by water enough to support plants that grow only in moist ground. Some examples of wetlands
are bogs, swamps, marshes, and edges of lakes and streams. These are what people think of when they
hear wetland. But vernal pools are different than these other types of wetlands. They are located on
dry and flat places. No one would expect to find a wetland in such a dry area!

San Diego vernal pools are surrounded by small mounds called mima mounds. The name
mima mounds come from the Mima Prairie near Olympia, Washington. People dont know for sure how
mima mounds are formed. Some think that they were formed by gophers piling up the earth. Others
think that ice wedges from glaciers caused the upheaval, or maybe the wind pushed loose dirt, catching
in clumps of shrubs. Mounds can be found on prairies or terraces with a hardpan or clay layer
underneath.

Vernal pools are depressions between the mima mounds. In winter the pools are filled by rain
storms. In spring the pools look their best, when plants are in full splendor. By summer the pools are
dry and look only like a dry pothole, (See illustration of pool cycles and typical cross section.) A vernal
pool does not dry by soaking into the ground; the layer of clay or rock underneath the pool prevents
the water from soaking through. Instead they dry out from evaporation, or use by the plants. The mima
mounds are not impervious so one pool tends to drain into another. Therefore, the pools have to be on
flat land; the pools cannot be on a slope or the water would run off, and the pools would not be filled.
[Illustration here]
Typical Cross Section of Vernal Pool
[Illustration here]
Vernal Pool Cycle

WHY VERNAL POOLS ARE SO IMPORTANT

Vernal pools are a very rare, specific habitat. Hardly any are left, so we dont have many to lose.
There used to be vernal pools on many of the mesas and terraces of San Diego County, and the Central
Valley of California. Now there are almost no vernal pools in the Central Valley, and an estimated 97%
have been lost in San Diego County. An estimated 80% of the remaining pools in San Diego are located
on Miramar Naval Air Station. (See map, next page.)

[Illustration here]

Vernal Pool Distribution, San Diego County

It does not take much to disturb a vernal pool. Even grazing or off road vehicle use in the
summer, when pool species are dormant and people could think they are just a dry hole, can damage
them. Most are disturbed by grading and flattening of their habitat, or by breakup of the impervious
layer. With just flat land there would be no depressions for vernal pools to form; what would form
would be vernal mud. With no impervious layer the water would just sink into the ground, and would
be there only for a short period of time, not enough for wetland plants.

The mima mounds have to be protected too. If the watershed for the pools is changed, the
condition of the pools changes. If there isnt enough water from runoff, then all plant or animal life in

214

them disappears, because they need enough moisture at the right time, to live. If there is too much
water, then the pool may turn into another kind of wetland, such as a bog.

Although people have begun to study them, there is still a lot to learn. One thing scientists know
is that they are a part of a larger environment. Many animals travel from other areas to feed on plants
or animals, or drink from the vernal pools. For example, water fowl from many other places will stop at
the pools to eat the fairy shrimp and snack on the plants.

Vernal pools have a large assortment of rare and exotic flora and fauna (plants and animals).
Five of them are on the federal list of endangered species, and one more is a candidate for listing. The
plants and animals in vernal pools are unusual because they have only developed recently compared to
other changes in evolution. As scientists study the pools more intently they are finding more and more
unknown species. There are temporary pools in other places around the world, but Californias vernal
pools are different because of their long drought phase, which causes the plants and animals to adapt to
the climate. They go into a dormant phase. For example, fairy shrimp lay eggs before the drought which
hatch when it gets moist enough to be active. Some plants, in a short period of time, develop seeds;
others appear to die out, but quickly spout again from the rain. Many of these species cannot survive
outside vernal pools, and some are endemic (species found only in a very restricted geographical
area).

PROTECTION TECHNIQUES

The first step is to try to keep development away from vernal pools. But to do this you first need
to know where the pools are. Thanks to regional mapping efforts, existing vernal pools have been fairly
well identified in San Diego County.

There are already laws against disturbances of vernal pools. You could go to jail or get fined
a large sum of money for disturbing a wetland. The U.S. Fish and Wildlife Service protects the listed
endangered species present, and the U. S. Army Corps of Engineers makes sure you dont fill any kind
of wetland habitat, including vernal pools. The local office of the U.S. Army Corps of Engineers has
submitted a proposal to Washington for a stricter permit process for vernal pools.

When possible the vernal pools should be part of a large preserve of open space. That way
the pools would not be isolated islands, but part of their natural communities, and would be protected
by a buffer of distance. Fences should not be put directly around the vernal pools unless it cannot be
avoided, because it would keep some animals out, such as rabbits which spread plant seeds around
when they eat them.

It is important to educate people about vernal pools so they know how important they are
and what they look like, and so they know how to preserve them. To see how much education may be
needed in San Diego, I surveyed ninety-two people (forty-two adults and fifty elementary students to try
to cover all age groups). I asked them if they had heard of vernal pools, and if they knew what they
were. About 21% thought they had heard of them, but only 7% really knew what they were. (See pie
chart.) I found that much education is needed.


215

[Illustration here]
Survey Results

At N.A.S. Miramar the Station botanist has been putting articles dealing with vernal pools in
almost every issue of the base newspaper. Now most people on the base know about vernal pools, and
know how valuable they are.

RECOGNIZING AN ASSET

Education is a key to preserving vernal pools. Vernal pools are very unique and we do not
have many to lose. Making new ones does not work. Studies done at the University of California, Santa
Barbara, have shown that after five years their complexity goes down.
First, vernal pools must be protected. There could be different ranges of accessibility, from
remote (available to research only), somewhat accessible (good for guided seasonal visits), to readily
accessible (which may have to be protected by fencing or supervision). The most accessible ones would
be a great educational opportunity for the general public. The pools closer to development could be
developed into nature centers, with raised boardwalks to protect the habitat, as is done over the hot
springs in Yellowstone. (See illustration.)
[Illustration here]

Cross Section of Possible Nature Center

Interpretive signs and docents could provide information. Being very unique, vernal pools would
make interesting learning centers. People would learn how the plants and animals adapt to the seasonal
changes. This would teach people the importance of vernal pools, how complex they are, how to
identify them, and how to preserve them when wet or dry. A park in the Sacramento area has an
adjacent vernal pool with hiking trails around it; and it seems to work there because the people there
know how important and delicate it is.

Ecotourism, a popular concept now, would be another idea. San Diego is a place where tourists
already come. The very climate and geography that brings people here is what created vernal pools.
Ecotourism would be easy to add to the other attractions, and would indirectly benefit the city. A tour
company might be authorized to place advertisements to bring people to learn the importance of
vernal pools and their ecosystem. With many people outside San Diego knowing about vernal pools a
concerned about their well-being, there would be widespread support for vernal pool protection.

CONCLUSION

The problem of endangering vernal pools will not go away, because the City will need more
land to develop. However, vernal pools remain a rare and unique wetland, and need protection. Even
though there are laws made to protect them, pools are still being lost. Education is needed. Widespread
education showing how important vernal pools are, and how easy they are to disturb, will create
widespread support for protection.

A balance between expansion and preservation will not come easily, but if the public views
vernal pools as a geographical asset, the balance will shift toward long-term vernal pool preservation.


216

BIBLIOGRAPHY

Ashworth, William, Vernal Pool. The Encyclopedia of Environmental Studies, 1991, p. 412.

Barbour, Michael G. and Major, Jack, ed. Terrestrial Vegetation of California. New York: John Wiley and
Sons, 1977.

Baskin, Yvonne. Californias Ephemeral Vernal Pools May be a Good Model for Speciation. BioScience,
vol. 44 no. 6, June 1994, pp. 384-388.

City of San Diego Mima Mound-Vernal Pool Guidelines. July 20, 1993.

City of San Diego Municipal Code, Section 101.0462. Resource Protection Ordinance.

Franklin, Jerry F., and Dyrness, C.T., Natural Vegetation of Oregon and Washington. Portland, Oregon;
Pacific Northwest Forest and Range Experiment Station (General Technical Report PNW-8), 1973.

Hutchison, Steven M. A Phenomenon of Spring: Vernal Pools. Environment Southwest. no. 480, Winter
1978.

Jenny, Hans. The Soil Resource: Origin and Behavior. New York: Springer, 1980, pp. 228-231, 280-282,
356.

Martin, Glen. Spring Fever. Discover. vol. 11 no 3, March 1990, pp. 70-74.

Osment, Noel. Dwindling Treasures: Unique Desert/Marsh Habitats Vanishing Fast. San Diego Union,
February 19, 1989.

Regulatory Permit Program. U. S. Army Corps of Engineers, Los Angeles District (SPL PAM 1130-2-1),
Nov., 1993.

SANDAG. A Look at San Diegos Future. INFO. January-February, 1994.

SANDAG. Land use in the San Diego Region. INFO, January-February, 1993.

White, Scott D. Vernal Pools in the San Jacinto Valley. Fremontia. vol. 22 no 4, October 1994, pp. 17-
19.

Zedler, Paul H., The Ecology of Southern California Vernal Pools: A Community Profile. U.S.D.I. Fish and
Wildlife Service, Washington, D.C. (Biological Report 85 (7.11)). May 1987.

Annotation

Introduces the topic clearly, previewing what is to follow.

217

My report is on a very rare and unique wetland that many people do not even know exists. . . .
Vernal pools in San Diego occur only on the local mesas and terraces, where soil conditions
allow, but these are the ideal place for much of the citys urban and agricultural development. Is
it possible to find a balance between the two conflicting purposes of expansion and
preservation?
Organizes ideas, concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect.
Definition: Vernal pools are a unique and rare form of wetland. . . . Vernal pools are depressions
between the mima mounds. . . . Vernal pools are a very rare, specific habitat.
Comparison/contrast: Some examples of wetlands are bogs, swamps, marshes, and edges of
lakes and streams. . . . But vernal pools are different than these other types of wetlands. They
are located on dry and flat places.
If/then and cause/effect: If the watershed for the pools is changed, the condition of the pools
changes. If there isnt enough water from runoff, then all plant or animal life in them disappears,
because they need enough moisture at the right time, to live.
Includes formatting and graphics when useful to aiding comprehension.
The writer uses a number of headings to help section off the text: Methods , What Vernal Pools
Are, Why Vernal Pools Are So Important , Protection Techniques, Recogni zing an Asset , and
Conclusion .
The writer offers a cross-section of a vernal pool, an illustration of the vernal pool cycle, a map
of the distribution of vernal pools in San Diego County, a pie chart of responses to a survey, and
a cross-section of a possible nature center.
Develops the topic with relevant facts, definitions, concrete details, quotations, or other information
and examples.
soaked by water enough to support plants that grow only in moist ground. Some examples of
wetlands are bogs, swamps, marshes, and edges of lakes and streams.
San Diego vernal pools are surrounded by small mounds called mima mounds.
. . . the layer of clay or rock underneath the pool prevents the water from soaking through. . . .
an estimated 97% [of vernal pools] have been lost in San Diego County.
Uses appropriate transitions to create cohesion and clarify the relationships among ideas and
concepts.
Vernal pools are a very rare, specific habitat. Hardly any are left, so we dont have many to lose.
First, vernal pools must be protected.
Ecotourism, a popular concept now, would be another idea.
Uses precise language and domain-specific vocabulary to inform about or explain the topic.
Vernal pools . . . habitat . . . wetland . . . bogs . . . mima mounds . . . pool cycles . . .
soaked by water enough to support plants that grow only in moist ground.
Vernal pools have a large assortment of rare and exotic flora and fauna (plants and animals).
Five of them are on the federal list of endangered species, and one more is a candidate for
listing.
Provides a concluding section that follows from and supports the information or explanation
presented.

218

A balance between expansion and preservation will not come easily, but if the public views
vernal pools as a geographical asset, the balance will shift toward long-term vernal pool
preservation.


219

This essay was written about a favorite activity. The writer wrote for one entire class period the first day
and revised his essay the second day after discussing ideas for revision with a partner.

Football

What I like doing best is playing football, mainly because it is one of my best sports. One of
the greatest things about it, in my opinion, is the anticipation, wondering what the other players are
thinking about what you might do. Football is a physical game, of course, but its the mental aspect that
I appreciate the most.

At times football can get grueling, which makes the game even more exciting. The first time
you make contact with another player (even with all that equipment) you get very sore. That is true for
everyone, but in time you get used to the aches and pains. After awhile, you develop mental discipline,
which allows you to ignore some of the pain. The mental discipline then allows you to go all out, to
unload everything you have, every play. Thats how you win games, everyone going all out, giving 110%.

The game takes concentration, just as much as any other sport, if not more. You develop this
aspect in practice. That is why it is so important to have hours and hours of it. Mentally, you have to
get over the fear, the fear of eleven madmen waiting for chance to make you eat dirt. And that comes
through practice. Once you overcome the fear, you can concentrate on the more important things, like
anticipating the other guys next move. Studying the playbook and talking with other players also helps.

During the game, your mind clears of all thoughts. These thoughts become instinct. You have
to react, and react quickly, and you develop reactions and instinct in practice. For example, when youre
carrying the ball or about to make a tackle, you want to make sure you have more momentum than the
other guy. If you dont youll be leveled. But, you should react instinctively to that situation by increasing
your momentum.

Playing defense, all you want to do is hit the man with the ball, hit him hard. Right when you
unload for a stick, all your body tightens. Then you feel the impact. After you regain your thoughts, you
wonder if youre all right. You wait for your brain to get the pain signal from the nerves. Even so, if you
do get that signal, which is always the case, you keep right on playing. You cant let that experience
shake your concentration.

On offense, while playing receiver, you can actually hear the footsteps of the defensive back
as youre concentrating on catching the ball. What separates the men from the boys is the one who
hears the footsteps but doesnt miss the ball. Thats mental discipline, concentration.

Football is very physical or else it wouldnt be fun. But it is also a mental game and that is why
its challenging. You can get hurt in football if you screw up and ignore the right way to do things.
However, mental discipline and concentration, which you develop during hours of practice, helps you
avoid such mistakes.


220

Annotation

What I like doing best is playing football . . . Football is a physical game, of course, but its the
mental aspect that I appreciate the most.
Organizes ideas, concepts, and information into broader categories.
Information is organized into three components of the mental aspect of football: discipline,
concentration, and instinct.
Develops the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
At times football can get grueling, which makes the game even more exciting. The first time you
make contact with another player (even with all that equipment) you get very sore.
For example, when youre carrying the ball or about to make a tackle, you want to make sure
you have more momentum than the other guy. If you dont youll be leveled.
Uses appropriate transitions to create cohesion and clarify the relationships among ideas and
concepts.
At times . . . The first time . . . After awhile . . . During the game . . . For example . . . But . . .
Playing defense . . . After . . . However . . .
On offense, while playing receiver, you can actually hear the footsteps of the defensive back
Uses precise language and domain-specific vocabulary to inform about or explain the topic.
. . . playbook . . . defense . . . offense . . . receiver . . . defensive back
Establishes and maintains a formal style (with occasional lapses into clich and undefined terms).

presented.
The conclusion emphasizes the importance of the controlling idea (the mental aspect of
football) by putting it in a new light: You can get hurt in football if you screw up and ignore the
right way to do things. However, mental discipline and concentration, which you develop during
hours of practice, helps you avoid such mistakes.

Demonstrates good command of the conventions of standard written English (with some errors
that do not interfere materially with the underlying message) and some stylistically effective
constructions (e.g., Playing defense, all you want to do is hit the man with the ball, hit him hard).


221

This analysis of a work of literature was completed as a homework assignment for an English class.

The Old Man and the Sea
In the book The Old Man and the Sea, Ernest Hemingway tells the story of an old Cuban
fisherman named Santiago who, considered by the villagers to be the worst type of unlucky, is still
determined to win a battle against a giant Marlin off the coast of Cuba. Santiago succeeds, but his
successes do not come without great hardship and struggle. He spends three days being dragged in his
skiff by the enormous marlin with minimal food and water, all the while enduring acute physical pain,
tiredness, and an unending loneliness due to the absence of his young friend, Manolin. It is only after
Santiagos prize fish is completely devoured by sharks that he returns home to the village scorners and
the safety of Manolins trust. As his suffering and loss compound, we can see that Hemingways quote a
man can be destroyed but not defeated offers a key insight into Santiagos life.

As the story begins, we learn that Santiago has gone eighty-four days straight without catching
a fish. Young Manolins parents will no longer allow the two to fish together, for they do not want their
son being exposed any more to this type of failure. Santiago and Manolin are deeply saddened by this
news, but Santiago does not let the loss of his friend or the defeat that others see him suffering keep
him off the sea. Rather, with bright and shining eyes he thinks maybe today. Every day is a new day
(pg. 32), and prepares to catch the biggest fish of his life. This shows that even though almost all of
Santiagos acquaintances feel that his fishing career is over, he sees it about to reach its all time high.
Though he knows he is physically older and weaker than most of his fellow fisherman, he refuses to let
their opinions and stereotypes destroy his confidence and determination.

As the story progresses, Hemingway presents an even more vivid picture of Santiago refusing
to be destroyed by the forces that threaten to defeat him. Even after he accomplishes the difficult task
of hooking the giant Marlin, he finds his skiff being dragged by the fish for over two days. Living in
the small boat is no easy task for Santiago, and soon injury and suffering seem to take over his entire
body. His back is sore from sitting so long against the stiff wood, his face is cut from fishing hooks,
his shoulders ache, and his eyes have trouble focusing. Most difficult to endure though is the terrible
condition in which he finds his hands. The left one is weakened from a period of being tightly cramped,
and both are extremely mutilated from the burn of the moving fishing line. It would have been so much
easier for Santiago to simply give up and release the fish, yet he knows that if he endures a little longer,
victory will be his. Even when it seems he has no effort left, Santiago promises himself Ill try it again.
(pg. 93) This is Santiagos real inner determination coming through. He has encountered so many
obstacles during the past few days, yet he will not let them defeat his dream of killing the fish. There
is no outside force promising a splendid reward if he succeeds, only those that threaten to ridicule him
if he is destroyed. Santiago is working solely on his own desire to fulfill his dream and prove to himself
that, although his struggles may cost him his life, he can accomplish even the seemingly impossible.

After three long days and nights, Santiagos determination pays off, and at last he manages to
catch and kill the Marlin. It is only a very short time that he has to relish in his triumph though, for a few
hours later vicious sharks begin to destroy the carcass of the great fish. For hours, Santiago manages
to ward them off, but this time it is not he who wins the final battle. Spirits low and pain at an all time
high, Santiago returns to the village, towing behind him only the bare skeleton of a treasure that once
was. It seems as though Santiago is ready to just curl up and die, and indeed he has reason to feel this

222

way. Yet as he rests alone and talk with Manolin, we see a hint of Santiagos determination, that has
characterized his personality throughout the entire story, begin to shine through. Upon reaching home,
he begins to make plans with Manolin about future adventures they will have together. Hemingway tells
us that Santiago, in his youth, had loved to watch the majestic lions along his home on a white sand
beach in Africa, and he still returns to those dreams when searching for contentment. That night, as
Santiago drifts off to sleep, Hemingway tells that he was indeed dreaming about the lions. (pg. 127)
This is perhaps the truest test of how much courage and determination a person has. If even when they
have suffered the biggest defeat of their life, they are able to look to the future and realize the
wonderful things they still posses. Though the forces of nature and time destroyed Santiagos prize fish,
he refuses to let that fact ruin the rest of his life. No one can take away his love for Manolin or
memories of what once was, and because of this, no one can ever truly defeat Santiago.

In conclusion, throughout the entire story The Old Man and the Sea, Santiago refuses to
surrender to the forces working against him. He ignores the comments of those who think he is
unlucky, endures great physical pain, and rises up from the depths of sorrow over the lost Marlin to find
happiness in what he does possess. Hemingways quote a man can be destroyed but not defeated
truly does display the amount of determination that Santiago shows throughout his life.

Annotation

The writer provides a brief summary of the plot in the introduction and then uses a quotation
to advance the thesis of the essay and preview what is to follow: As his suffering and loss
compound, we can see that Hemingways quote a man can be destroyed but not defeated
offers a key insight into Santiagos life.
Organization of ideas, concepts, and information into broader categories.
Two key elements of the quotation (destroyed but not defeated) help establish the overall
structure of the piece.
The second, third, and fourth paragraphs each recount extended examples of Santiagos
struggle and determination (e.g., . . . Santiago has gone eighty-four days straight without
catching a fish. Young Manolins parents will no longer allow the two to fish together, for they
do not want their son being exposed any more to this type of failure . . . but Santiago does not
let the loss of his friend or the defeat that others see him suffering keep him off the sea. Rather,
with bright and shining eyes he thinks maybe today. Every day is a new day. . .).
Develops the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or
Concrete details: . . . eighty-four days straight without catching a fish . . . [hands] extremely
mutilated from the burn of the moving fishing line . . . towing behind him only the bare skeleton
of a treasure that once was.
Quotations: That night, as Santiago drifts off to sleep, Hemingway tells that he was indeed
dreaming about the lions. (pg. 127)
Examples: . . . injury and suffering . . . His back is sore . . . his face is cut . . . his shoulders ache . . .
Uses appropriate and varied transitions to create cohesion and clarify the relationships among
ideas and concepts.

223

As his suffering and loss compound . . . As the story progresses . . . Even after . . . After three
long days and nights . . . In conclusion, throughout the entire story The Old Man and the Sea . . .
Uses precise language to inform about or explain the topic.
. . . minimal food and water . . . acute physical pain . . . eighty-four days straight without catching
a fish . . . only the bare skeleton . . .
In the book The Old Man and the Sea, Ernest Hemingway tells the story of an old Cuban
fisherman named Santiago who, considered by the villagers to be the worst type of unlucky, is
still determined to win a battle against a giant Marlin off the coast of Cuba.
As the story begins, we learn . . . In conclusion . . .
presented (and returns to the quotation used in the thesis statement).
In conclusion, throughout the entire story The Old Man and the Sea, Santiago refuses to
surrender to the forces working against him. He ignores the comments of those who think he is
unlucky, endures great physical pain, and rises up from the depths of sorrow over the lost
Marlin to find happiness in what he does possess. Hemingways quote a man can be destroyed
but not defeated truly does display the amount of determination that Santiago shows
throughout his life.


224


This essay was written in response to the following assignment: Consider The House on Mango Street by
Sandra Cisneros (1984) and the movie Whale Rider, based on the novel by Maori author Witi Ihimaera
and directed by Niki Caro (2003). Write a comparison/contrast paper discussing the similarities and
differences between these two works. Keeping in mind the main characters Esperanza Cordero and
Paikea Apirana, the traditions of the two cultures, Hispanic and Maori, the role of women, religion, and
symbolism, compare and contrast how Esperanza and Pai bridge the past and the present for their
people.

Lives on Mango, Rides the Whale

More than 8,000 miles of land and sea separate two seemingly contrasting young women. One
young girl lives in the urban streets of Chicago, depicted in The House on Mango Street by Sandra
Cisneros (1984), while the other thrives in the countryside of New Zealand, as shown in Whale Rider,
directed by Niki Caro (2003)one an immigrant from a foreign country and the other a native Maori
descendent. Both girls struggle for change, fighting their own quiet wars. Despite the vast differences in
lifestyle and culture, both Esperanza Cordero of Chicago and Paikea Apirana of New Zealand are
destined to be leaders of their generation in spite of the multitude of traditions and expectations that
define them as individuals and their role as women in society. These two natural-born leaders are
bridging the gap between the ancient customs and modern-day life.
While culture has a huge impact on the Cordero and Apirana families, the protagonists of both
groups are affected the most. In Esperanzas world, women are put down and locked inside their
husbands houses, having no rights and absolutely no say in their own households. The patriarchal
society overwhelms every aspect of life, and Esperanza demands change through rebelling in her own
quiet war. I have decided not to grow up tame like the others who lay their necks on the threshold
waiting for the ball and chain (The House on Mango Street). She plans to set her own example, to forge
her own path, in the hopes that the oppressed women of Mango Street will realize alternative options.
Desperately seeking an opportunity to flee Mango Street, Esperanza dreams of the day when she will
leave just another crippled house to seek her own way in the world. However, she states, They will not
know I have gone away to come back. For the ones I left behind. For the ones who cannot get out (The
House on Mango Street). Paikea, on the other hand is a native of New Zealand. According to legend,
her ancestor and namesake rode on the back of a whale to this land and her family has been there ever
since. Because of her rich and influential history, Pai is very proud of her culture. She wants the best for
her people and she understands that the village and tribe must modernize and change with the times or
else they may lose everything. For example, in the movie Whale Rider, Pai walks into her kitchen to find
three elder women smoking cigarettes. Hiding the evidence, the conversation dies as soon as she enters
the room, but she says to them, Maori women have got to stop smoking. Pai loves her culture and the
significance of the whale, yet she, like Esperanza, demands change, starting with her grandfather Koro
accepting the fact that Pai is destined to become the first female chief of the village. Both girls dream of
the day where their women will be respected and treated as equals in their patriarchal societies.
Family also plays an important role in both The House on Mango Street and Whale Rider. The
Corderos are one happy group, with lots of strong and inspirational individuals, binding relatives
together like a ribbon on a present. Esperanza, the namesake and great-grandmother of the young
protagonist, was a strong-willed woman. My great-grandmother. I wouldve liked to have known her, a
wild horse of a woman, so wild she wouldnt marry (The House on Mango Street). Another prominent

225

man is Esperanzas Uncle Nacho. At a baptism, Uncle Nacho convinces Esperanza to dance; despite her
sad brown shoes, she in fact does with her uncle telling her how beautiful she is, making her forget her
discomfort and hatred of her shoes. Even though Esperanza may be loved in her family and close
community, she is of low social status in general. She, like Geraldo in the vignette Geraldo No Last
Name, is just another brazer who didnt speak English. Just another wetback. You know the kind. The
ones who always look ashamed. Her father is a gardener at rich peoples houses, and her mother
watches over the four children (Esperanza, Nenny, Carlos, and Kiki). From a typical Mexican family,
Esperanza is not poor but also has never really experienced any luxury other than a used car.
On the other hand, Paikea comes from a broken family. Her mother died during childbirth, along
with her twin brother. After feeling the depression of loss and loneliness, Pais father Porourangi left
New Zealand to live in Germany, where he sculpted and sold Maori art. Pai was left to be raised by her
grandparents Koro, the current chief, and Nanny Flowers. Similar to Esperanza, Pai shares common
family members that inspired them and encouraged them through their trials, Nanny Flowers, for
example, raised Pai to be the woman she isindependent and tough. Regardless of the criticism from
Koro, Nanny Flowers encourages Pai to do what she knows is best, even if that results in harsh
consequences. For example, during the movie, Pai and the young boys of the village attend a school
lesson taught by Koro. Pai is last in line, but sits down on the front bench with the others, although Koro
tells her to sit in the back, the proper place for a woman. She refuses to move even when her
grandfather threatens to send her away, which he does because Pai will not give up her seat. As she
walks away from the group, Nanny Flowers has a proud little smile on her lips, for she knows that Pai is
ordained to be the next leader. Because Pai is next in line to become the chief, she is of very high status,
just below the current chief.
A prominent figure on Mango Street, Esperanza presents an alternative to the oppression of
women in the community. In the outside world, however, she is just another young girl with parents
who immigrated to the United States in the hopes of a better life for their children. Esperanza wants to
set an example for the women trapped in their houses, to provide an escape for those ensnared in the
barbed wire of marriage. Above all, she dreams of the day where she can leave Mango Street, yet she
knows that it is her duty to return to free her friends. As told by the Three Sisters, You will always be
Esperanza. You will always be Mango Street. You cant erase what you know. You cant forget who you
are. These three women told Esperanza that she was special and was meant to be a strong and leading
person, just like Pai and the whales. Because of the rich diversity and influences in her neighborhood,
Esperanza learns through her friends and experiences they share. Marin, Rafaela, Lucy, Rachel, Sally, and
Alicia all provided a learning experience in one way or another. As all of these young ladies are in a
similar age range with Esperanza, they undergo multiple trials side-by-side.
Contrastingly, Paikea has the blood of a leader running through her veins. She is a native, a
leader, and a change. Pai, like Esperanza, is a leading figure amongst the women of her community.
Always aware of the outer world, Pai knows that her people must adapt to the changing times or they
will be swept away by the current of technology. She holds a great love and respect for her culture and
people, and she wants what is best for them, even if it involves changing ancient traditions and ways. Pai
knows it is her duty to stay, and her desire keeps her rooted in her little village. Once, Pais father
offered to take her to Germany with him to start a new life, and she agreed to go with him. However, in
the car ride along the beach, a whale calls from the depths of the ocean and it is then that Pai knows she
cannot leave her people. She asks her father to turn around and she returns to the village of her people.
Due to having little to no interaction with kids her age, Pai must learn from her elders and through
Koros reactions. The children of the village tease and taunt Pai for her name and her big dreams, yet
she pays them no attention. Unlike Esperanza, Pai knew from the beginning that she was destined to be
great and is different from others her age.

226

Finally, the personalities of these two protagonists are exceedingly different. Esperanza,
although holder than Paikea, has low self-esteem and little self-confidence. She is afraid of adults, and
as shown in A Rice Sandwich, she often cries when confronted by her elders. Throughout the novel,
Esperanza is shamed by her actions, others actions, and others words. All this young girl wants is to
make friends and be loved by others, but she gets in her own way. However, when the world seems
against her and she is all alone, Esperanza writes to escape. As directed by her deceased Aunt Lupe, she
continues the poetry and short stories that free her from the chokehold of Mango Street. While she
finds joy in pencils and paper, she does not in her name. Esperanza in Spanish means hope and
waiting, two words that describe this girl perfectly. She is the hope for the oppressed but she must
wait for her opportunity to leave. In contrast to Pai, she actually did have a childhood, a carefree times
of playing and having fun with friends before the burden of responsibility is placed on their shoulders,
like the sky on Atlass.
Paikea, alternatively, is a proud and confident girl. She knows what is best and what her people
must do in order to survive. Starting with the women, she tells them to change their ways at the ripe old
age of ten. Pai is a serious and mature child, with a grown mannerism and demeanor. Little can shame
her, except for her grandfather; all Pail wants is to be loved and accepted by Koro. While everyone in the
village can see that Pai is fated to become the next chief, Koro stubbornly refuses to believe until the
very end. In her position, she takes her ancestry very seriously. Pai was named after her ancestor who
rode the back of a whale to New Zealand, and she is exceedingly proud of her name, unlike Esperanza.
And unlike Esperanza, it seems as though Pai has no time for boys or any relationships between them.
She considers herself one of the boys, and shows no interest. Growing up with her situation and the
multiple responsibilities that followed left little time for an actual childhood.
In the end, the fate of two different cultures rests in the hands of two different young girls.
While they both strive for freedom from oppression and change, Esperanza Cordero and Paikea Apirana
have different techniques through which they reach those goals. Esperanza, a quiet and ashamed girl of
13 or 14, chooses a singular path to walk. She chooses the road she must walk alone, unaccompanied
but free from patriarchal domination. While fighting to free those sitting at the window, Esperanza finds
her own destiny as the change needed on Mango Street. Paikea, a strong and confident girl of 10 or 11,
walks the forbidden path, the path of a chief. She chooses to defy her grandfather and all traditions in
order to modernize her people. In order to save them, she must change them. Both young women,
influential and inspiring, search for the key to free the ones they love.

Annotation
Introduces the topic.
young girl lives in the urban streets of Chicago, depicted in The House on Mango Street by
Sandra Cisneros (1984), while the other thrives in the countryside of New Zealand, as shown in
Whale Rider, directed by Niki Caro (2003)one an immigrant from a foreign country and the
other a native Maori descendent. Both girls struggle for change, fighting their own quiet wars.
Despite the vast differences in lifestyle and culture, both Esperanza Cordero of Chicago and
Paikea Apirana of New Zealand are destined to be leaders of their generation in spite of the
multitude of traditions and expectations that define them as individuals and their role as
women in society. These two natural-born leaders are bridging the gap between the ancient
customs and modern-day life.

227

Organizes complex ideas, concepts, and information to make important connections and
distinctions.
The writer uses a compare/contrast organizing strategy to explain similarities and differences
between the two girls cultures, families, and personalities and in how they go about bridging
the gap between the ancient customs and modern-day life.
Develops the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audiences
Details: One young girl lives in the urban streets of Chicago, depicted in The House on Mango
Street by Sandra Cisneros (1984), while the other thrives in the countryside of New Zealand, as
shown in Whale Rider, directed by Niki Caro (2003)one an immigrant from a foreign country
and the other a native Maori descendent.
Examples: . . . Nanny Flowers encourages Pai to do what she knows is best, even if that results in
harsh consequences. For example, during the movie, Pai and the young boys of the village
attend a school lesson taught by Koro. Pai is last in line, but sits down on the front bench with
the others, although Koro tells her to sit in the back, the proper place for a woman. She refuses
to move even when her grandfather threatens to send her away, which he does because Pai will
not give up her seat. As she walks away from the group, Nanny Flowers has a proud little smile
on her lips . . .
Quotations: . . . and Esperanza demands change through rebelling in her own quiet war. I have
decided not to grow up tame like the others who lay their necks on the threshold waiting for the
ball and chain (The House on Mango Street).
Uses appropriate and varied transitions to link the major sections of the text, create cohesion,
and clarify the relationships among complex ideas and concepts.
Despite the vast differences in lifestyle and culture, both . . . While culture has a huge impact on
the Cordero and Arirana families, the protagonists . . . However, she states . . . According to
legend . . . For example . . . yet she, like Esperanza . . . Even though . . . On the other hand . . .
Similar to Esperanza . . . Regardless of the criticism from Joro . . . In the outside world,
however . . . Above all, she dreams of the day . . . yet she knows . . . Contrastingly . . . Once . . .
However . . . Due to having little interaction with kids her age . . . Unlike Esperanza, Pai . . .
Finally . . . In contrast to Pai . . . In the end . . . While they both strive for freedom from
oppression and change . . .
Uses precise language and domain-specific vocabulary to manage the complexity of the topic.
young girl lives in the urban streets of Chicago, depicted in The House on Mango Street by
Sandra Cisneros (1984), while the other thrives in the countryside of New Zealand, as shown in
Whale Rider, directed by Niki Caro (2003)one an immigrant from a foreign country and the
other a native Maori descendent. . . . the personalities of these two protagonists are exceedingly
different. . . . In the end, the fate of two different cultures rests in the hands of two different
young girls.
Establishes and maintains a formal style and objective tone while attending to the norms and
conventions of the discipline in which the student is writing.
More than 8,000 miles of land and sea separate two seemingly contrasting young women.
Both young women, influential and inspiring, search for the key to free the ones they love.
presented.

228

In the end, the fate of two different cultures rests in the hands of two different young girls.
While they both strive for freedom from oppression and change, Esperanza Cordero and Paikea
Apirana have different techniques through which they reach those goals. Esperanza, a quiet and
ashamed girl of 13 or 14, chooses a singular path to walk. She chooses the road she must walk
alone, unaccompanied but free from patriarchal domination. While fighting to free those sitting
at the window, Esperanza finds her own destiny as the change needed on Mango Street. Paikea,
a strong and confident girl of 10 or 11, walks the forbidden path, the path of a chief. She
chooses to defy her grandfather and all traditions in order to modernize her people. In order to
save them, she must change them. Both young women, influential and inspiring, search for the
key to free the ones they love.


229


This short constructed response was prompted by the following test question: Explain how civil
disobedience was used in the struggle for Indias independence. The student had only a portion of a
class period to write the response.

Civil disobedience is the refusal to follow an unjust law. Gandhi led India to independence by using civil
disobedience and non-violent resistance. His motto was, will not fight, will not comply. One of
Gandhis first acts of civil disobedience was when he refused to move to 3rd class on the train. He
bought a 1
st
class ticket but they wouldnt let him sit there. He then got kicked off the train. This is just
one example of Gandhis enforcement of non-violent resistance. He has done many things from refusing
to get off the sidewalk to being beaten for burning his pass. He figured that if he died, it would be for
the right reasons. He said, They can have my body, not my obedience. Eventually he got all of India
going against Britains unjust laws. While it took the people of India longer to realize, Gandhi proved
that civil disobedience and non-violent resistance can be a more effective way of fighting back. Britain
finally let India have its independence.

Annotation
Civil disobedience is the refusal to follow an unjust law.
Organizes complex ideas, concepts, and information to make important connections and distinctions.
The writer presents examples to illustrate civil disobedience and nonviolent resistance.
Develops the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audiences knowledge of
the topic.
Details: . . . 3rd class on the train . . . 1st class ticket . . .
Quotations: His motto was, will not fight, will not comply . . . He said, They can hav emy body,
not my obedience.
Examples: One of Gandhis first acts of civil disobedience was when he refused to move to 3rd
class on the train . . . He has done many things from refusing to get off the sidewalk to being
beaten for burning his pass.
. . . This is just one example . . . Eventually . . . While it took the people of India longer to realize,
Gandhi . . .
Civil disobedience is the refusal to follow an unjust law. . . . While it took the people longer to
realize, Gandhi proved that civil disobedience and non-violent resistance can be a more effective
way of fighting back.
Establishes and maintains a formal style and objective tone (although there are some lapses
into over colloquial language, such as kicked off and figured).
Civil disobedience is the refusal to follow an unjust law.
Provides a concluding statement that follows from and supports the information or explanation
presented.

230

Eventually he got all of India going against Britains unjust laws. . . . Britain finally let India have
its independence.


231

This essay was produced for an on-demand assessment. Students were told to write about a character
in a work of literature whose pride or selfishness creates problems. The abbreviated time frame of
the assessment situation (and the consequent lack of opportunity to revise) explains the absence of
information and quotations from researched sources and perhaps the occasional spelling errors as well.

Animal Farm
In the novel, Animal Farm, by George Orwell, there is one very particular character whose pride
and selfishness creates problems. This character had just merely good ideas in the beginning. However,
as time went on, his true self-interest began to shine through. This character started a free republic of
animals and turned it into a plantation that used animals as slaves. He never did have enough and
always wanted more, regardless of the price that others had to pay. This character whose pride and
selfishness creates problems, is none other than the great leader of Animal Farm himself, comrade
Napolean [Napoleon], the pig.
Comrade Napolean is a powerful authority on Animal Farm. In fact he is the leader of Animal
Farm and a high strung leader at that. After Old Major died, Napolean lived upon Old Majors ideas.
Napolean lead all the animals to rebellion so that Manor Farm ceized to exist, and Animal Farm was
born. In the first year, he even worked the fields and helped bring in their biggest harvest ever. Little did
the animals know, but he would soon change. Eventually the animals started receiving less food because
Napolean needed more food to power his large brain. Later, he goes and runs off his successor,
Snowball, so he can have the whole farm to himself. Then he stopped working the fields. He started
taking young animals and selling them or using them for his own use. He stopped sleeping in the hay and
slept in the farm house instead. Finally, he took away half the grain fields so he could plant barely to
make himself beer. This Napolean was a power hungry, selfish individual for sure.
Being power hungry, always causes problems, and boy did Napolean cause problems. The
animals had received so little food that many were starving, you could see their bones, and some even
died of starvation. Nopoleanss lack of work meant the animals had to work harder, and it wasnt easy
on an empty stomach. Many animals would break their legs or hoofs but would continue to work. The
lack of new workers due to Napoleans selling them off, meant that nobody could retire, and one old
animal even died in the fields. Snowball was a great teacher for the animals, and now that he was gone,
they lacked education. Then with finally only half of the fields being productive for food, the animals
starved even more and worked harder to make beer that they never saw. Not to mention that they had
to sleep on a dirt floor while the lazy Napolean slept in his nice comfortable bed. His selfishness had
definitely created problems.
Napoleans experience had changed the farm drastically. He thought things were getting better
while the animals knew they were only getting worse. After the rebellion, many humans disliked Animal
Farm and the animals disliked humans. Nopoleanss selfish ways were much like those of a farmer. So
eventually as Napolean became more human, the towns people began to like him. Napolean could
care less about his animals, just so long as he was on good terms with the humans. By the novels end,
Napolean is great friends with every human in town. However, his animal slaves are no longer happy as
they once were. They still hate humans which means now, they hate Napolean. So due to Napoleans
pride, the story has changed its ways from start to finish. He has turned friends into foe and foe into
friends, but at great cost.
In the novel, Animal Farm, by George Orwell, Comrade Napolean is a character whose pride and
selfishness creates problems. The starving animals have suffered greatly because of their leaders pride.
On the other hand, Napolean has gained great success through his selfishness. Unfortunately, thats just

232

the way it is. You cant have pride without problems. Even if they are little problems, its still due to
pride. Now, if Napolean had pride in his farm rather than in himself, well then maybe the humans
wouldve hated him, but hed still has his true friends of four legs. However, he chose to follow a
different path and he burned those bridges along the way. So for now, Comrade Napoleans pride and
selfishness has created problems for the animals, but someday, it will create problems for himself.

Annotation
and selfishness creates problems. . . . This character whose pride and selfishness creates
problems, is none other than the great leader of Animal Farm himself, comrade Napolean
[Napoleon], the pig.
Organizes complex ideas, concepts, and information to make important connections and
distinctions.
The organization of the explanation is mostly chronological. The writer focuses on how
Napoleon changes over time, how he becomes power hungry, and selfish, and eventually
human. The writer describes the problems that Napoleons changing nature creates.
Develops the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audiences
Details: In the first year, he [Napoleon] even worked the fields and helped bring in their [the
animals] biggest harvest ever. . . . Not to mention that they had to sleep on a dirt floor while the
lazy Napolean slept in his nice comfortable bed.
Examples: . . . nobody could retire, and one old animal even died in the fields.
and selfishness creates problems. This character had just merely good ideas in the beginning.
In the novel . . . In fact . . . In the first year . . . Eventually . . . Being power hungry . . . Not to
mention . . . On the other hand . . .
and selfishness creates problems. . . . This character started a free republic of animals and
turned it into a plantation that used animals as slaves.
Establishes and maintains a formal style and objective tone (with the exception of . . . and boy did
Napolean cause problems).
and selfishness creates problems. . . . Comrade Napoleans pride and selfishness has created
problems for the animals, but someday, it will create problems for himself.
presented.
In the novel, Animal Farm, by George Orwell, Comrade Napolean is a character whose pride and
selfishness creates problems. The starving animals have suffered greatly because of their
leaders pride. On the other hand, Napolean has gained great success through his selfishness.
Unfortunately, thats just the way it is. You cant have pride without problems. Even if they are

233

little problems, its still due to pride. Now, if Napolean had pride in his farm rather than in
himself, well then maybe the humans wouldve hated him, but hed still has his true friends of
four legs. However, he chose to follow a different path and he burned those bridges along the
way. So for now, Comrade Napoleans pride and selfishness has created problems for the
animals, but someday, it will create problems for himself
Demonstrates command of some aspects of the conventions of standard written English (yet
displays several errors in spelling and other mechanics).


234

The essay that follows was written in response to this assignment: Reflection Topic #3: Pride and
Acceptance. Wright struggles to find his place in society. He refuses to forgo his morality and beliefs
to conform to the status quo. Examine Wrights pride. Find examples in the text that demonstrate the
influence pride has on Wrights actions. How does his pride influence his decisions? Is pride a positive or
negative influence in Wrights life? How does Wrights pride affect how his family members treat him?
Students had one week to complete this assignment. The maximum length allowed was three pages.

Marching to His Own Beat

Pride is often criticized by society and habitually seen as a negative characteristic evoking
such connotations as conceit, egotism, arrogance, and hubris. In Richard Wrights struggle to find his
place in society in Black Boy, pride has both negative and positive connotations. Despite the negative
consequences, pride allows Wright to maintain his moral compass, oppose conformity, and pursue his
passion of writing, thus demonstrating prides positive influence on Wrights life.
Wrights pride prompts him to make principled decisions and carry out actions that illustrate his
morality and inherent beliefs. Wright refuses to neglect his values and chooses right over wrong even
when he recognizes that failure to adhere to what is expected of him will ultimately result in negative
and often violent consequences. When he receives the title of valedictorian and refuses to read the
speech prepared for him by his principal, choosing instead to present his own speech in spite of the
threat of being held back, Wrights pride is demonstrated. Although he comprehends the consequences
and the gravity of his decision, Wright refuses to compromise his beliefs: I know that Im not educated,
professor . . . But the people are coming to hear the students, and I wont make a speech that youve
written (174). Though urged by his family members and his classmates to avoid conflict and to comply
with the principals demand, Wright refuses because he does not believe it is the morally correct thing
to do. Even though his pride is negatively perceived by his peers and relatives as the source of defiance,
they fail to realize that his pride is a positive factor that gives him the self confidence to believe in
himself and his decisions. Wrights refusal to acquiesce to his familys ardent religious values is another
illustration of his pride. Wright is urged by his family and friends to believe in God and partake in their
daily religious routines; however, he is undecided about his belief in God and refuses to participate in
practicing his familys religion because [His] faith, such as it was, was welded to the common realities
of life, anchored in the sensations of [his] body and what [his] mind could grasp, and nothing could ever
shake this faith, and surely not [his] fear of an invisible power (115). He cannot put his confidence into
something unseen and remains unwavering in his belief. Pride allows Wright to flee from the oppressive
boundaries of expectations and to escape to the literary world.
Wrights thirst and desire to learn is prompted by his pride and allows him to excel in school
and pursue his dreams of becoming a writer. The reader observes Wrights pride in his writing when
he wrote his first story. Pleased with his work, he decided to read it to a young woman who lived next
door . . . [He] looked at her in a cocky manner that said: . . . I write stuff like this all the time. Its easy
(120-121). This attitude of satisfaction permits Wright to continue to push himself to improve and
pursue his craft. Pride eventually leads Wright to submit his work to the local newspaper; his obvious
pride in his work is clearly portrayed when he impatiently tells the newspaper editor, But I want you to
read it now (165) and asks for his composition book back when he does not immediately show interest
in his story. Pride in his academic achievements motivates him to excel in his studies; after Wright
advanced to sixth grade in two weeks, he was elated and thrilled at his astonishing accomplishment:
Overjoyed, I ran

235

home and babbled the news . . . I had leaped a grade in two weeks, anything seemed possible, simple,
easy (125). Wrights pride in his intelligence and studies allows him to breeze through school: I burned
at my studies . . . I read my civics and English and geography volumes through and only referred to them
in class. I solved all my mathematical problems far in advance (133). Pride provides him with the self-
confidence and contentment that his family and society fail to give him. It removes Wright from both
the black culture and the white culture and moves him rather to the art culture, in which Wright can
achieve higher than what is anticipated of him.
Wrights ability to oppose conformity and forego the status quo also stems from his pride. Pride
propels him to assert himself even if it defies what is expected of him as a black individual. Upon telling
one of his old employers, a white woman, that he wants to be a writer, she indecorously scoffs at him
and makes an impudent remark Youll never be a writer . . . Who on earth put such ideas into your . . .
head? (147). This remark causes him to almost immediately quit his job; Wright remarks, The woman
had assaulted my ego; she had assumed that she knew my place in life . . . what I ought to be, and I
resented it with all my heart (147). Wrights refusal to simply go along with what is expected of him,
thoroughly disappoints and aggravates his family and society, yet his pride has a positive influence on
his life; pride allows Wright to not only remove himself from the boundaries of the black vs. white
society and the insidious effect of racism but it also sets Wright free from the constraints of acceptance.
Pride ultimately frees Wright to pursue his passion and identify himself not as a black or white person
but rather as a writer.
In Wrights struggle to overcome the overwhelming expectations he is faced with by society,
pride puts him at odds with his family and society but ultimately serves as a positive influence, allowing
him to withstand conformity and escape the status quo. This attitude allows Wright to maintain his
moral compass, believe in his self worth, and pursue his passion. Pride is more than pure arrogance and
haughtiness. To Wright, pride is something far greater; pride is the characteristic that gives him the
strength to march to his own beat; to the beat of the literary world.

Annotation
Introduces a topic.
Pride is often criticized by society and habitually seen as a negative characteristic evoking such
connotations as conceit, egotism, arrogance, and hubris. In Richard Wrights struggle to find his
place in society in Black Boy, pride has both negative and positive connotations. Despite the
negative consequences, pride allows Wright to maintain his moral compass, oppose conformity,
and pursue his passion of writing, thus demonstrating prides positive influence on Wrights life.
Organizes complex ideas, concepts, and information so that each new element builds on that
which precedes it to create a unified whole.
In separate paragraphs, the writer organizes the body of his text to provide examples of the
ways in which Wrights pride allows him to maintain his moral compass, oppose conformity, and
pursue his passion of writing.
Develops the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the
audiences knowledge of the topic.
Examples: When he receives the title of valedictorian and refuses to read the speech prepared
for him by his principal, choosing instead to present his own speech in spite of the threat of
being held back, Wrights pride is demonstrated.

236

Quotations: Although he comprehends the consequences and the gravity of his decision, Wright
refuses to compromise his beliefs: I know that Im not educated, professor . . . But the people
are coming to hear the students, and I wont make a speech that youve written (174).
Details: . . . after Wright advanced to sixth grade in two weeks, he was elated and thrilled at his
astonishing accomplishment . . . Upon telling one of his old employers, a white woman, that he
wants to be a writer, she indecorously scoffs at him and makes an impudent remark . . .
Integrates selected 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.
Using a standard format, the writer uses quotations selectively to illustrate examples of prides
positive influence on Wrights life: (e.g., The reader observes Wrights pride in his writing when
he wrote his first story. Pleased with his work, he decided to read it to a young woman who
lived next door . . . [He] looked at her in a cocky manner that said: . . . I write stuff like this all the
time. Its easy (120-121).
Uses 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.
. . . In Richard Wrights struggle . . . When he receives the title of valedictorian . . . Although . . .
Though urged by his family members . . . Even though . . . however . . . The reader observes . . .
This attitude of satisfaction . . . Upon telling one of his old employers . . . This remark causes
him . . . In Wrights struggle to overcome the overwhelming expectations he is faced with by
society .
Uses precise language and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
. . . moral compass . . . principled decisions . . . valedictorians . . . the consequences and gravity
of his decision . . . obvious pride . . . excel in his studies . . . thoroughly disappoints and
aggravates . . .
. . . march to his own beat; to the beat of the literary world.
Pride is often criticized by society and habitually seen as a negative characteristic evoking such
connotations as conceit, egotism, arrogance, and hubris . . . To Wright, pride is something far
greater: pride is the characteristic that gives him the strength to march to his own beat; to the
beat of the literary world.
presented (e.g., articulating implications or the significance of the topic).
In Wrights struggle to overcome the overwhelming expectations he is faced with by society,
pride puts him at odds with his family and society but ultimately serves as a positive influence,
allowing him to withstand conformity and escape the status quo. This attitude allows Wright to
maintain his moral compass, believe in his self-worth, and pursue his passion. Pride is more than
pure arrogance and haughtiness. To Wright, pride is something far greater: pride is the
characteristic that gives him the strength to march to his own beat; to the beat of the literary
world.


237

The essay that follows was written in response to an extra credit assignment in an anatomy and
physiology class. Students were asked to summarize key points about a topic from given information
and from their own research on the Internet and to explain how the topic was relevant to their future. A
list of sources was not required in the assignment.

Summary of Key Points
For many years, scientists and researchers werent able to examine normal, healthy brains. They
only got brain data from autopsies and surgeries. Even so, they were able to learn a lot about how the
brain functioned because when people suffered brain damage to parts of the brain, they could see
what functions were impaired and know the parts of the brain that were responsible for that function.
MRI technology has changed that because now scientists can examine healthy brains at all stages of
development, including getting functional results that show areas of the brain that light up while
performing tasks. Therefore, scientists are now able to measure how the brain works.
95% of the brain has been formed by age 6, but through MRI studies researchers now know
that changes in the brain structure continue to occur late in child development. The prefrontal cortex
has a growth spurt just before puberty and then prunes back in adolescence. This part of the brain is
responsible for reasoning, controlling impulses, and making judgments. The growth and pruning is a
very important stage of brain development, so when this second wave is happening teens activities can
affect how their brain responds for the rest of their lives.
Researchers have found waves of growth and change in other parts of the brain as well,
including the corpus callosum and the cerebellum. The corpus callosum influences language learning,
and the cerebellum helps physical coordination and is also used to process mental tasks and higher
thought such as math, philosophy, decision-making, etc.
This recent research has confirmed what scientists have known for many years . . . that different
parts of the brain mature at different times. However, the brain is much more changeable than
previously thought, with structural changes taking place into adolescence and beyond. Knowing more
about the brains structure is only one piece of the puzzle. Much more research is needed to draw
conclusions about how the brain structure and function directly cause behavior.

Conclusion:
MRI technology has enabled researchers to learn much more about the brains growth and
development. They have learned that parts of the brain, such as the pre-frontal cortex, an area of
the brain that controls reasoning and judgment, goes through a second growth spurt just before
puberty, and that this helps to explain why teenagers begin to have more control over their impulses
and are able to make better judgments. Additionally, scientists have been able to confirm that some
brain characteristics are genetic, and others are affected by environmental factors. Confirming that
different parts of the brain mature at different times and that the brain has structural changes through
adolescence is very important, but there is a great deal more research that needs to be done to learn
about how brain structure and function relate to behavior.

How is this article relevant to my future?

Knowing more about the brain and how it influences behavior will have a major impact on how
children and teenagers are raised and educated. For example, one of the researchers, Giedd believed

238

that the growth and pruning can happen at a time of brain development when the actions of teenagers
can affect them the rest of their lives, his use it or lose it principle. This is the time when music or
academic development could be hardwired. This theory puts more emphasis on parents to make sure
their teens have the right focus and guidance. Most parents already believe in a basic approach to
raising and educating their children, but this research could lead to a very specific timetable and a do
and dont guide to child development, making sure that their child is exposed to the appropriate factors
at the right time.

Annotation
Introduces a topic.
For many years, scientists and researchers werent able to examine normal, healthy brains. They
only got brain data from autopsies and surgeries. Even so, they were able to learn a lot about
how the brain functioned because when people suffered brain damage to parts of the brain,
they could see what functions were impaired and know the parts of the brain that were
responsible for that function. MRI technology has changed that because now scientists can
examine healthy brains at all stages of development, including getting functional results that
show areas of the brain that light up while performing tasks. Therefore, scientists are now
able to measure how the brain works.
Organizes complex ideas, concepts, and information so that each new element builds on that which
precedes it to create a unified whole.
95% of the brain has been formed by age 6, but through MRI studies researchers now know that
changes in the brain structure continue to occur late in child development. The prefrontal cortex
has a growth spurt just before puberty and then prunes back in adolescence . . . Researchers
have found waves of growth and change in other parts of the brain as well, . . . This recent
research has confirmed what scientists have known for many years . . . that different parts of
the brain mature at different times.
Details: 95% of the brain has been formed by age 6 . . .
Facts: The corpus callosum influences language learning, and the cerebellum helps physical
coordination and is also used to process mental tasks and higher thought . . .
Examples: They have learned that parts of the brain, such as the pre-frontal cortex, . . .
For many years . . . Even so . . . Therefore . . . other parts of the brain as well . . . This recent
research . . . However, . . . Knowing more about the brains structure . . . Additionally, . . .
Confirming that different parts of the brain mature at different times and that the brain has
structural changes through adolescence is very important, but . . . .For example . . . This
theory . . .
Uses precise language, domain-specific vocabulary (when appropriate), and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic (though sometimes
important concepts, notably pruning, go undefined).
. . . data . . . autopsies . . . surgeries . . . MRI technology . . . prefrontal cortex . . . growth spurt . . .
corpus callosum . . . cerebellum . . . puberty . . .

239

This is the time when music or academic development could be hardwired.
For many years, scientists and researchers werent able to examine normal, healthy brains . . .
Most parents already believe in a basic approach to raising and educating their children, but this
research could lead to a very specific timetable and a do and dont guide to child development,
making sure that their child is exposed to the appropriate factors at the right time.
Provides a concluding section that follows from and supports the information or explanations
Knowing more about the brain and how it influences behavior will have a major impact on how
children and teenagers are raised and educated. For example, one of the researchers, Giedd
believed that the growth and pruning can happen at a time of brain development when the
actions of teenagers can affect them the rest of their lives, his use it or lose it principle. This is
the time when music or academic development could be hardwired. This theory puts more
emphasis on parents to make sure their teens have the right focus and guidance. Most parents
already believe in a basic approach to raising and educating their children, but this research
could lead to a very specific timetable and a do and dont guide to child development, making
sure that their child is exposed to the appropriate factors at the right time.
Demonstrates good command of the conventions of standard written English.


240

The essay that follows was written for an Advanced Placement U.S. history class. The student had
unlimited time to write and likely received feedback and instructional support while creating the essay.
(Essay 2009 by The Concord Review, Inc. Reprinted with permission.)

In the Wake of the Spanish Lady:
American Economic Resilience in the Aftermath of the Influenza Epidemic of 1918

Whatever does not kill me makes me stronger.
Friedrich Nietzsche

America in the years leading up to 1918 was as confident in its medical ability as it had ever
been. In only one century, it had seen the successful vaccination, containment, or cure for the notorious
menaces of smallpox, anthrax, rabies, meningitis, typhoid, malaria, yellow fever, diphtheria, cholera, and
tetanus. Due to the new strides in bacteriology, germ theory, and sanitation, as well as new methods
devised to control food-, water-, and insect-borne diseases, Americans were experiencing an era of
unprecedented health. Whereas in all previous wars, more American soldiers were lost to disease than
in action, American troops in World War I saw an all-time low in the number of deaths due to disease.
Army camp inspections, carried out by William Henry Welch, the respected doctor and assistant to the
Army Surgeon General, revealed that, though camps were overcrowded, the health of the army proved
to be as good as any reasonable doctor could expect. Unfortunately, the new light that had been shed
on disease control did not apply to air-borne viruses. Because neither antibiotics nor a way to control
the spread of air-borne diseases had been invented yet, America was as vulnerable to the deadly grip of
influenza that would befall it in 1918 as Medieval Europe had been to the Bubonic Plague of the 14th
century.
More people died of the Spanish Flu in the 10 months that it devastated the world than had
died of any other disease or war in history. A commonly cited estimate of deaths is 21 million
worldwide, yet prominent demographer Kingsley Davis estimates that the disease killed approximately
20 million in the Indian subcontinent alone. The actual number of deaths will never be known, but the
modern estimate is somewhere between 50 and 100 million. If an equal percentage of the world
population died today, that would be close to 2 billion victims. A bare minimum of 550,000 Americans,
or .5 percent of the American population, died in the apocalyptic pandemic. Yet, due to some historical
and demographic particulars of the 1918 flu, the American economywhich nearly collapsed in some
areas during the outbreakwas not crippled in any lasting way.
The flu is not generally thought of as a killer. Instead, it is perceived as a pesky annual virus,
slightly more troublesome than the common cold, but nothing serious. In reality, the average yearly flu
is an extremely virulent disease, infecting anywhere from 30 to 60 million Americans annually, of whom
about 36,000 die (usually the very old or the very young.) It mutates so frequently that humans are
never fully immune to it, so a yearly vaccine must be produced to counteract it, whereas most viruses
require only one vaccination in a lifetime. The killer flu of 1918, dubbed the Spanish Flu or the Spanish
Lady, was a particularly deadly mutation of this influenza virus. In comparison to the .1 percent of
infected who die of the annual flu, it killed 2.5 percent of those who contracted it. This mutation had
a propensity to cause pneumonia, untreatable at the time, and clogged its victims lungs with bloody
sputum until their faces turned dark purple and they died of suffocation.
The origins of the Spanish Flu are uncertain, but most experts believe that the first wave in the

241

U.S. emerged in Fort Riley, Kansas, on March 11, 1918, when one of the men came down with a milder
form of the mysterious illness. As of the next day, 414 soldiers had contracted the virus, and by the end
of the week at least 500 were sick. In total, 48 men died from the first influenza-pneumonia strain by the
time it had run its course in the camptoo low a number to merit any concern in the medical
community in 1918. Even though the virus struck at least 13 other military camps, there was sparse
evidence that civilians were similarly affected, and, besides, disease was a fact of life in any military
camp. So, little attention was directed to the budding pandemic. America instead focused on the new
draft calls, the war in Europe, the suffragette movement, and the Bolshevik tumult in Russia, while
ignoring the mild outbreak of a hard-to-identify flu.
As expected, the flu subsided quickly with a forgettable number of casualties. Unforeseen,
however, was the deadlier second wave that would emerge that August to explode in September with
unprecedented virulence. Influenza viruses thrive in cold, dry weather, which is why flu season tends to
be during the winter. The fact that it exploded like it did in August, which is neither cold nor dry, makes
this flu remarkable. The epidemic first struck Camp Devens, an overcrowded military camp thirty miles
from Boston, on September 8 after brewing in Europe for about a month. From there, it spread to the
rest of the United States in an unsettlingly erratic manner, hitting most of the East coast, then some of
the Midwest and the Gulf Coast region, then the West coast, and ultimately striking the interior.
Although at times slow in reaching certain regions, the Spanish Flu was horrifyingly thorough in its
damages.
Nearly every city in the United States was affected economically by the flu in the short-term. In
many places, the workforce was paralyzed because 21-to-29-year-olds suffered the greatest casualties.
So many people died at uncommonly young ages that the average life expectancy dropped 12 years,
from 51 in 1917 to 39 in 1918. Whether or not the infected had been young, healthy, and robust prior
to contracting the flu was of little consequence. The military, which consisted of a particularly young,
healthy, and robust demographic, was hit the hardest of any social group in America: 40 percent of
the Navy and 36 percent of the Army developed the flu in 1918.23 With victims average age being 33,
the volume of death claims by flu victims blind-sided the life insurance companies. One life insurance
company handled $24 million worth of unanticipated death claims for 68,000 deaths. The fact that
the majority of victims were in the prime of their lives defied actuarial projections, confusing insurance
companies, destroying families, and disrupting the economy at large.
In the most severe stages of the flu, the essential services of cities verged on collapse as
policemen, firemen, garbage collectors, telephone operators, and even the doctors, nurses, and social
workers who were struggling to fight the flu, were absent from work. The Bureau of Child Hygiene
strove to handle an overwhelming population of orphans as the fathers and mothers of America, those
in the most vulnerable age-range, were decimated by influenza. Employment standards plummeted,
the only requirement in some places being two hands and willingness to work. Worst off of any
essential service were the processors of the dead. As morgues filled up, in some places with bodies
stacked three and four high, corpses accumulated in the streets, spreading bacteria and the residual
influenza virus. In some situations, the dead were left untended, festering in their homes for days.30
The primary emergency during the flu was in these essential services, which could not have held out
much longer than they did. While those services continued functioning, even at a minimal level, the rest
of the economy was able to rebound to normal capacity within three years, the Roaring Twenties as
evidence of this resilience. Despite the chaos, the nation persisted.
In The Review of Economic Statistics of December 1919, the year 1919 was deemed a year of
readjustment, one in which the United States was healing from the tensions of 1918.31 According to
the article, in 1918, industries were straining their energies to meet the unusual demands occasioned
by the war, yet it should be noted that the strain was also partially due to the Spanish Flu. In one

242

county in West Virginia, during the fall of 1918, the three months of flu had left 6,000 ill, of whom 500
died. This sapped the county economy to near-collapse as 80 percent of the labor force fell ill. Coupled
with the large population overseas for the war, situations like this compromised cities across the nation,
especially with Surgeon General of the Army William Crawford Gorgas shipping thousands of Americas
fittest young doctors and nurses to Europe, where he believed they were most necessary. The doctors
and nurses who continued to serve at home, like many of the civilians who remained, were generally too
old, or too young, or too disabled to adequately respond to the Spanish Flu.
When the epidemic reached cities with a deficient work force and incompetent, sparse medical
care, the critical damage to the economy was compounded by restrictive public health ordinances. In
an effort to restrict exposure to the virus, the Surgeon General had issued public health ordinances that
prohibited most public gatherings and required gauze masks to be worn at all times. In Philadelphia
alone, it is estimated that theaters, cinemas, and hotels lost $2 million to the flu from the ordinances,
while saloons lost $350,000. These ordinances turned out to be fairly pointless: even in places that
strictly adhered to the recommendations of the Surgeon General the case and death rates were no
lower than those in lenient cities. On a smaller scale, tobacco sales dropped off about 50 percent in
places that strictly required cotton face masks because men could not smoke while wearing masks.
These masks turned out to be completely ineffective, because the weave of the gauze proved too
porous to stop a virus, usually a tiny sphere with a diameter of about 1/10,000 of a millimeter. The futile
public health ordinances and gauze masks temporarily damaged business during the flu crisis, yet the
economy rebounded.
When contagious diseases attack a society, it tends to hit the poorest sector of economy the
hardest. One of the reasons for this is that they are more prone to infect people who have cramped
living quarters, poor hygiene, inadequate water and food supplies, and exposure to parasitessome
of the consequences of poverty. Because the working class would be disproportionately affected
by disease, the work force would be disproportionately affected by disease, the work force would be
disproportionately diminished in the lowest-paying, most essential jobs during an epidemic. By contrast,
the Spanish Flu, being an air-borne disease (and thus not preventable through good hygiene and
health), affected all sectors of the economy equally. It killed vast numbers of people, but, as noted by
historian Alfred W. Crosby, it ignored the differences between rural and urban, patrician and peasant,
capitalist and proletarian, and struck them all down in similar proportions. Because it was so unbiased
in its selection, no social hierarchies were overturned, nor were any particular divisions of employment
gutted of laborers. Influenzas only prejudice was that it ravaged the young, healthy age-range
something fairly irrelevant to economic statusand thus the only long-term economic imbalance was
proportional: there were fewer people to work and fewer people sharing in the wealth.
Although the Spanish Flu killed a lower percentage of the population than it affected and lasted
for a shorter period of time, the economic benefits of the epidemic can be compared to those of the
Black Death. One of the peculiar positive effects of the Black Death, according to historian Norman
Davies, was that it marked the decisive point in the decline of the feudal system in Western Europe.
Although social upheaval may have already been gaining momentum, the deadly epidemic that killed
approximately one-third of Europe allowed formerly impoverished and powerless serfs to assert their
independence. With an absence of competition in the work force and a high demand for menial labor,
serfs were able to gain comparative economic freedom with rising pay. This escalation of the price of
labor and goods during the plague is echoed in the aftermath of the Spanish Flu epidemic. The Review
of Economic Statistics of December 1919 observes the post-influenza wage inflation, noting that the
efficiency of labor, unfortunately, has not materially improved and is still generally below the prewar
level, yet rates of wages have remained high during 1919 and have continued to rise rather than
decline. The Review also remarks on the oddity that unemployment has not developed, in spite of

243

the demobilization of the army; and in many sections labor is still reported to be scarce. The unusually
high wages and low labor supply despite the re-absorption of troops into the work force could be
attributed to the fact that so many people had succumbed to the pandemic on the home front that the
re-entry of troops had normalized, rather than overwhelmed, the labor market.
In the years following 1918, the influenza pandemic, though surely seared in the memories of
those it personally affected, quickly subsided from national consciousness. Even during the epidemic,
the flu was rarely mentioned in the papers or truly noticed on a national level. As noted by Crosby, The
Readers Guide to Periodical Literature, 1919-1921 has 13 inches of column space devoted to citations of
articles about baseball, 20 inches to Bolshevism, 47 to Prohibition, and 8 inches to the flu. As the
United States emerged victorious from the devastations of World War I, the brief but deadly nightmare
of the Spanish Flu was lost to the national memory. The war had put pressure on Americans to sacrifice
as much as possible: the government urging people to grow what food they could, eat less meat and
fewer luxury foods, buy war bonds, and serve in the army as required by the draft. Wartime America
was dealing with death on a regular basis as the war casualties continued to grow, ultimately reaching
approximately 117,000 deathsabout 53,000 in battle, the remainder due to disease. With such a high
proportion of war losses due to disease and the influenza deaths accompanying the hardships on the
home front, the flu must have seemed so intricately enmeshed in the reality of war that it became
unremarkable.
After the war had ended and the flu had essentially run its course in most places, the thrifty
attitudes about consumption enforced by the war effort and the strict public health ordinances were
immediately discarded. Americans had a brief attention span for such restrictionsthey were only
heeded during the war for patriotic reasons or in the midst of a deadly, dramatic pandemic. The Review
of Economic Statistics of December 1919 remarked that extravagant expenditure, both public and
private, is found on every hand. San Franciscanswho endured the worst hit of the Spanish Flu on
the West Coasthad complied with the October-November 1918 masking ordinance that had required
gauze masks be worn at all times. Yet, a mid-December masking recommendation of that same year
met the fierce opposition of 90 percent of the city and was struck down by the San Francisco Board
of Supervisors. The intolerance for what were thought at the time to be potentially life-saving health
measures reflects the prevalent mood at the time of impatience with inconvenience that trumped even
fear of death.
Perhaps the Spanish Flu would have drawn more attention if only it had left the scar of a long
depression in its wake. Yet, after the crippling 10 months of the flu, the American economy was not only
undamaged, but booming. Following the year of readjustment of 1919, the United States experienced
a sunny era of unprecedented prosperity. The national income, which had remained stagnant from 1890
to 1918, rose more than $200 per capita and laborers enjoyed a workday diminished from 12 to eight
hours, as well as a paid annual vacation. With the advent of mass-production due to the innovations of
the assembly line and expanded industrial exploitation of electricity, productivity soared to unheard-of
levels. In the mere 30 years between 1899 and 1929, industrial production expanded by 264 percent. All
of this was accomplished by a manufacturing labor pool that, according to historian William E.
Leuchtenburg in his book The Perils of Prosperity, contained precisely the same number of men in 1929
as it had in 1919. The workforce to attain these new heights was the same workforce that been
described in 1919 as generally sufficient, yet which was in many sectors still reported to be scarce. In
the same way that the Renaissance thrived in the wake of the Black Plague by benefiting from capital
redistribution to a greater demographic, the destruction of the Spanish Flu had opened up a decade of
culture and materialism to a population that benefited from the resulting availability of jobs and higher
wages.
With thousands of the fittest soldiers, doctors, and nurses overseas and the stress of coping

244

with wartime and its strict economic regulations, a flu epidemic was the last thing that Americans of
1918 needed, or expected. It was especially traumatic when even the enormous strides that had been
made in recent years in the medical community were insufficient to control this epidemic of a
traditionally unobtrusive disease. Disturbingly, young, healthy adults were the most likely to succumb to
the virus and die of a violent, delirious pneumonia. With the backbone of the economy debilitated and
inept medical care, U.S. society could have collapsed. However, the flu lasted for a short enough time
that it did not permanently disable the workforce. Also, because the primary target was an age-group
rather than a class, the virus infected different socioeconomic sectors evenly. As a consequence, though
in many places the workforce was reduced to the point of near-collapse, the population retained its
socioeconomic balance. Finally, because the flu took place for 10 months during and after World War I,
the most devastated demographic was replaced by the return of soldiers who could then be reabsorbed
easily into society, thereby alleviating the labor-pool crisis. From the perspective of its victims and
their loved ones, the 1918 influenza was a tragedy; however, viewed within an economic paradigm, the
Spanish Lady smoothed the transition from the turbulence of the 19th and early 20th centuries into the
prosperity of the 1920s

Bibliography
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Barry, John M., Great Influenza: The Epic Story of the Deadliest Plague in History New York: Penguin
Group, 2004

Crosby, Alfred W., Americas Forgotten Pandemic: The Influenza of 1918 2nd ed., Cambridge:
Cambridge University Press, 2003

Davies, Norman, Europe: A History New York: Oxford University Press, 1996

Davies, Pete, The Devils Flu: The Worlds Deadliest Influenza Epidemic and the Scientific Hunt for the
Virus That Caused It New York: Henry Holt and Company, LLC, 2000

Davis, Joseph S., Economic Conditions Since the Armistice, The Review of Economic Statistics Vol.
1, Monthly Supplement (December 1919) pp. 9-13,
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%3C9%3AIR OTY%3 E2.0.CO%3B2-0
FLU CASES DROP 143; PNEUMONIA KILLS 35: Eight More Deaths From Influenza, but Much Less

Fatal Than in 1918-19. GERMS GO THROUGH STONE Dr. Cecil Warns to Keep Feet Dry and Call Physician
at First Symptoms, New York Times (1857-Current file) New York, New York, January 31, 1922, http://
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Influenza 1918: The American Experience VHS, Directed by Rocky Collins, 1998; PBS American
Experience, 2005

Kolata, Gina, Flu: The Story of the Great Influenza Pandemic of 1918 and the Search for the Virus That
Caused It New York: Farrar, Straus and Giroux, 1999

Kolata, Gina, Why winter for the flu? A virus has its reasons; [4 edition], International Herald Tribune

245

December 6, 2007, p. 5 http://proquest.umi.com/pqdweb?index=1&
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2&Fmt =3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=119 7252984&clientId=14764

Leuchtenburg, William E., The Perils of Prosperity: 1914-32 Chicago: The University of Chicago Press,
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University Press, 1998, http://books.google.com/books?id=oH4q25gwkOgC&pg=PR3&dq=twilight+of+t
he+ idols&sig=6sr5pPh V2ST 4tHWj_CbRqJ-5Ty4#PPA5,M1

Shrestha, Laura B., CRS Report for Congress: Life Expectancy in the United States, Domestic Social
Policy Division. 2006, http://www.ncseonline.org/NLE/CRSreports/06Sep/RL32792.pdf

Snodgrass, Mary Ellen, World Epidemics: A Cultural Chronology of Disease from Prehistory to the Era
of SARS Jefferson, North Carolina: McFarland & Company, Incorporated, 2003

The American Experience: Influenza 1918, Maps, PBS, http://www.pbs.org/wgbh/amex/influenza/
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influenza/filmmore/transcript/transcript1.html

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resources/casdeath_pop.html.

Annotation
Introduces a topic.
More people died of the Spanish Flu in the 10 months that it devastated the world than had
died of any other disease or war in history. . . . Yet, due to some historical and demographic
particulars of the 1918 flu, the American economywhich nearly collapsed in some areas during
the outbreakwas not crippled in any lasting way.
Organizes complex ideas, concepts, and information so that each new element builds on that
which precedes it to create a unified whole.

246

The information is organized logically (and, in places, chronologically). The introduction
previews the content and then moves through several carefully sequenced categories of
information, ending with a conclusion that summarizes the main points of the explanation.
Details: In only one century, it had seen the successful vaccination, containment, or cure for the
notorious menaces of smallpox, anthrax, rabies, meningitis, typhoid, malaria, yellow fever,
diphtheria, cholera, and tetanus.2 . . . The war had put pressure on Americans to sacrifice as
much as possible: the government urging people to grow what food they could, eat less meat
and fewer luxury foods, buy war bonds, and serve in the army as required by the draft.
Examples: It mutates so frequently that humans are never fully immune to it . . . The killer flu of
1918, dubbed the Spanish Flu or the Spanish Lady, was a particularly deadly mutation of this
influenza virus.10
Facts: Following the year of readjustment of 1919, the United States experienced a sunny era
of unprecedented prosperity.55 The national income, which had remained stagnant from 1890
to 1918, rose more than $200 per capita and laborers enjoyed a workday diminished from 12 to
eight hours, as well as a paid annual vacation. 56
Quotations: As noted by Crosby, The Readers Guide to Periodical Literature, 1919- 1921 has 13
inches of column space devoted to citations of articles about baseball, 20 inches to Bolshevism,
47 to Prohibition, and 8 inches to the flu.50 . . . All of this was accomplished by a manufacturing
labor pool that, according to historian William E. Leuchtenburg in his book The Perils of
Prosperity, contained precisely the same number of men in 1929 as it had in 1919.59
Because neither antibiotics nor a way to control the spread of air-borne diseases . . . had been
invented yet . . . Yet, due to . . . Instead, it . . . In reality . . . As of the next day . . . In total . . .
Even though . . . So . . . As expected . . . However . . . From there . . . Although at times slow . . .
Whether or not . . . In the most severe stages . . . As morgues filled up . . . In some situations . . .
By contrast . . . But . . . Because it was so unbiased in its selection . . . This escalation . . . In the
years following 1918 . . . As the United States emerged . . . After the war had ended . . . Yet . . .
From the perspective of . . .
. . . there was sparse evidence that civilians were similarly affected, and, besides, disease was a
fact of life in any military camp.16 So, little attention was directed to the budding pandemic . . .
With an absence of competition in the work force and a high demand for menial labor, serfs
were able to gain comparative economic freedom with rising pay.46
Uses precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and
analogy to manage the complexity of the topic.
. . . bacteriology . . . diphtheria . . . sanitation . . . suffragette movement . . . pandemic . . .
virulent disease . . . influenza viruses . . .
. . . as a killer . . . As a pesky annual virus, slightly more troublesome than the common cold . . .
if only it had left the scar of a long depression . . . budding pandemic . . . In the same way that
the Renaissance thrived in the wake of the Black Plague . . .
. . . there was sparse evidence that civilians were similarly affected, and, besides, disease was a
fact of life in any military camp.16 So, little attention was directed to the budding pandemic . . .

247

With an absence of competition in the work force and a high demand for menial labor, serfs
were able to gain comparative economic freedom with rising pay.45
When contagious diseases attack a society, it tends to hit the poorest sector of the economy
the hardest. . . . By contrast, the Spanish Flu, being an air-borne disease (and thus not
preventable through good hygiene and health) affected all sectors of the economy equally.
From the perspective of its victims and their loved ones, the 1918 influenza was a tragedy;
however, viewed within an economic paradigm, the Spanish Lady smoothed the transition from
the turbulence of the 19th and early 20th centuries into the pros


248

Narrative Writing Student Exemplars

References used:


249

Student Sample: Grade 8, Narrative
This narrative was written to fulfill an assignment in which students were asked to introduce a special
person to readers who did not know the person. The students were advised to reveal the personal
quality of their relationship with the person presented. The student who wrote this piece borrowed
ideas from a fictional piece she had read.


250


251


252


253

Annotation

Engages and orients the reader by establishing a context and point of view, and introducing a narrator
and characters.
The writer engages the reader by entering immediately into the story line and orients the reader
by skillfully backfilling information about the setting (the old chair squeaking; that shabby old
porch) and the narrators experiences with Miss Sadie (bringing Miss Sadie cookies, listening to
her stories, listening to her sing old negro hymns).
Organizes an event sequence that unfolds naturally and logically.
The writer begins in the present, when Miss Sadie no longer sits in her rocking chair, then
appropriately for a narrator engaged in reflection creates an image with specific details of
Miss Sadie as she was in the past (every sway of her big brown body . . . her gray hair pulled
back in that awful, yellow banana clip).
Uses narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
and characters.
Reflection: My friends would tease me for spending the whole summer with Sadie Johnson,
The cookoo of Connecticut, they called her. But Im so very glad I did. She taught me then, to
not care what other people thought. I learned that I could be friends with someone generations
apart from my own . . . Then, I didnt realize or comprehend, how someone so special to you
could forget your own existence when youd shared a summer so special and vivid in your mind.
o Dialogue: I rang her bell. The door cracked open and the women adjusted her glasses. May I
help you? Miss Sadie, its me, Melissa. II, shed stuttered. I dont remember, she said
and shut the door.
Tension: I heard crying. I rang the door again and she screamed, Please leave! in a scared,
confused voice.
Reporting internal thoughts and reactions: Whattaya want with that old, fat, Black lady, any
ways? . . . As the woman, a daughter maybe, spoke, my heart broke.
Uses 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.
no longer . . . still . . . used to . . . I miss the days . . . once . . . then . . . Today . . .
Uses precise words and phrases, relevant descriptive details, and sensory language to capture the
action and convey experiences and events.
The old chair squeaking with every sway of her big, brown body.
Her summer dresses stained from cooking. I smell her sweet smelling kitchen.
. . . her soulful, blaring voice . . .
. . . the twirling, autumn leaves.
The door cracked open . . .
II, shed stuttered.
Provides a conclusion that follows from and reflects on the narrated experiences or events.
In the conclusion, the writer returns to the image in the beginning of the narrative (Miss Sadie
no longer sits in her rocking chair on her porch on summer days. But I still can see her) to reflect
on the importance of memories (Im glad that I can still see her).


254

Occasional sentence fragments were likely included for stylistic purposes (e.g., The old chair
squeaking with every sway of her big, brown body; Her summer dresses stained from cooking;
Because Miss Sadie no longer sits in her rocking chair on her porch on summer days).

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