Task Expectations

This task must be centrally reported during Quarter 2.

8A Analysis An analysis of one or more stylistic techniques an author

uses in a text

In this task students are asked to build on and draw from their understanding of how authors
control the nuances of language to achieve particular e ects. Because the term stylistic
techniques is purposefully open-ended, it would be helpful to let students react to the language
itself, rather than beginning with a list of terms. Asking strategic questions about how certain
passages, paragraphs, and even sentences strike them is one way to connect their experiences
as readers with the authors intentions and choices while writing. Some devices students might
focus on include the use of gurative language, sentence structure and syntactical choices,
structure of the text and ordering of events, manipulation of time (e.g., pacing, ashbacks, etc.),
or the cumulative impact of specic word choices on meaning and tone.
This task requires students to develop a substantial piece of writing that goes through all stages
of the writing process. Instruction for this task may take anywhere from one to three weeks, which
will include time for studying authors craft, planning the writing, developing writing skills, acting
on feedback, and completing the nal product.
Product Expectations
Multi-paragraph essay, likely including four or more substantive paragraphs
Clear, nuanced thesis that identies the stylistic technique(s) an author uses
Analysis of the stylistic technique(s) an author uses in a text, including a discussion of
e ects
Use of pertinent details from the texts, either by direct quotation or paraphrase
Demonstration of the qualities outlined in the Scoring Guide for Writing: Analysis and
Argument

Instructional Expectations
Closely read a variety of texts to analyze a range of stylistic techniques.
Facilitate student discourse around the e ects of the stylistic techniques.
Di erentiate by providing choice of passages for task analysis that reect a range of
complexity.
Model e ective ways of incorporating evidence and reasoning.
Practice using sophisticated sentence structures that connect evidence to reasoning.
Provide frequent opportunities for students to receive both teacher and peer feedback
during the writing process.
Consider the teacher-created resources available through the Evidence of Learning link on
the MCPS English website.
Use the Scoring Guide for Writing: Analysis and Argument to evaluate students nal
writing products.

Montgomery County Public Schools, 2017 4

 Task Expectations
This task must be centrally reported during Quarter 2.

8A Analysis An analysis of one or more stylistic techniques an author

uses in a text

Connection to Common Core State Standards

W.8.2 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 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, denitions, concrete details,
quotations, or other information and examples.
c) Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d) Use precise language and domain-specic 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.

W.8.5 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,
focusing on how well purpose and audience have been addressed.

W.8.9 Draw evidence from literary or informational texts to support analysis, reection,
and research.

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including
gurative and connotative meanings; analyze the impact of specic word choices on
meaning and tone, including analogies or allusions to other texts.

L.8 Language Progressive SkillsSkills in Language standards 13, likely to require continued
attention in higher grades as they are applied to increasingly sophisticated writing.

Montgomery County Public Schools, 2017 5