10.B The student will express ideas effectively in written modes for a variety of purposes and audiences.
10.B.1 The student will use the writing process to write coherently.
10.B.1.1 Use a writing process to develop and refine composition skills. Students are expected to:
10.B.1.1.a use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, or reading to generate ideas and gather information.
10.B.1.1.b analyze audience and purpose:
10.B.1.1.b.i consider specific purposes for writing whether to reflect, inform, explain, persuade, make a social statement, or share an experience or emotion.
10.B.1.1.d develop multiple drafts, individually and collaboratively, to categorize ideas, organize them into paragraphs, and blend paragraphs into larger text.
10.B.1.1.e revise for appropriateness of organization, content, and style.
10.B.1.1.f edit for specific purposes such as to insure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.
10.B.1.1.g refine selected pieces to publish for general and specific audiences.
10.B.1.2 Use elaboration to develop an idea:
10.B.1.2.a draft a text with a clear controlling idea or thesis.
10.B.1.2.b develop a coherent progression of ideas applying organizational strategies such as spatial, chronological, order of importance, compare/contrast, logical order, cause/effect, or classification/division.
10.B.1.2.c apply different methods of support, such as facts, reasons, examples, sensory details, anecdotes, paraphrases, quotes, reflections, and dialogue.
10.B.1.2.d apply a consistent and appropriate point of view.
10.B.1.2.e understand and apply formal and informal diction.
10.B.1.4.c employ specified editing/proofreading strategies and consult resources (e.g., spell checks, personal spelling lists, or dictionaries) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations.
10.B.1.4.e demonstrate an understanding of the ethics of writing by creating a document free from plagiarism.
10.B.1.5 Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.
10.B.1.6 Evaluate own writing and others' writing (e.g., determine the best features of a piece of writing, determine how writing achieves its purpose, ask for feedback, and respond to classmates' writing).
10.B.2 The student will write for a variety of purposes and audiences using creative, narrative, descriptive, expository, persuasive, and reflective modes.
10.B.2.1 Compose fictional, biographical or autobiographical narratives or short stories that:
10.B.2.1.a establish and develop dynamic and static characters including character motivation, gestures, and feelings.
10.B.2.1.b establish and develop a plot that effectively communicates the overall theme and establishes significant events.
10.B.2.1.c establish and maintain a consistent point of view especially third person limited or omniscient point of view.
10.B.2.1.d establish and develop a setting within a narrative that is relevant to the overall meaning of the work.
10.B.2.1.e use a range of narrative devices such as dialogue, interior monologue, suspense, foreshadowing, characterization, flashback, and symbolism.
10.B.2.1.f present action segments to accommodate changes in time and mood.
10.B.2.2 Compose expository compositions, including analytical essays and research reports that:
10.B.2.2.a integrate evidence in support of a thesis (position on the topic) including information on all relevant perspectives.
10.B.2.2.b communicate, quote, summarize, and paraphrase information and ideas from primary and secondary sources accurately and coherently.
10.B.2.2.c integrate a variety of suitable, credible reference sources, such as print, pictorial, audio, and reliable Internet sources.
10.B.2.2.d integrate visual aids by using technology to organize and record information on charts, data tables, maps, and graphs.
10.B.2.2.e identify and address reader's potential misunderstandings, biases, and expectations, establishing and adjusting tone accordingly.
10.B.2.2.f use technical terms and notations accurately.
10.B.2.3.a include a well-defined thesis that makes a clear and knowledgeable appeal in a sustained and effective fashion.
10.B.2.3.b use exposition, narration, description, and argumentation to support the main argument.
10.B.2.3.c use specific rhetorical devices to support assertions, such as appealing to logic through reason, appealing to emotion or ethical beliefs, or relating to a personal anecdote, case study, or analogy.
10.B.2.3.d clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
10.B.2.3.e effectively address reader's concerns, counterclaims, biases, and expectations.
10.B.2.4 Create documents related to career development that:
10.B.2.4.a follow conventional format for email, formal letter, or memorandum.
10.B.2.4.b provide clear and purposeful information and address the intended audience appropriately.
10.B.2.4.c use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of the intended audience.
10.B.3 The student will demonstrate appropriate practices in writing by applying Standard English conventions of the revising and editing stages of writing. Work independently and in self-directed writing teams to revise and edit.
10.B.3.1 The student will demonstrate correct use of Standard English in speaking and writing.