Common Core State Standards for English Language Arts
Grades 6–12
Writing
Grade 8
Text Types and Purposes
W.8.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- 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.
- Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
- Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing
W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 52.)
Range of Writing
W.8.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Grades 9-10
Text Types and Purposes
W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- 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 experiences or events.
- Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
- Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
- Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
- Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)
Range of Writing
W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Ohio English Language Arts Standards (2001)
Writing Process Standard
Benchmarks (8–10)
A.
Formulate writing ideas and identify a topic appropriate to the purpose and audience.
Grade Level Indicators (Grade 8)
4.
Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience.
Grade Level Indicators (Grade 9)
4.
Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience.
Grade Level Indicators (Grade 10)
4.
Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure, and point of view) to address purpose and audience.
Writing Applications Standard
Benchmarks (8–10)
A.
Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language.
Grade Level Indicators (Grade 8)
1.
Write narratives that:
a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
b. use literary devices to enhance style and tone; and
c. create complex characters in a definite, believable setting.
Grade Level Indicators (Grade 9)
1.
Write narratives that:
a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
b. use a range of strategies and literary devices including figurative language and specific narration; and,
c. include an organized, well developed structure.
Grade Level Indicators (Grade 10)
1.
Write narratives that:
a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
b. use a range of strategies and literary devices including figurative language and specific narration; and
c. include an organized, well-developed structure.