Common Core State Standards for English Language Arts
Grades 6–12
Reading: Informational Text
Grades 9-10
Key Ideas and Details
RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Craft and Structure
RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9-10.5
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Grades 11-12
Key Ideas and Details
RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Craft and Structure
RI.11-12.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Writing
Grades 9-10
Text Types and Purposes
W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- 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.
- 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 audience’s knowledge level and concerns.
- 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.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- Provide a concluding statement or section that follows from and supports the argument presented.
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.)
Grades 11-12
Text Types and Purposes
W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- 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.
- 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 audience’s knowledge level, concerns, values, and possible biases.
- 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.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- Provide a concluding statement or section that follows from and supports the argument presented.
Production and Distribution of Writing
W.11-12.4
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.)
Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (8–10)
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
Benchmarks (11–12)
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
Reading Applications: Informational, Technical and Persuasive Text Standard
Benchmarks (8–10)
B.
Identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences.
D.
Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.
Benchmarks (11–12)
B.
Identify and analyze examples of rhetorical devices and valid and invalid inferences.
Grade Level Indicators (Grade 9)
8.
Identify the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches.
Grade Level Indicators (Grade 10)
8.
Describe the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches.
Grade Level Indicators (Grade 11)
1.
Analyze the rhetorical devices used in public documents, including newspaper editorials and speeches.
2.
Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience.
Grade Level Indicators (Grade 12)
1.
Analyze the rhetorical devices used in public documents, including state or school policy statements, newspaper editorials and speeches.
2.
Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience.
Writing Applications Standard
Benchmarks (8–10)
E.
Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence in the form of facts and details.
Benchmarks (11–12)
E.
Use a range of strategies to elaborate and persuade when appropriate, including appeal to logic, use of personal anecdotes, examples, beliefs, expert opinions or cause-effect reasoning.
Grade Level Indicators (Grade 9)
5.
Write persuasive compositions that:
a. establish and develop a controlling idea;
b. support arguments with detailed evidence;
c. exclude irrelevant information; and
d. cite sources of information.
Grade Level Indicators (Grade 10)
5.
Write persuasive compositions that:
a. support arguments with detailed evidence;
b. exclude irrelevant information; and
c. cite sources of information.
Grade Level Indicators (Grade 11)
5.
Write persuasive compositions that:
a. articulate a clear position;
b. support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and
c. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning).
Grade Level Indicators (Grade 12)
5.
Write persuasive compositions that:
a. articulate a clear position;
b. support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and
c. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning).