Academic Expectation 1.11: Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

WR-E-1.1 Reflective Writing (Letter To The Reviewer)-includes the writer’s examination of his/her writing skills, abilities, approaches, and products.

WR-E.1.2 Personal Writing (Personal Narrative or Memoir)- focuses on the life experiences of the writer.

WR-E-1.3 Literary Writing (Short Story, Poem, or Script)- artfully communicates with the reader about the human condition.

WR-E-1.4 Transactive Writing (Letters, Speeches, Editorials, Articles, Proposals and Brochures)- is informative/persuasive writing that presents ideas and information for authentic audiences to accomplish realistic purposes like those that students will encounter in their lives.

Audience/Purpose- The writer establishes and maintains a purpose to communicate with an audience by:

Narrowing the topic to establish a focus

Attempting to communicate with an audience for a specific purpose

Adhering to the characteristics (e.g. format, organization) of the form

Attempting to use a suitable tone or voice

Idea Development and Support- The writer develops and supports main ideas and deepens the audience’s understanding by using:

Explanations and relevant details that may be unelaborated or repetitious

Idea development strategies (e.g., bulleted lists, definitions) appropriate to form

Organization- The writer creates unity and coherence to accomplish the focused purpose by:

Engaging the audience and establishing a context for reading

Placing ideas and support in a meaningful order with few lapses

Guiding the reader through the piece with transitions

Attempting to provide effective closure

Sentences- The writer creates sentences that are:

Complete, correct, and have some variety in structure and length

Language- The writer demonstrates:

A variety of word choices including; strong verbs and nouns, concrete and/or sensory details

Some evidence of language appropriate to the content, purpose, and audience

Few lapses in correct usage/grammar

Correctness- The writer demonstrates:

Some errors in spelling, punctuation, and capitalization that do not interfere with meaning

An attempt to document ideas and information from outside sources

Write their name, date, and select a title when appropriate

Write a detailed list

Use conventional capitalization, punctuation, and grammar in final drafts

Use dialogue

Use a variety of strategies to spell words correctly

Combine sentences to make complex sentences

Organize sentences into paragraphs

Craft several paragraphs about a single idea

Describe using adjectives and adverbs

Use strong nouns and vivid verbs

Use transition words

Vary sentence beginnings and lengths

Sequence ideas to support audience and purpose

Write pieces in each of the four categories of writing: Literary, Personal, Transactive, and Reflective using the appropriate formats and patterns

Write pieces with a beginning, middle, and end or a lead, body, and conclusion after extensive modeling has occurred

Identify a specific purpose for writing

Select and narrow topics

Identify an audience and use voice when appropriate

Choose a pre-writing form

Reread their writing to convey meaning

Receive suggestions and compliments graciously from teachers and peers

Listen to others’ writing and offer feedback

Establish and use criteria for evaluating writing

Edit writing to find missing words, words spelled incorrectly, clarify meaning, or to add detail in response to peer or teacher feedback

Support their purpose using details or reasons

Add or change details during the revision process

Use tools (e.g., dictionary, thesauruses, environmental print, writers’ notebook, technology) to craft and edit their writing

Use a writer’s notebook

Sustain writing over several sessions

Explore and use technology to access information and as a means of communication

Use technology to gather, organize, manipulate, and express ideas and information