Core Content Connectors by Common Core State Standards: English Language Arts-Writing Standards Grades 6-8

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College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Writing Standards

Grade 6 students:	Grade 7 students:	Grade 8 students:
1. Write arguments to support claims with clear reasons and relevant evidence. 1a. Introduce claim(s) and organize the reasons and evidence clearly. 1b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. 1c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. 1d. Establish and maintain a formal style. 1e. Provide a concluding statement or section that follows from the argument presented.	1. Write arguments to support claims with clear reasons and relevant evidence. 1a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. 1b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. 1c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. 1d. Establish and maintain a formal style. 1e. Provide a concluding statement or section that follows from and supports the argument presented.	1. Write arguments to support claims with clear reasons and relevant evidence. 1a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. 1b. Provide logically ordered reasons that are supported by facts and details. 1c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. 1d. Establish and maintain a formal style. 1e. Provide a concluding statement or section that follows from and supports the argument presented.
CCCs
6.WP.c1 Write an introduction that introduces the writer's claim within persuasive text.	7.WP.k1 Write an introduction that introduces the writer's claims and acknowledges alternate or opposing claims.	8.WP.k1 Write an introduction that introduces the writer's claims and distinguishes it from alternate or opposing claims.
6.WP.c2 Create an organizational structure in which ideas are logically grouped to support the writer's claim.	7.WP.k2 Create an organizational structure in which ideas are logically grouped to support the writer's claim.	8.WP.k2 Create an organizational structure in which ideas are logically grouped to support the writer's claim.
6.WP.d1 Write arguments to support claims with clear reasons and relevant evidence from credible sources.	7.WP.l1 Write arguments to support claims with logical reasoning and relevant evidence from credible sources.	8.WP.l1 Write arguments to support claims with logical reasoning and relevant evidence from credible sources.
6.WP.e1 Use words, phrases and clauses to link claims, and reasons.	7.WP.l2 Use words, phrases, and clauses to link opinions and reasons and clarify relationship of ideas.	8.WP.l2 Use words, phrases and clauses to link opinions and reasons and clarify relationship of ideas.
6.WP.g1 Provide a concluding statement or section that follows the argument presented.	7.WP.m1 Maintain a consistent style and voice throughout writing.	8.WP.m1 Maintain a consistent style and voice throughout writing.
6.WP.a2 Distinguish claims presented orally or in writing that are supported by reasons and claims that are not.	7.WP.n1 Provide a concluding statement or section that supports and summarizes the argument presented.	8.WP.n1 Provide a concluding statement or section that supports and summarizes the argument presented.

Grade 6 students:	Grade 7 students:	Grade 7 students:
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 2a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2e. Establish and maintain a formal style. 2f. Provide a concluding statement or section that follows from the information or explanation presented.	2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. 2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2e. Establish and maintain a formal style. 2f. Provide a concluding statement or section that follows from and supports the information or explanation presented.	2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 2a. 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. 2b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. 2c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. 2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2e. Establish and maintain a formal style. 2f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
CCCs
6.WI.b2 Organize ideas, concepts, and information (e.g., using definition, classification, comparison/contrast, cause/effect).	7.WI.j2 Organize ideas, concepts, and information (using definition, classification, comparison/contrast, and cause/effect).	8.WI.j2 Create an organizational structure for writing that groups information logically (e.g., cause/effect, compare/contrast, descriptions and examples), to support paragraph focus.
6.WI.c1 Write an introduction that includes context/background information establishes a central idea or focus about a topic.	7.WI.j3 Write an introduction that clearly previews information to follow.	8.WI.j3 Write an introduction that clearly previews information to follow and summarizes stated focus.
6.WI.d1 Develop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations, or other information and examples.	7.WI.m1 Develop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations, or other information and examples.	8.WI.m1 Develop the topic (e.g., add additional information related to the topic) with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
6.WI.f1 Include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to promote reading understanding.	7.WI.k1 Use transitional words, phrases, and clauses that connect ideas and create cohesion within writing.	8.WI.k1 Use transitional words, phrases, and clauses that connect ideas and create cohesion within writing.
6.WI.e1 Use transitional words, phrases, and clauses that connect ideas and create cohesion within writing.	7.WI.l1 Use precise language and domain-specific vocabulary to inform about or explain the topic.	8.WI.l1 Use precise language and domain-specific vocabulary to inform about or explain the topic.
6.WI.d2 Use precise language and domain-specific vocabulary to inform about or explain the topic.	7.WI.l2 Maintain a consistent style and voice throughout writing.	8.WI.l2 Maintain a consistent style and voice throughout writing.
6.WI.e2 Maintain a consistent style and voice throughout writing.	7WI.n1 Provide a concluding statement or section that follows from and supports the information presented.	8.WI.m2 Present claims and findings, emphasizing salient points in a coherent manner with relevant evidence.
6.WI.g1 Provide a concluding statement or section that follows from and summarizes the information presented.	7.WI.m2 Present claims and findings, emphasizing salient points in a coherent manner with pertinent descriptions, facts, details, and examples.	8WI.n1 Provide a concluding statement or section that follows from and supports the information or explanation presented.
	7.WI.o3 Report on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details which support the main ideas.	8.WI.o3 Report on a topic with a logical sequence of ideas, appropriate facts, and relevant, descriptive details which support the main ideas.

Grade 6 students:	Grade 7 students:	Grade 8 students:
3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 3a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. 3b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. 3c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. 3d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. 3e. Provide a conclusion that follows from the narrated experiences or events.	3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 3a. 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. 3b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. 3c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. 3d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. 3e. Provide a conclusion that follows from and reflects on the narrated experiences or events.	3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 3a. 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. 3b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. 3c. 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. 3d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. 3e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
CCCs
6.WL.b1 Engage and orient the reader by establishing a context and introducing a narrator and/or characters.	7.WL.j1 Orient the reader by establishing a context and point of view and introducing the narrator and/or characters.	8.WL.j1 Orient the reader by establishing a context and point of view and introducing a narrator and/or characters .
6.WL.c1 Organize ideas and event so that they unfold naturally.	7.WL.k1 Organize ideas and event so that they unfold naturally.	8.WL.k1 Organize ideas and event so that they unfold naturally.
6.WL.c2 When appropriate use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.	7.WL.k2 When appropriate use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.	8.WL.k2 When appropriate use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
6.WL.c3 Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.	7.WL.k3 Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.	8.WL.k3 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.
6.WL.d1 Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.	7.WL.l1 Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.	8.WL.l1 Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
6.WL.g1 Provide a conclusion that follows from the narrated experiences or events.	7.WL.o1 Provide a conclusion that follows from the narrated experiences or events.	8.WL.o1 Provide a conclusion that follows from the narrated experiences or events.
6.WL.f1 Use figurative language appropriately, including similes and metaphors.	7.WL.n1 Use words, phrases, or gathered information to accurately reflect literary context.	8.WL.n1 Use literacy devices (e.g., similes, metaphors, hyperbole, personification, imagery) in narrative writing.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Writing Standards

Grade 6 students:	Grade 7 students:	Grade 8 students:
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.)	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.)	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.)
CCCs
6.WI.h2 Produce a clear, coherent, permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), and audience (e.g., reader).	7.WI.o1 Produce a clear, coherent, permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), and audience (reader).	8.WI.o1 Produce a clear, coherent, permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), and audience (e.g., reader).
6.WL.h1 Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g. to entertain), and audience.	7.WL.p1 Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g. to entertain), and audience.	8.WL.p1 Produce a clear, coherent, permanent product) that is appropriate to the specific task, purpose (e.g. to entertain), and audience.
6.WP.h1 Produce a clear, coherent, permanent product that is appropriate to the specific task purpose (e.g., to persuade), and audience.	7.WP.o1 Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to persuade), and audience.	8.WP.o1 Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to persuade), and audience.

Grade 6 students:	Grade 7 students:	Grade 8 students:
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.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 6.)	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 7.)	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.)
CCCs
6.WP.b1 With guidance and support from peers and adults, develop a plan for writing (e.g., define purpose, which is to persuade, state your claim, gather evidence, create your argument, provide a meaningful conclusion).	7.WP.j1 With guidance and support from peers and adults, develop a plan for writing (e.g., define purpose, which is to persuade, state your claim, gather evidence, create your argument, provide a meaningful conclusion).	8.WP.j2 With guidance and support from peers and adults, develop a plan for writing (e.g., define purpose, which is to persuade, state your claim, gather evidence, create your argument, provide a meaningful conclusion).
6.WL.a1 With guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).	7.WL.i1 With guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).	8.WL.i1 With guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).
6.WI.b1 With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).	7.WI.j1 With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).	8.WI.j1 With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).
6.WP.h2 With guidance and support from peers and adults, strengthen writing by revising and editing.	7.WP.o2 With guidance and support from peers and adults, strengthen writing by revising and editing.	8.WP.o2 With guidance and support from peers and adults, strengthen writing by revising and editing.
6.WL.h2 With guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).	7.WL.p2 With guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).	8.WL.p2 With guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).
6.WI.h1 With guidance and support from peers and adults, strengthen writing as needed by revising and editing.	7.WI.o2 With guidance and support from peers and adults, strengthen writing by revising and editing.	8.WI.o2 With guidance and support from peers and adults, strengthen writing by revising and editing.

Grade 6 students:	Grade 7 students:	Grade 8 students:
6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.	6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.	6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
CCCs
6.WA1 Use technology to produce and publish writing. (e.g., use internet to gather information; use word processing to generate and collaborate on writing).	7.WA3 Use technology to produce and publish writing (e.g., use internet to gather information; use word processing to generate and collaborate on writing).	8.WA1 Use technology to produce and publish writing (e.g., use word processing to generate and collaborate on writing).
6.WA2 Develop sufficient keyboarding skills.
7.WA1 Develop sufficient keyboarding skills.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Writing Standards

Grade 6 students:	Grade 7 students:	Grade 8 students:
7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.	7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.	7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
CCCs
6.WI.b3 Follow steps to complete a short research project (e.g., determining topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).	7.WI.i5 Follow steps to complete a short research project (e.g., determining topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).	8.WI.i4 Follow steps to complete a short research project (e.g., determining topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).

Grade 6 students:	Grade 7 students:	Grade 8 students:
8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.	8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.	8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCCs
6.WP.b2 Gather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources.	7.WP.j3 List internet search terms for a topic of persuasive writing.	8.WI.i1 Gather information (e.g., highlight, quote or paraphrase from source) relevant to the topic from print and/or digital sources.
6.WI.a1 Gather information (e.g., highlight, quote or paraphrase from source) relevant to the topic from print and/or digital sources.	7.WI.i1 List internet search terms for a topic of study.	8.WI.i2 Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.
6.WP.b4 Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.	7.WP.j4 Gather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources.	8.WI.i3 Use a standard format to produce citations.
6.WI.a2 Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.	7.WI.i2 Gather information (e.g., highlight, quote or paraphrase from source) relevant to the topic or text from print and/or digital sources.	8.WP.j1 Gather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources.
6.WP.b3 Provide a bibliography for sources that contributed to the content within a writing piece.	7.WP.j6 Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.	8.WP.j3 Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.
6.WI.a3 Provide a bibliography for sources that contributed to the content within a writing piece.	7.WI.i3 Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.	8.WP.j4 Use a standard format to write citations.
	7.WP.j7 Use a standard format to write citations.
	7.WI.i4 Use a standard format to write citations.

Grade 6 students:	Grade 7 students:	Grade 8 students:
9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 9a. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories]in terms of their approaches to similar themes and topics"). 9b. Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").	9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 9a. Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"). 9b. Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").	9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 9a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). 9b. Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").
CCCs
6.WP.a1 Analyze mentor texts to support knowledge of persuasive writing (e.g., analyze newspaper editorials to explore the way the author developed the argument).	7.WA2 Provide evidence from grade appropriate literary or informational texts to support analysis, reflection, and research.	8.WA2 Provide evidence from grade appropriate literary or informational texts to support analysis, reflection, and research.