Core Content Connectors by Common Core State Standards: English Language Arts-Writing Standards Grades 9-12

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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 9-10 students:	Grade 11-12 students:
1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 1a. 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. 1b. 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. 1c. 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. 1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 1e. Provide a concluding statement or section that follows from and supports the argument presented.	1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 1a. 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. 1b. 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. 1c. 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. 1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 1e. Provide a concluding statement or section that follows from and supports the argument presented.
CCCs
910.WP.b3 Introduce claim(s) for an argument that reflects knowledge of the topic.	1112.WP.b3 Introduce claim(s) for an argument that reflects knowledge of the topic.
910.WP.b4 Identify claim(s) from alternate or opposing claims(s) in writing.	1112.WP.b4 Use context or related text to establish the significance of the claim(s).
910.WP.b5 Create a writing organizational structure (e.g., introduce claims, distinguish supporting and opposing claims and relevant evidence for each, provides conclusion) developing relationships among claim(s), reason, and evidence.	1112.WP.b5 Identify claim(s) from alternate or opposing claims(s) in writing.
910.WP.b6 Identify evidence for claim(s) and counterclaim(s).	1112.WP.b6 Create a writing organizational structure (e.g., introduce claims, distinguish supporting and opposing claims and relevant evidence for each, provides conclusion) logically sequencing claim(s), counterclaims, reason, and evidence.
910.WP.c1 Develop clear claim(s) with specific evidence for a topic or text.	1112.WP.b7 Select the most relevant evidence for claim(s) and counterclaim(s) for use in writing.
910.WP.c2 Use words, phrases, and clauses to create cohesion within writing.	1112.WP.c1 Develop clear claim(s) with the most relevant evidence for a topic or text.
910.WP.c3 Use words, phrases, and clauses to clarify the relationship among claims, counterclaims, reasons, and evidence.	1112.WP.c2 Use words, phrases, and clauses to create cohesion within writing.
910.WP.d1 Maintain a consistent style and voice throughout writing.	1112.WP.c3 Use words, phrases, and clauses to clarify the relationship among claims, counterclaims, reasons, and evidence.
910.WP.e1 Provide a concluding statement or section that supports the argument presented by stating the significance of the claim.	1112.WP.d1 Maintain a consistent style and voice throughout writing.
	1112.WP.e1 Provide a concluding statement or section that supports the argument presented by stating the significance of the claim and/or presenting next steps related to the topic.

Grade 9-10 students:	Grade 11-12 students:
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 2a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 2b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 2c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 2d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. 2e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 2f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).	2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 2a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 2b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 2c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 2d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. 2e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 2f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
CCCs
910.WI.b2 Create an organizational structure for writing that groups information logically (e.g., cause/effect, compare/contrast, descriptions and examples), to support paragraph focus.	1112.WI.b2 Create an organizational structure for writing that groups information logically (e.g., cause/effect, compare/contrast, descriptions and examples), to support paragraph focus.
910.WI.b3 Write an introduction that clearly previews information to follow.	1112.WI.b3 Write an introduction that clearly previews information to follow.
910.WI.b4 Select relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate for the audience.	1112.WI.b4 Select the facts, extended definitions, concrete details, quotations, or other information and examples that are most relevant to the focus and appropriate for the audience.
910.WI.c1 Use transitional words, phrases, and clauses that connect ideas and create cohesion within writing.	1112.WI.c1 Use transitional words, phrases, and clauses that connect ideas and create cohesion within writing.
910.WI.d1 Use precise language and domain-specific vocabulary to manage the complexity of the topic.	1112.WI.d1 Use precise language, domain-specific vocabulary to manage the complexity of the topic.
910.WI.d2 Maintain a consistent style and voice throughout writing.	1112.WI.d2 Maintain a consistent style and voice throughout writing.
910.WI.e1 Provide a concluding statement or section that follows from and supports the information or explanation presented.	1112.WI.e1 Provide a concluding statement or section that follows from and supports the information or explanation presented.
910.WI.f3 Report on a topic, using a logical sequence of ideas, appropriate facts and relevant, and descriptive details which support the main ideas.	1112.WI.f3 Report on a topic using a logical sequence of ideas, appropriate facts, and relevant, and descriptive details which support the main ideas.

Grade 9-10 students:	Grade 11-12 students:
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 3a. 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. 3b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 3c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. 3d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 3e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.	3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 3a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. 3b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 3c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). 3d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 3e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
CCCs
910.WL.b1 Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view.	1112.WL.b1 Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view.
910.WL.b2 Engage and orient the reader to the narrator and/or characters.	1112.WL.b2 Engage and orient the reader to the narrator and/or characters.
910.WL.e1 Produce a narrative that includes dialogue that advances the plot of theme (e.g., reveals character motivation, feelings, thoughts, how character has changed perspectives.	1112.WL.e1 Produce a narrative that includes dialogue that advances the plot of theme (e.g., reveals character motivation, feelings, thoughts, how character has changed perspectives.
910.WL.c3 Include plot techniques and pacing (e.g., flashback, foreshadowing, suspense) as appropriate in writing.	1112.WL.c3 Include plot techniques and pacing (e.g., flashback, foreshadowing, suspense) as appropriate in writing.
910.WL.c2 Sequence events so that they build on one another to create a coherent whole.	1112.WL.c2 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
910.WL.c1 Create a smooth progression of experiences or events.	1112.WL.c1 Create a smooth progression of experiences or events.
910.WL.d1 Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.	1112.WL.d1 Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
910.WL.o1 Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.	1112.WL.o1 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

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 9-10 students:	Grade 11-12 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.)
CCCs
910.WI.f1 Produce a clear coherent permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), or audience (e.g., reader).	1112.WI.f1 Produce a clear coherent permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), or audience (e.g., reader).
910.WL.p1 Produce a clear coherent permanent product that is appropriate to the specific task, purpose (e.g., to entertain), or audience.	1112.WL.p1 Produce a clear coherent permanent product that is appropriate to the specific task, purpose (e.g., to entertain), or audience.
9-10.WP.f1 Produce a clear coherent permanent product that is appropriate to the specific task, purpose (e.g., to persuade), or audience.	11-12.WP.f1 Produce a clear coherent permanent product that is appropriate to the specific task, purpose (e.g., to persuade), or audience.

Grade 9-10 students:	Grade 11-12 students:
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 on up to and including grades 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 11-12.)
CCCs
910.WI.b1 Develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion) focused on a specific purpose and audience.	1112.WI.b1 Develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion) focused on a specific purpose and audience.
910.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).	1112.WL.a1 Develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).
910.WP.b2 Develop a plan for writing (e.g., choose a topic, introduce argument topic, develop a claim, develop a counter claim, conclude argument).	1112.WP.b2 Develop a plan for writing (e.g., choose a topic, introduce argument topic, develop a claim, develop a counter claim, conclude argument).
910.WI.f2 Strengthen writing by revising and editing.	1112.WI.f2 Strengthen writing by revising and editing.
910.WL.p2 Strengthen writing by revising and editing (e.g., review product, strengthening story).	1112.WL.p2 Strengthen writing by revising and editing (e.g., review product, strengthening story).
910.WP.f2 Strengthen writing by revising and editing.	1112.WP.f2 Strengthen writing by revising and editing.

Grade 9-10 students:	Grade 11-12 students:
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.	6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCCs
910.WA1 Use technology to produce and publish writing. (e.g., use internet to gather information, word processing to generate and collaborate on writing).	1112.WA1 Use technology to produce and publish writing. (e.g., use internet to gather information, word processing to generate and collaborate on writing).

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 9-10 students:	Grade 11-12 students:
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.	7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCCs
910.WI.a4 Follow steps to complete a short or sustained research project to build knowledge on a topic or text, answer a question and/or solve a problem (e.g., determine topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).	1112.WI.a4 Follow steps to complete a short or sustained research project to build knowledge on a topic or text, answer a question and/or solve a problem (e.g., determine topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).

Grade 9-10 students:	Grade 11-12 students:
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.	8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCCs
910.WI.a1 Gather (e.g., highlight, quote, or paraphrase from source) relevant information about the topic from authoritative print and/or digital sources.	1112.WI.a1 Gather (e.g., highlight, quote, or paraphrase from source) relevant information about the topic or text from authoritative print and/or digital sources.
910.WP.b1 Gather relevant information about the topic or text and stated claim from authoritative print and/or digital sources.	1112.WP.b1 Gather relevant information about the topic or text and stated claim from authoritative print and/or digital sources.
910.WI.a2 Integrate information presented by others into the writing product while avoiding plagiarism.	1112.WI.a2 Integrate information presented by others which is determined to be the most appropriate for the task, purpose, and audience into the writing product while avoiding plagiarism.
910.WP.b7 Integrate information presented by others into the writing product while avoiding plagiarism.	1112.WP.b8 Integrate information presented by others which is determined to be the most appropriate for the task, purpose, and audience into the writing product while avoiding plagiarism.
910.WI.a3 Use a standard format to write citations.	1112.WI.a3 Use a standard format to write citations.
910.WP.b8 Use a standard format to write citations.	1112.WP.b9 Use a standard format to write citations.

Grade 9-10 students:	Grade 11-12 students:
9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 9a. Apply grades 9–10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]"). 9b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").	9. Draw evidence form literary or informational texts to support analysis, reflection, and research. 9a. Apply grades 11–12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). 9b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses]").
CCCs
910.WA2 Provide evidence from literary or information texts to support analysis, reflection, and research.	1112.WA2 Provide evidence from literary or information texts to support analysis, reflection, and research.
910.WP.a2 Evaluate an argument within a text to determine if reasoning is valid; reasoning is accurate; evidence is relevant; and evidence is sufficient.	1112.WP.a2 Evaluate an argument within a seminal text or adapted text to determine if reasoning is valid; reasoning is accurate; evidence is relevant; and evidence is sufficient.