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Writing
Grade – Kindergarten CONTENT Students will: • write first name independently. • write some personal high frequency words, names of friends, and names of family members. • copy and use print from the environment (e.g., logos, books, names, and signs). • use appropriate letters to represent some sounds in words. • use appropriate letters to represent some sounds in words when labeling pictures. • add detail and color to their work. PROCESS Students will: • begin to recognize the importance of details. • generate drawings in response to prompts. • reread "story" immediately or shortly after writing. MOTOR SKILLS: Students will: • cross their midline. • learn spatial and directional concepts (e.g., top, bottom, in, out, big, small, large, straight, curve, up, down). • develop coordination between both sides of their body. • develop ability to copy movements, movement patterns and rhythm patterns when given a visual or auditory model. • develop upper body strength to aid body posture. • develop hand dominance. • develop awareness of their bodies and how they relate to the space they occupy. • develop kinesthetic and tactile awareness. • develop visual discrimination and perceptual skills. • develop visual tracking. • develop appropriate pencil grip. • develop visual motor integration. HANDWRITING Students will: • begin to write using directional movements of top to bottom and left to right. • write most upper case and lower case letters. • begin to use spaces between words. Grade – 1 CONTENT Students will: • write first and last name independently using appropriate lower case letters. • write 5 or more related sentences. • write from model sentence patterns. • write in complete sentences. • write a response to a question about a text read aloud or independently. • bring at least one piece of writing to final copy. • list steps of a procedure in a logical order with instructional support. SPELLING Students will: • demonstrate competence in outcomes listed in section on PHONOLOGICAL/PHONEMIC AWARENESS under Standard One. • spell words with regular short vowel patterns (e.g., cvc words such as bat, hot, pig, rug, pet). • spell words with one syllable ‘silent e’ spelling pattern (e.g., name, time, hope). • spell correctly first grades list of Commonly Misspelled words. (See Appendix.) • build simple word families (e.g., fat, cat, mat, sat; name, game, same). • change a letter in a cvc word to form a new word (e.g., hot, hit, hat; pen pet, peg; bud, bug, bus). PROCESS Students will: • write on a daily basis. • begin to use steps of the writing process. (See Glossary.) • initiate own writing. • participate in teacher conferences. • add details with prompting. • reread what they have written. • revise one or more words during or after a conference. • share writing samples with an audience on a regular basis. • share a final piece of writing with an audience. GRAMMAR/USAGE/MECHANICS Students will: • Capitalize: • I. • first letters of first and last names. • first letter in a sentence. • first letter in proper names of people. • Punctuate: • period at end of simple sentence. • question mark at end of simple asking sentence with teacher support. HANDWRITING Students will: • demonstrate efficient pencil grasp. • establish an understanding of spatial and directional concepts that relate to letter and number formation. • write all upper and lower case letters and digits (0-9) using correct formation. • demonstrate a proper sitting posture. • space and size letters correctly. • leave appropriate spacing between words. Grade – 2 CONTENT Students will: • write 10 or more related sentences. • write a narrative with evidence of beginning, middle, and end. • write to a teacher-selected prompt. • identify a focus (purpose) when responding to a given question. • use details or references to text to support a given focus. • bring 3 pieces to final copy using writing process (including one friendly letter, a narrative, and one other). • begin to develop the concept of a sentence as an expression of a single thought. • use descriptive vocabulary to enrich their writing with detail (including but not limited to: adjectives, adverbs, specific nouns, vivid verbs). SPELLING Students will: • demonstrate competence in outcomes listed in section on Phonological Awareness under Standard One. • spell words with short vowels and two letter blends (e.g., stop, sled, ask). • spell one syllable words with ‘cvcc’ pattern (e.g., milk, jump, help). • spell one syllable words with diagraphs (e.g., think, with, sheep, fish, hop, rich, what, who). • spell one syllable words with long vowel sounds spelled with double vowels (e.g., rain, need, each, day, beat, coat). • spell words that use ‘y’ to represent the long ‘e’ and long ‘i’ sound at the end of a word (e.g., happy, very, pretty, many, my, fly). • spell one syllable words that end in ‘all’ and ‘alk’ (e.g., ball, tall, talk, walk). • spell one syllable words with ‘igh’ (e.g. , high, light). • spell one syllable words with ‘old’ (e.g. , cold, told). • spell words with the long ‘o’ sound spelled with the letters ‘ow’ (e.g., snow, own). • spell words with the ‘/oo/’ sound spelled with ‘ue’, ‘u-e’, ‘ew’, or ‘oo’ (e.g., blue, true, cute, rule, new, grew, moon, school). • spell words with the ‘/oo/’ sound spelled with ‘oo’ or ‘ou’ (e.g., look, good, could). • spell words with ‘ou’ and ‘ow’ in words such as out, now, and town. • spell the days of the week. • spell plurals with ‘es’ ending (e.g., boxes, dishes, lunches). • spell correctly second grade list of Commonly Misspelled Words. (See Appendix.) PROCESS Students will: • write on a daily basis. • participate in the writing process by staying on task, prewriting, drafting, conferencing, revising and editing. • use strategies to organize topics for writing (e.g., brainstorming and graphic organizers). • list steps of a procedure in a logical order. • conference with teacher to edit for mechanics and spelling. • conference with teacher to revise one or more words, phrases, or sentences to clarify or enrich meaning. • share a final piece of writing with an audience. GRAMMAR/USAGE/MECHANICS Students will: • Capitalize: • first letters of first and last names. • first letter in a sentence. • first letter in proper names of people. • names of months and days of week. • Punctuate: • period, question mark, and exclamation mark. • commas in dates and in friendly letters with teacher support. HANDWRITING Students will: • practice and refine manuscript letters for automatic letter formation, legibility, and speed. • space and size letters and words appropriately. • leave appropriate spacing between words. Grade – 3 CONTENT Students will: • write for a variety of purposes in a variety of subject areas with an emphasis on developing skills in personal narratives, responses to literature, and friendly letters. • produce writing that stays on topic. • sequence narratives in a logical order (e.g., a beginning, middle, and end). • produce pieces with 10 cohesive sentences. • include details that enhance descriptions and/or communicate thoughts. • include interesting or specific vocabulary. • write appropriate responses to teacher-selected prompts. • identify a focus (purpose) using details or references when responding to a given question. • bring 5 pieces to final copy with at least 1 in cursive. These pieces must include a personal narrative, a book response, a friendly letter, and a fictional narrative. • produce a personal narrative that includes: • a title. • a clear description of the setting. • sequenced events. • details. • write a book response that: • identifies title and author. • states opinion with recommendation. • supports opinion with examples, reasons, or details. • write a friendly letter which includes: • the date. • a greeting/salutation followed by a comma. • information or asks questions with a purpose in mind. • a closing and signature. • Write a fictional narrative which includes: • a conflict and a solution. • a well-defined main character. • a clear description of the setting. • a simple plot. • a title. SPELLING Students will: • demonstrate competence in outcomes listed in section on Phonological Awareness under Standard One. • spell some common homophones (e.g., there/their/they’re). • spell words with long ‘i’ in words that end with –ind, -ild, and –ie (e.g., kind, wild, pie). • spell words that begin with a- or be- (e.g., alive, become). • spell one syllable words that end with –ng or –nk (e.g., thing, thank). • spell words with aw, au and a to represent the vowel sound in the word ‘saw’ (e.g., draw, fault, water). • spell words with ar, or, ir and ur (e.g., star, storm, girl, hurt). • spell words with ear and the sound of air (e.g., earth, scare, fair). • spell words beginning with k, c, or s (e.g., kitten, color, city, sister). • spell words ending with k or ck (e.g., speak, lock). • spell words beginning with hard and soft g (e.g., game, giant). • spell words ending with –ge or –dge (e.g., large, bridge). • spell words ending with –ch or –tch (e.g., coach, pitch). • spell words with oi or oy (e.g., noise, toy). • spell the months of the year. • spell some compound words (e.g., birthday, homework). • spell common contractions (e.g., can’t, I’m, they’re). • spell words that end with –ed and –ing (e.g., tripped, swimming, used, dancing, studied, drying). • spell correctly third grade list of Commonly Misspelled Words. (See Appendix.) PROCESS Students will: • write regularly to enhance fluency and ease in composing. • brainstorm topics and/or approaches to given topic. • participate in the writing process by staying on task, prewriting, drafting, conferencing, revising and editing. • organize sentences into paragraphs during conferencing. • use basic transition words (e.g., first, next, then, finally). • use numbering or words to arrange the steps of a list in a logical manner (e.g., first, next). • conference with teacher and peers resulting in revision for clarity, expansion, conciseness, richness, and voice. • share a final piece of writing with an audience. • edit for spelling and items listed in Mechanics and Usage Grades K-3. GRAMMAR/USAGE/MECHANICS Students will: • edit for grammar, usage, and mechanics in grades K-3. • identify and define nouns, pronouns, action verbs, and adjectives. • use a new line for changing speakers when writing dialogue. • Capitalize • initials in names. • first word in greeting and closing of a letter. • Punctuate • apostrophes to indicate contractions and possession with support. • commas in dates, between city and state, between items in a series, and in friendly letters. HANDWRITING Students will: • review and refine manuscript letters for increased legibility and speed. • write all cursive letters using correct formation. • space and size letters and words appropriately using cursive writing. Grade – 4 CONTENT Students will: • write for a variety of purposes in a variety of subject areas with an emphasis on developing skills in writing: fiction; reviews of books, movies, or plays; poetry; simple expository pieces. • write appropriate responses to teacher-selected prompts. • bring at least 5 pieces to final copy with at least 1 in cursive. • produce fiction that includes: • a conflict and a solution. • a well-defined main character. • a clear description of the setting. • sequenced events to advance a simple plot. • a title. • write a review of a book, movie or play that: • identifies title and author/director. • states opinion with recommendation. • supports opinion with examples, reasons, or details. • is organized. • produce poetry that: • expresses an idea or a feeling. • includes words that evoke a sensory image. • includes strong verbs and specific nouns. • uses figurative language. • produce exposition that • Gathers information from a variety of sources. • Selects information with a purpose in mind. • Provides general statements with supporting examples and details. • Is organized. • Categorizes information logically. • uses some transitional words (e.g., next, also, finally, in addition to). includes interesting details. SPELLING Students will: • spell words with ou and ough (e.g., country, tough, thought, enough). • spell words with unusual letter pairs (e.g., knee, quick, quarter, photo, climb, number). • spell words with /z/ sound (e.g., lazy, puzzle, tease). • spell words ending with –le (e.g., simple, people). • spell words ending with the double consonant syllable pattern (e.g., better, supper, dinner). • spell words with the open syllable pattern (e.g., paper, super, tiny). • spell words that end in –ure (e.g., measure, adventure, picture). • spell words with end with –ion (e.g., vacation, division, million). • vspell irregular verbs (e.g., knew, known, wrote, written, sleep, slept, catch, caught). • spell plural words ending in –ves (e.g., leaf/leaves, life/lives, knife/knives). • spell words with ei and ie (e.g., weigh, neither, field, chief). • spell words with the suffix of –y (e.g., cloudy, hungry, gloomy). • spell words with prefixes un-, dis- and non- (e.g., unable, disappear, nonsense). • spell words with suffixes – ful and –less (e.g., wonderful, careless). • spell words with suffix –ly (e.g., quickly, easily, gently). • spell correctly fourth grade list of Commonly Misspelled Words. (See Appendix.) PROCESS Students will: • free-write regularly to enhance fluency and ease in composing. • apply the writing process. (See Glossary.) • use prewriting strategies that include graphic organizers or an outline when beginning a fiction or nonfiction piece. • use information gathered to write an expository piece. • revise after receiving feedback from peers and teachers. In collaboration with others, use a variety of revising and editing strategies to improve the style and effectiveness of writing (e.g., carets, arrows, cutting and pasting, underlining in certain colors, and number inserts). • experiment with writing interesting lead sentences. • produce writing that sustains a clear focus. • produce a neat final copy independently. GRAMMAR/USAGE/MECHANICS Students will: • edit for spelling and items listed in Mechanics and Usage Grades K-4. • identify, define, and properly use nouns, pronouns, verbs, and adjectives. • self-edit for: subject-verb agreement, correct comparative and superlative forms of adjectives, and the correct case of pronoun. • self-edit for agreement of pronoun and referent (e.g., My dog has puppies. She has six.). • Capitalize: • titles of people. • titles of books, short stories, poems, plays, periodicals, articles, documents, songs, films, and • major works of art. • first and last words of a title and major words in between. • first word in a direct quotation. • all proper nouns: people, cities, states, countries, holidays, streets, and official state nicknames. • Punctuate: • apostrophes to indicate contractions and possession. • periods after abbreviations except in states. • periods after numbers in a list. • quotation marks for a direct quotation. • commas to separate a direct quotation from the rest of a sentence. • titles of books by underlining or italicizing. • hyphens to divide a word at the end of a line with a dictionary and teacher support. HANDWRITING Students will: • practice and refine cursive writing for increased legibility and speed. • use cursive on a regular basis for written work. Grade – 5 CONTENT Students will: • write appropriate responses to teacher-selected prompts. • bring 6 pieces to final copy from a variety of subject areas with at least 1 in cursive. • write for a variety of purposes in a variety of subject areas with an emphasis on developing skills in writing: • historical fiction • a biographical sketch • reviews of books, movies, plays, or programs • poetry • a simple expository piece • produce historical fiction that includes: • a conflict and a solution. • a well-defined main character. • a clear description of the setting. • sequenced events to advance a simple plot. • a title. • write a review of a book, movie, play, or program that: • identifies title and author/director. • states opinion with recommendation. • supports opinion with examples, reasons, or details. • is organized. • produce poetry that: • expresses an idea or a feeling. • includes words that evoke a sensory image. • includes strong verbs and specific nouns. • uses figurative language. • produce exposition that: • gathers information from a variety of sources. • selects information with a purpose in mind. • provides general statements with supporting examples and details. • is organized. • categorizes information. • uses transitions between categories of information (e.g., next, also, finally, in addition to). • includes interesting details. PROCESS Students will: • free write regularly to enhance fluency and ease in composing. • apply the writing process. • develop paragraphs with topic sentences, supporting detail sentences, and closing sentences. • use varied sentence length and structure to enhance meaning. • use interesting leads/hooks. • write a conclusion that provides closure. • use prewriting strategies that include graphic organizers or an outline for beginning a fiction or nonfiction piece. • revise after receiving feedback from peers and teachers. in collaboration with others, use a variety of revising and editing strategies to improve the style and effectiveness of their writing (e.g., carets, arrows, cutting and pasting, underlining in certain colors, and number inserts). • self-edit for spelling and items listed in Mechanics and Usage for grades K-5. • conference with teacher and peers resulting in revision for clarity, expansion, conciseness, richness, and voice. GRAMMAR/USAGE/MECHANICS Students will: • self-edit for spelling and items listed in Mechanics and Usage for grades K-5. • capitalize all proper adjectives. • underline or italicize to identify a title of a periodical, book, movie, play, and radio or television program. • use quotation marks to identify the title of a chapter, article, short story, poem, or a song. • use hyphens to divide a word at the end of a line. • use hyphens in numbers (e.g., twenty-one). • use paragraph indentation. • identify and define simple and complete subjects and predicates. • identify personal and possessive pronouns. • identify the case of pronouns. • self-edit for: subject-verb agreement, correct case of pronoun, agreement of pronoun and antecedent (e.g., My dog has puppies. She has six.), correct comparative and superlative forms of adjectives and adverbs. HANDWRITING Students will: • practice and refine cursive writing for increased legibility and speed. • use cursive on a regular basis for written work. Grade – 6 CONTENT Students will: • write for a variety of purposes in a variety of subject areas with an emphasis on developing skills in the following: • realistic fiction. • piece of writing based on research (e.g., poster, newspaper, comic book). • poetry. • biographical sketch. • write to a teacher-selected prompt. • bring 6 pieces to final copy from a variety of subject areas with at least 1 in cursive. • write single-paragraph, open-response answers to questions, supplying supporting details. PROCESS Students will: • free write regularly to enhance fluency and ease in composing. • apply writing process. • initiate writing for a variety of purposes and audiences including creative, expository, narrative, and practical writing. • use paragraphing independently to show a central idea which is clear and complete; indicate changes in idea, setting, time, or character; employ appropriate organizational patterns (e.g., chronological order and compare/contrast). • use transitional words appropriately. • use varied sentence length and structure to enhance meaning. • use interesting leads/hooks. • write a conclusion that provides closure. • use style, expressions, voice, and point of view (1st, 3rd, omniscient) that are appropriate to the purpose and audience. • self-edit for spelling and items listed in Mechanics and Usage for grades K-6. • analyze and revise their writing independently and in collaboration with others. • conference with teacher and peers resulting in revision for clarity, expansion, conciseness, richness, and voice. GRAMMAR/USAGE/MECHANICS Students will: • self-edit for spelling and items listed in Mechanics and Usage for grades K-6. • identify and define conjunctions and interjections. • capitalize trade names, official titles, races, languages, and names of organizations, associations, or teams. • capitalize words like father, senator, and uncle when they are parts of titles or when they are substituted for proper nouns. • use commas to separate a name in a direct address. • identify and define conjunctions and interjections. HANDWRITING Students will: • use cursive on a regular basis for written work. Grade – 7 CONTENT Students will: • write for a variety of purposes in a variety of subject areas with an emphasis on developing skills in the following: • short story. • compare/contrast essay. • business letter. • lab report. • piece of writing based on research (e.g., poster, newspaper, comic book). • write to a teacher-selected prompt. • bring 6 pieces to final copy. • write open-response answers to questions, supplying supporting details. PROCESS Students will: • free write regularly to enhance fluency and ease in composing. • apply the writing process. • initiate writing for a variety of purposes and audiences including creative, expository, narrative, and practical writing. • use paragraphing independently to show a central idea which is clear and complete; indicate changes in idea, setting, time, or character; and employ appropriate organizational patterns (e.g., chronological order and compare/contrast). • use transitional words appropriately. • use varied sentence length and structure to enhance meaning. • use interesting leads/hooks. • write a conclusion that provides closure. • use style, expressions, voice, and point of view (1st, 3rd , omniscient) that are appropriate to the purpose and audience. • self-edit for spelling and items listed in Mechanics and Usage for grades K-7. • analyze and revise their writing independently and in collaboration with others. • conference with teacher and peers resulting in revision for clarity, expansion, conciseness, richness, and voice. GRAMMAR/USAGE/MECHANICS Students will: • self-edit for spelling and items listed in Mechanics and Usage grades K-7. • define and identify adverbs, linking verbs, action verbs, case of pronouns, and prepositions. • review 8 parts of speech. • identify run-on sentences and sentence fragments. • use verb tenses appropriately. • capitalize words that indicate particular sections of the country (e.g., We love living in the Southwest.) but not words that indicate directions (e.g., I am traveling east today.). • capitalize abbreviations of titles and organizations (e.g., UNH, NHDI, SMS, GBS). • capitalize names of official documents (e.g., Declaration of Independence, Gettysburg Address). • capitalize the name of a specific course but not the name of a general subject (e.g., I take Integrated Math. I am going to math class.). However, all languages are proper nouns and are always capitalized (e.g., French, Spanish). • use colons to introduce a list (e.g., On July 4th our family attended a picnic. We brought the following: hot dogs, rolls, pickles, and ketchup.). • use a semi-colon to join two independent clauses that are not connected with a coordinate conjunction. Each of the clauses can stand alone as a separate sentence (e.g., My parents wanted to go to Disney World for summer vacation; we wanted to go to Aruba.). • use a colon after the greeting of a business letter. • use commas for appositives, words that interrupt a sentence. (e.g., Mr. Smith, our French teacher, taught us to count to ten.). • use commas for parenthetical expressions. (e.g., That book, I think, has the best plot I ever read.) • use commas for common parenthetical expressions (e.g., a matter of fact, consequently, however). Grade – 8 CONTENT Students will: • write for a variety of purposes in a variety of subject areas with an emphasis on developing skills in the following: • drama: scene, monologue, dialogue or one-act play. • business letter to persuade. • research report. • formal research paper. • character study. • short essay. • write to a teacher-selected prompt. • bring 6 pieces to final copy. • write open-response answers to questions, supplying supporting details. PROCESS Students will: • free write regularly to enhance fluency and ease in composing. • apply the writing process. • apply the research process. • initiate writing for a variety of purposes and audiences including creative, expository, narrative, and practical writing. • use paragraphing independently to show a central idea which is clear and complete; indicate changes in idea, setting, time, or character; and employ appropriate organizational patterns (e.g., chronological order and compare/contrast). • use transitional words appropriately. • use varied sentence length and structure to enhance meaning. • use interesting leads/hooks. • write a conclusion that provides closure. • use style, expressions, voice, and point of view (1st, 3rd, omniscient) that are appropriate to the purpose and audience. • self-edit for spelling and items listed in Mechanics and Usage for grades K-8. • analyze and revise their writing independently and in collaboration with others. • conference with teacher and peers resulting in revision for clarity, pace, expansion, conciseness, richness, and voice. GRAMMAR/USAGE/MECHANICS Students will: • self-edit for spelling and items listed in Mechanics and Usage Grades K-8. • define and identify direct and indirect objects. • define and identify prepositional phrases as adjective or adverb phrases. • review 8 parts of speech. • identify run-on sentences and sentence fragments. • capitalize letters for periods and events in history (e.g., World War I, Middle Ages). • use dashes to indicate a sudden break in a sentence (e.g., There is one thing - actually more than one thing – that I find hard to believe about computers taking over the world.). • use an ellipsis to show a pause in dialogue (e.g., One place that I…ah…checked out on the Internet said there will be a discovery to cure all cancers in the near future.). • use an ellipsis to show that words or sentences have been left out. Grade – 9 CONTENT Students will: • compose descriptive, persuasive, expository, and narrative paragraphs, effectively using topic sentences, supporting details, and examples. • use varied sentence length and structure to enhance meaning. • use interesting leads/hooks. • write a conclusion that provides closure. • compose a five-paragraph essay that demonstrates the following: • understanding and practice of three-part thesis. • development of body paragraphs based on three-part thesis. • use of introductory, body, and concluding paragraphs. • use of topic sentences. • use of transitional devices. • use of detail to describe, support, or develop ideas. • respond in writing to questions about literature and film in both extended essay assignments and in-class, timed essays. Essays will show evidence of the following: • completeness of topic development. • clarity and organization, main ideas, and supporting details. • complexity and depth of thought. • fluency of writing and correctness of grammar, usage, and mechanics (Standards may differ for in-class essays and extended, multi-draft assignments.). • bring 4 pieces to final copy. • compose open-response answers to questions, constructing clear, analytical responses that cite specifics from the selected passages and address the question thoroughly. PROCESS Students will: • free-write regularly to enhance fluency and ease in composing. • write to a teacher-selected prompt. • conference with teacher and peers resulting in revision for clarity, expansion, conciseness, richness, and voice. • use and internalize the writing process, experimenting with different forms of prewriting, different approaches to drafting, and a variety of tools for editing and revision (See Appendix.). demonstrate the ability to critically review their own writing and the writing of their peers. develop an understanding of audience and demonstrate the ability to adjust their writing accordingly. • understand the purpose and function of the conventions of English grammar, usage, and mechanics and practice these in their writing and revisions. GRAMMAR/USAGE/MECHANICS Students will: • use varied sentence structure, experimenting with a variety of forms beyond simple subject/predicate syntax. • use appropriate and varied vocabulary fed by various activities based upon the literature. review all grammar/usage/ mechanics covered in previous grades as needed. Some of the most • common pitfalls and areas for review are: • sentence fragments and run-ons. • comma splices. • coordination and subordination. • semi-colons. • punctuation of parenthetical remarks. • use of conjunctive adverbs. • use of parallel structure. • misuse of passive voice. • misuse of dangling and misplaced modifiers. • correct use of apostrophes. • correct punctuation of question marks. • errors in agreement (subject/verb and pronoun/antecedent). Grade – 10 CONTENT Students will: • compose a persuasive essay that effectively employs the organizational pattern of the five-paragraph essay or some other appropriate organizational structure. Students will use a variety of techniques to engage and persuade the reader, including, but not limited to: stating startling facts, relating anecdotes, drawing analogies, using metaphors, using quotations, and articulating clear, logical reasoning. • compose an expository essay based upon research. • compose a critical analysis of a piece of literature focusing on theme, figurative language, voice, character, or an appropriate topic that challenges critical thinking skills. • students will compose a memoir that could be connected thematically to a piece of literature. • bring 4 pieces to final copy. • compose open-response answers to questions, constructing clear, analytical responses that cite specifics from the selected passages and address the question thoroughly. PROCESS Students will: • demonstrate an awareness of the finer points of voice and style, focusing on concepts such as humor, irony, figurative language, understatement, and authority. • use varied sentence length and structure to enhance meaning. • use interesting leads/hooks. • write a conclusion that provides closure. • master the ability to review critically their own writing or the writing of their peers using editing checklists, the ConVal Writing Rubric, or specific rubrics designed for individual assignments to drive feedback and revision. • demonstrate an understanding of audience, and demonstrate the ability to adjust their writing accordingly. GRAMMAR/USAGE/MECHANICS Students will: • use varied sentence structure, experimenting with a variety of forms beyond simple subject/predicate syntax. • use appropriate and varied vocabulary fed by various activities based upon the literature. review all grammar/usage/ mechanics covered in previous grades as needed. Some of the most common pitfalls and areas for review are: • sentence fragments and run-ons. • comma splices. • coordination and subordination. • semi-colons. • punctuation of parenthetical remarks. • use of conjunctive adverbs. • use of parallel structure. • misuse of passive voice. • misuse of dangling and misplaced modifiers. • correct use of apostrophes. • correct punctuation of quotation marks. • errors in agreement (subject/verb and pronoun/antecedent). |
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