Academic Standard

Tennessee Diploma Project
English Language Arts
Grade range: 
9 to 12
Writing is a way of sharing language in a visual or tactile form. Throughout the world writing systems have been developed independently using a variety of symbols to represent speech, punctuation, and numbers. All of the writing systems utilize visible representations except the Braille system used for the visually impaired. Writing is one of the most commanding communication tools.Conceptual StrandThe ability to write clearly and coherently to a specific topic is vital to effective communication. Authors write for a variety of purposes and to a variety of audiences.Guiding QuestionIn what ways does good writing contribute to effective communication in a variety of purposes and to a variety of audiences?
Elements within this Standard
Course Level Expectation
Write in a variety of modes for different audiences and purposes.
Employ various prewriting strategies.
Organize ideas into an essay with a thesis statement in the introduction, well constructed paragraphs, a conclusion, and transition sentences that connect
Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in lo
Check For Understanding
Write in a variety of modes (e.g., summary, explanation, description, persuasion, informational, literary analysis, creative expression).
Create increasingly complex work-related texts (e.g., instructions, directions, letters, bios, memos, e-mails, proposals, project plans, work orders, reports)
Develop topics that address unfamiliar concepts removed from the students personal experiences and require in-depth analysis.
Use a variety of strategies when appropriate (e.g., comparisons, anecdotes, detailed descriptions) to provide facts, details, reasons, and examples that support
Develop ideas as appropriate to audience and respond to readers potential questions and counterarguments.
Develop ideas as appropriate to audience and respond to readers potential questions and counterarguments.
Include relevant, specific, and compelling details.
Employ varied and appropriate organizational structures that support the topic.
Use transitional words and phrases to signal organizational patterns and to indicate relationships among ideas.
Create text features (e.g., headings, subheadings, formatting) as appropriate to signal important points.
Use precise language, considering audience and purpose (e.g., technical writing, creative expression).
Use compelling verbs and a variety of figurative language (e.g., personification, sarcasm, word play) for effect to meet the needs of audience and purpose.
Use a variety of correct sentence structures for effect.
When sources are used or referenced (e.g., in research, informational essays, literary essays), adhere to the list below.- Acknowledge source material and
Generate notes while collecting information, following a logical note-taking system.
Create a detailed outline based on research, note-taking, or other methods of generating content.
Revise to craft a tone, mood, and style that convey the writers attitude and are appropriate to audience.
Based on readers comments, revise papers to focus on the thesis, develop ideas, address potential objections, employ effective transitions, identify a clear
Practice writing to a prompt within a specified time limit.
Demonstrate confidence in using the Tennessee Writing Assessment Rubric while evaluating ones own writing and the writing of others.
Use both basic and specialized software to incorporate graphics into writing products.
State Performance Indicator
Proofread a passage for correct punctuation, mechanics, and usage.
Choose the most effective order of sentences in a paragraph.
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
Demonstrate the ability to combine a set of simple sentences into a longer, more interesting sentence.
Select the thesis statement in a writing sample or passage.
Evaluate the relevance of supporting sentences by deleting an irrelevant sentence in a passage.
Rearrange the order of supporting paragraphs within a writing sample given a specified organizational pattern (e.g., comparison-contrast, chronological). -
Identify a statement that reveals the writers attitude.
Identify the targeted audience for a selected passage.
Determine the writers purpose in a writing sample.
Identify sentences with nonparallel construction.
Select the proper format to convey a set of work-related information. - Effectively vary strategies (e.g., provide facts, describe the subject) to achieve
Select the most precise word to provide clarity appropriate to audience and purpose.
Identify the mode in which a writing sample is written.