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CCSS.ELA-Literacy.W.9-10.2 Write...

CCSS.ELA-Literacy.W.9-10.2 - 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.

 

CCSS.ELA-Literacy.W.9-10.2.a - 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.

 

CCSS.ELA-Literacy.W.9-10.2.b - 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.

 

CCSS.ELA-Literacy.W.9-10.2.c - Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

 

CCSS.ELA-Literacy.W.9-10.2.d - Use precise language and domain-specific vocabulary to manage the complexity of the topic.

 

CCSS.ELA-Literacy.W.9-10.2.e - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

 

CCSS.ELA-Literacy.W.9-10.2.f - 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).

 
Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers

Title: CCSS.ELA-Literacy.W.9-10.2 Write Informative/explanatory Texts To Examine And Convey Complex... Writing - 9th-10th Grade English Language Arts Common Core State Standards

Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.

Copyright Date: 2010

(Page last edited 10/08/2017)

 

 

Internet4classrooms is a collaborative effort by Susan Brooks and Bill Byles.
 

  

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