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Below are the objectives for Grade 9.  Click on the link  for students or  for teachers for any objective to see the resources available or to add your own resource.

Home – Language Arts - Grade 9

 

Standard 5: Writing Process

Resources

Benchmark

Indicator

  

A.  Formulate writing ideas and identify a topic appropriate to the       purpose and audience.

1.   Generate and list writing ideas through discussions with others       and from printed material.

4.   Determine a purpose and audience and plan strategies (e.g.,       adapting focus, content structure and point of view) to address       purpose and audience.

B.  Practice the use of organizers and apply appropriate pre-writing       tasks.

2.   Determine the usefulness of and apply appropriate pre-writing       tasks (e.g., background reading, interviews or surveys).

3.   Establish and develop a clear thesis statement for informational       writing or a clear plan or outline for narrative writing.

5.   Use organizational strategies (e.g., notes and outlines) to plan       writing.

6.   Organize writing to create a coherent product with an effective       and engaging introduction, body and conclusion, and a closing       sentence that summarizes, extends or elaborates on points or       ideas in the writing.

C.  Use revision strategies to improve the style, variety of sentence       structure, clarity of controlling idea, logic, effectiveness of word       choice, and transitions between paragraphs, passages or ideas.

 

 

7a.  Use a variety of sentence structures and lengths (e.g., simple,       compound and complex sentences; parallel or repetitive       sentence structure).

7b.  Identify the types and uses of clauses that comprise various       sentence types.

8.   Use paragraph form in writing, including topic sentences that       arrange paragraphs in a logical sequence, using effective       transitions and closing sentences and maintaining coherence       across the whole through the use of parallel structures.

9.   Use precise language, action verbs, sensory details, colorful       modifiers and style as appropriate to audience and purpose and       use techniques to convey a personal style and voice.

 

D.  Edit to improve sentence fluency, grammar and usage.

11.  Reread and analyze clarity of writing, consistency of point of       view and effectiveness of organizational structure.

12.  Add and delete information and details to better elaborate on a       stated central idea and to more effectively accomplish purpose.

13.  Rearrange words, sentences and paragraphs, and add       transitional words and phrases to clarify meaning and achieve       specific aesthetic and rhetorical purposes.

14.  Use resources and reference materials (e.g., dictionaries and       thesauruses) to select effective and precise vocabulary that       maintains consistent style, tone and voice.

E.   Apply tools to judge the quality of writing.

15.  Proofread writing, edit to improve conditions (e.g., grammar,       spelling, punctuation and capitalization), identify and correct       fragments and run-ons and eliminate inappropriate slang or       informal language.

16.  Apply tools (e.g., rubric, checklist and feedback) to judge the       quality of writing.

 

F.   Prepare writing for publication that is legible, follows an       appropriate format and uses techniques such as electronic       resources and graphics.

 

 

10.  Use available technology to compose text.   

17.  Prepare for publication (e.g., display or for sharing with others)       writing that follows a manuscript form appropriate for the       purpose, which could include such techniques as electronic       resources, principles of design (e.g., margins, tab, spacing and       columns) and graphics (e.g., drawings, charts and graphs) to       enhance the final product. Use proper MLA documentation of       resources (endnotes, works cited). Understand the meaning and       consequences of plagiarism.

 

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