Central Bucks School District

Academic Standards for Reading, Writing, Speaking, and Listening

(4/15/99)
1.5 Writing of High Quality 1.5 Grade 3
(Quality of Writing)		 1.5 Grade 5
(Quality of Writing)		 1.5 Grade 8
(Quality of Writing)		 1.5 Grade 11
(Quality of Writing)
A. Focus Strategies Used:
  • Pre-writing
  • Drafting
  • Responding
  • Revising
  • Reflecting
 A. Write with a sharp, distinct focus identifying topic, task, audience, and purpose. A. Write with a sharp, distinct focus identifying topic, task, audience, and purpose. A. Write with a sharp, distinct focus.
  • Identify topic, task, audience, purpose, and mode.
  • Establish a single point of view.
 A. Write with a sharp, distinct focus.
  • Identify topic, task, audience, purpose, and mode.
  • Establish and maintain a single point of view.
B. Content Strategies Used:
  • Pre-writing
  • Drafting
  • Responding
  • Revising
  • Reflecting
 B. Write using well-developed content appropriate for the topic.
  • Gather and organize information.
  • Write a series of related sentences or paragraphs with one central idea.
  • Incorporate details relevant and appropriate to the topic. 
 B. Write using well-developed content appropriate for the topic.
  • Gather, organize, and select the most effective information appropriate for the topic, task, and audience.
  • Write paragraphs that have a topic sentence and supporting details.
 B. Write using well-developed content appropriate for the topic.
  • Gather, determine validity and reliability of, and organize information.
  • Employ the most effective format for purpose and audience.
  • Write paragraphs that have details and information specific to the topic and relevant to the focus.
  • Elaborate and fully develop supporting examples and reasons.
 B. Write using well-developed content appropriate for the topic.
  • Gather, determine validity and reliability of, analyze, and organize information.
  • Employ the most effective format for purpose and audience.
  • Write paragraphs that have details and information specific to the topic and relevant to the focus.
  • Elaborate and fully develop supporting examples and reasons.
C. Organization Strategies Used:
  • Pre-writing
  • Drafting
  • Responding
  • Revising
  • Reflecting
 C. Write with controlled and/or subtle organization.
  • Sustain a logical order.
  • Include a recognizable beginning, middle, and end.
 C. Write with controlled and/or subtle organization.
  • Sustain a logical order within sentences and between paragraphs using meaningful transitions.
  • Include an identifiable introduction, body, and conclusion.
 C. Write with controlled and/or subtle organization.
  • Sustain a logical order within sentences and between paragraphs using meaningful transitions.
  • Establish topic and purpose in the introduction.
  • Reiterate the topic and purpose in the conclusion.
 C. Write with controlled and/or subtle organization.
  • Sustain a logical order throughout the piece.
  • Include an effective introduction and conclusion.
D. Style Strategies Used:
  • Pre-writing
  • Drafting
  • Responding
  • Revising
  • Reflecting
 D. Write with an awareness of the stylistic aspects of composition.
  • Use sentences of differing lengths and complexities.
  • Use descriptive words and action verbs. 
 D. Write with an understanding of the stylistic aspects of composition.
  • Use different types and lengths of sentences.
  • Use precise language including adjectives, adverbs, action verbs, and specific details that convey the writer’s meaning.
  • Develop and maintain a consistent voice. 
 D. Write with an understanding of the stylistic aspects of composition.
  • Use different types and lengths of sentences.
  • Use tone and voice through the use of precise language.
 D. Write with a command of the stylistic aspects of composition.
  • Use different types and lengths of sentences.
  • Use precise language.
E. Conventions Strategies Used:
  • Editing
  • Publishing
 E. Edit writing using the conventions of language.
  • Spell common, frequently used words correctly.
  • Use capital letters correctly (first word in sentences, proper nouns, pronoun “I”).
  • Punctuate correctly (period, exclamation point, question mark, commas in a series).
  • Use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions properly.
  • Use complete sentences (simple, compound, declarative, interrogative, exclamatory, and imperative).
 E. Edit writing using the conventions of language.
  • Spell common, frequently used words correctly.
  • Use capital letters correctly.
  • Punctuate correctly (period, exclamation point, question mark, commas, quotation marks, apostrophe).
  • Use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions, prepositions, and interjections properly.
  • Use complete sentences (simple, compound, declarative, interrogative, exclamatory, and imperative). 
 E. Edit writing using the conventions of language.
  • Spell common, frequently used words correctly.
  • Use capital letters correctly.
  • Punctuate correctly (period, exclamation point, question mark, commas, quotation marks, apostrophe, colon, semicolon, parentheses).
  • Use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions, prepositions, and interjections properly.
  • Use complete sentences (simple, compound, complex, declarative, interrogative, exclamatory, and imperative). 
 E. Edit writing using the conventions of language.
  • Spell common, frequently used words correctly.
  • Use capital letters correctly.
  • Punctuate correctly (period, exclamation point, question mark, commas, quotation marks, apostrophe, colon, semicolon, parentheses, hyphen, brackets, ellipsis).
  • Use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions, prepositions, and interjections properly.
  • Use complete sentences (simple, compound, complex, declarative, interrogative, exclamatory, and imperative).
The strategies listed below are used to achieve the standards stated for focus, content, organization, style, and conventions (1.5A-E).
Prewriting
 • Generate ideas prior to drafting • Generate ideas prior to drafting. • Generate ideas prior to drafting. • Generate ideas prior to drafting.
Drafting
 • Write initial ideas down on paper. • Write initial ideas down on paper • Write initial ideas down on paper. • Write initial ideas down on paper.
Responding
 • Conference to receive and give feedback. • Conference to receive and give feedback. • Conference to receive and give feedback. • Conference to receive and give feedback.
Revising
 • Shape writing for meaning.  Revise writing to improve detail and order by identifying missing information and determining if ideas follow logically. • Shape writing for meaning.  Revise writing to improve organization, logic, order of ideas, and precision of vocabulary. • Shape writing for meaning.  Revise writing after rethinking logic or organization and rechecking central idea, content, paragraph development, level of detail, style, tone, and word choice. • Shape writing for meaning.  Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed.
Editing & Proofreading
 • Check writing for correct conventions. • Check writing for correct conventions. • Check writing for correct conventions. • Check writing for correct conventions.
Publishing
 • Present and/or defend written work for publication when appropriate. • Present and/or defend written work for publication when appropriate. • Present and/or defend written work for publication when appropriate. • Present and/or defend written work for publication when appropriate.
Reflecting
 • Review final work (product and process) to set goals for future writing. • Review final work (product and process) to set goals for future writing. • Review final work (product and process) to set goals for future writing. • Review final work (product and process) to set goals for future writing.

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