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Common Core Essay Sample

essay
  • Pages: 5
  • Word count: 1,147
  • Rewriting Possibility: 99% (excellent)
  • Category: audience core

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Introduction of TOPIC

Students can:
a. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (CCSS: SL.11-12.4) b. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCSS: SL.11-12.5) c. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (CCSS: SL.11-12.6) d. Identify a central idea or thesis, organize ideas, and develop a speech for an intended purpose and audience e. Choose specific words and word order for intended effect and meaning Select appropriate technical or specialized language

Students can:
a. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. (CCSS: SL.11-12.1b) b. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (CCSS: SL.11-12.1c) c. Implement an effective group effort that achieves a goal d. Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities e. Assume a leadership role in a group that is collaboratively working to accomplish a goal f. Self–evaluate roles in the preparation and completion of the group goal g. Critique and offer suggestions for improving presentations given by own group and other groups Students can:

h. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. (CCSS: SL.11-12.1b) i. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (CCSS: SL.11-12.1c) j. Implement an effective group effort that achieves a goal k. Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities l. Assume a leadership role in a group that is collaboratively working to accomplish a goal m. Self–evaluate roles in the preparation and completion of the group goal n. Critique and offer suggestions for improving presentations given by own group and oth

er groups Students can: a. Determine an author’s point of view

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or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. (CCSS: RI.11-12.6) b. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (CCSS: RI.11-12.7) c. Use reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts d. Use semantic cues, signal words, and transitions to identify text structures (such as critique, proposition/support, inductive/deductive) and to summarize central ideas and supporting details e. Obtain and use information from text and text features (index, bold or italicized text, subheadings, graphics) to answer questions, perform specific tasks, or identify and solve problems f. Explain and interpret the visual components supporting the text (maps, complex tables and diagrams, and transitional devices, such as use of white space) g. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. (CCSS: RI.11-12.10)

Students can:
a. Use a range of elaboration techniques (such as questioning, comparing, connecting, interpreting, analyzing, or describing) to establish and express point of view and theme b. Create a clear and coherent, logically consistent structure appropriate to the chosen literary genre (biographical account, short story, personal narrative, narrative poem or song, parody of particular narrative style, play script) c. Develop context, character/narrator motivation, problem/conflict and resolution, and descriptive details/examples to support and express theme d. Manipulate elements of style, imagery, tone, and point of view to appeal to the senses and emotions of the reader Critique own writing and the writing of others from the perspective of the intended audience to guide revisions, improve voice and style (word choice, sentence variety, figurative language) and achieve intended purpose and effect Students can:

a. Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments b. Select appropriate and relevant information (excluding extraneous details) to set context c. Address audience needs and anticipate audience questions or misunderstandings d. Select and build context for language appropriate to content (technical, formal) e. Control and enhance the flow of ideas through transitional words or phrases appropriate to text structure f. Support judgments with substantial evidence and purposeful elaboration g. Draw a conclusion by synthesizing information

Revise writing using feedback to maximize effect on audience and to calibrate purpose Students can:
a. Follow the conventions of standard English to write varied, strong, correct, complete sentences b. Deliberately manipulate the conventions of standard English for stylistic effect appropriate to the needs of a particular audience and purpose c. Seek and use an appropriate style guide to govern conventions for a particular audience and purpose Students can:

a. Define and narrow a topic for self-designed research for a variety of purposes and audiences b. Critique research questions of self and others for bias and underlying assumptions c. Critique and defend sources and information based on credibility, relevance and appropriateness relative to context and purpose d. Design and defend a set of diverse research strategies (e.g. cross-referencing bibliographies, creating annotated bibliographies, researching source credentials) to identify information appropriate to the needs of a research question, hypothesis, or thesis statement e. Critique and defend evidence relative to its use to address a particular context and purpose Determine and use the appropriate style guide to govern format and documentation of quotations, paraphrases, and other information from a range of research sources Students can:

a. Synthesize information to support a logical argument
b. Distinguish between evidence and inferences
c. Identify false premises or assumptions
d. Analyze rhetorical devices used in own and others’ appeals
e. Summarize ideas that include alternate views, rich detail, well-developed paragraphs, and logical argumentation

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