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S.01 – Standards Map for Writing Arguments Focused on Discipline-specific Content

This is a standards map for the concept of writing arguments focused on discipline-specific content. It is specific to Standard 1 of the Types and Purposes Anchor in the Literacy Writing in History/Social Studies Subjects standards of the CCSS ELA standards.

Standards

  1. Common Core State Standards: Writing Literacy for Science, Technology, and History/Social Studies > Grades: 6-8 > TTP > 1
    Write arguments focused on discipline-specific content.
    1. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
    2. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
    3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
    4. Establish and maintain a formal style.
    5. Provide a concluding statement or section that follows from and supports the argument presented.
    Content Skills Learning Targets Big Ideas Essential Questions
    Logical organization
    Use of words, phrases, clauses
    Clarification of relationships
    6 - Write (arguments)
    4 - Focus (on discipline-specific content)
    4 - Introduce (claims by acknowledging)
    4 - Distinguish (from alternate or opposing claims)
    4 - Organize (reasons)
    4 - Organize (evidence)
    5 - Support (claims)
    5 - Use (logical reasoning)
    5 - Use (relevant data)
    5 - Use (accurate evidence)
    6 - Demonstrate (topic understanding)
    5 - Use (credible sources)
    5 - Use (words, phrases, clauses)
    5 - Create (cohesion)
    5 - Clarify (relationships)
    4 - Establish (formal style)
    4 - Maintain (formal style)
    5 - Provide (conclusion)
    6 - I can write arguments.
    4 - I can focus on discipline-specific content.
    4 - I can introduce claims by acknowledgement.
    4 - I can distinguish argument claims from alternate or opposing claims.
    4 - I can organize reasons.
    4 - I can organize evidence.
    5 - I can support claims.
    5 - I can use logical reasoning.
    5 - I can use relevant data.
    5 - I can use accurate evidence.
    6 - I can demonstrate topic understanding.
    5 - I can use credible sources.
    5 - I can use words, phrases, clauses.
    5 - I can create cohesion.
    5 - I can clarify relationships among claim(s), counterclaims, reasons and evidence.
    4 - I can establish formal style.
    4 - I can maintain formal style
    5 - I can provide a conclusion that follows from and supports the argument.
    A. Arguments present information with varied claims logically organized with supporting evidence.
    B. Supports follow logical reasoning with data and evidence from reliable sources.
    C. Cohesion is supported by appropriate wording that represents the claims and shows relationships.
    D. Style can affect audience perception of a text and can be established through use of language, structure, tone, mood, and purpose.
    E. Conclusions integrate the various issues, research, etc., covered in the body of the paper, and make meaning of all of it. This includes any implications resulting from your discussion of the topic, as well as recommendations, forecasting future trends, and the need for further research.
    A.1 How can I introduce arguments focused on discipline-specific content?
    B.1 How are solid claims supported?
    C.1 What structures support cohesion?
    D.1 Why is it important to maintain a formal writing style?
    D.2 How do I establish a formal style?
    E.1 Why do I include a conclusion?
  2. Common Core State Standards: Writing Literacy for Science, Technology, and History/Social Studies > Grades: 9-10 > TTP > 1
    Write arguments focused on discipline-specific content.
    1. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
    2. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
    3. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
    4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    5. Provide a concluding statement or section that follows from or supports the argument presented.
    Content Skills Learning Targets Big Ideas Essential Questions
    5 - Write (arguments focused on discipline-specific content)
    3 - Introduce (precise claims)
    5 - Create (organization)
    5 - Develop (claims and counterclaims)
    3 - Use (words, phrases, and clauses)
    5 - Create (cohesion)
    4 - Clarify (relationships)
    3 - Establish (formal style and objective tone)
    3 - Maintain (formal style and objective tone)
    1 - Provide (concluding statement or section)
    5 - I can write arguments focused on discipline-specific content.
    3 - I can introduce precise claims and counterclaims.
    5 - I can create an organization that establishes clear relationships among the claims.
    5 - I can develop claims and counterclaims fairly.
    3 - I can use words, phrases, and clauses to link the major sections of the text.
    5 - I can create cohesion.
    4 - I can clarify the relationships between claims.
    3 - I can establish a formal style and objective tone while attending to the norms and conventions of the discipline in which I am writing.
    3 - I can maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which I am writing.
    1 - I can provide a concluding statement or section that follows from or supports the argument presented.
    A. Distinguishing counterclaims and presenting precise claims and evidence will strengthen arguments.
    B. The strength of argumentation lies in presenting strengths and limitations.
    C. Careful use of syntax and linking of key phrases will build cohesion and clarify relationships of ideas.
    D. Consistent avoidance of vague wording and attendance to discipline norms and conventions will result in formal style and objective tone.
    E. A solid conclusion will confidently follow or support the argument without mere repetition.
    A. 1 How can I introduce discipline-specific content arguments?
    B.1 Why do I present both sides of an argument?
    C.1 How do I show relationships of ideas?
    D.1 How do I maintain formal style and objective tone?
    E.1 How does a solid concluding statement look?
  3. Common Core State Standards: Writing Literacy for Science, Technology, and History/Social Studies > Grades: 11-12 > TTP > 1
    Write arguments focused on discipline-specific content.
    1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
    2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
    3. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
    4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    5. Provide a concluding statement or section that follows from or supports the argument presented.
    Content Skills Learning Targets Big Ideas Essential Questions
    5 - Write (arguments focused on discipline-specific content)
    3 - Introduce (precise claims)
    5 - Create (organization)
    5 - Develop (claims and counterclaims)
    3 - Use (words, phrases, and clauses)
    5 - Create (cohesion)
    4 - Clarify (relationships)
    3 - Establish (formal style and objective tone)
    3 - Maintain (formal style and objective tone)
    1 - Provide (concluding statement or section)
    5 - I can write arguments focused on discipline-specific content.
    3 - I can introduce precise claims and counterclaims.
    5 - I can create an organization that logically sequences the claims.
    5 - I can develop claims and counterclaims fairly.
    3 - I can use words, phrases, and clauses to link the major sections of the text.
    5 - I can create cohesion.
    4 - I can clarify the relationships between claims.
    3 - I can establish a formal style and objective tone while attending to the norms and conventions of the discipline in which I am writing.
    3 - I can maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which I am writing.
    1 - I can provide a concluding statement or section that follows from or supports the argument presented.
    Arguments contain specific style, tone, claims, support, and organization.
    How can I write arguments focused on discipline-specific content?

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