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Science - Secondary Curriculum Writing for Literacy in Science Grades 6-8
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Core Standards of the Course

Text Types and Purposes

Writing for Literacy Standard 1
Write arguments focused on discipline-specific content.

a.
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.

b.
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d.
Establish and maintain a formal style.

e.
Provide a concluding statement or section that follows from and supports the argument presented.


Writing for Literacy Standard 2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d.
Use precise language and domain-specific vocabulary to inform about or explain the topic.

e.
Establish and maintain a formal style and objective tone.

f.
Provide a concluding statement or section that follows from and supports the information or explanation presented.


Writing for Literacy Standard 3
Note: (Not applicable as a separate requirement.) Studentsí narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.


Production and Distribution of Writing

Writing for Literacy Standard 4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


Writing for Literacy Standard 5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.


Writing for Literacy Standard 6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.


Research to Build and Present Knowledge

Writing for Literacy Standard 7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.


Writing for Literacy Standard 8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.


Writing for Literacy Standard 9
Draw evidence from informational texts to support analysis reflection, and research.


Range of Writing

Writing for Literacy Standard 10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.



UEN logo http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Richard Scott and see the Science - Secondary website. For general questions about Utah's Core Standards contact the Director - DIANA SUDDRETH .  
Email:  diana.suddreth@schools.utah.gov

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.