Colorado 8th Grade ELA Standards in Writing and Composition

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RW.8.3 Writing and Composition

• RW.8.3.1 Write well-organized and cohesive arguments, distinguishing claim(s) from opposing claims and using language to clarify connections among claims, reasons, and evidence.
  • RW.8.3.1.a Write arguments to support claims with clear reasons and relevant evidence.
    • RW.8.3.1.a.i Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
    • RW.8.3.1.a.ii Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
    • RW.8.3.1.a.iii Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
    • RW.8.3.1.a.iv Establish and maintain a formal style.
    • RW.8.3.1.a.v Provide a concluding statement or section that follows from and supports the argument presented.
• RW.8.3.2 Write well-developed and logically organized informative/explanatory texts, conveying relevant content through precise language, domain-specific vocabulary, and formal style.
  • RW.8.3.2.a Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • RW.8.3.2.a.i Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (for example: headings), graphics (for example: charts, tables), and multimedia when useful to aiding comprehension.
    • RW.8.3.2.a.ii Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
    • RW.8.3.2.a.iii Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
    • RW.8.3.2.a.iv Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • RW.8.3.2.a.v Establish and maintain a formal style.
    • RW.8.3.2.a.vi Provide a concluding statement or section that follows from and supports the information or explanation presented.
• RW.8.3.3 Write engaging real or imagined narratives effectively using techniques such as relevant and sufficient descriptive details, sensory language, logical pacing and dialogue to detail actions and to develop and reflect on experiences and events.
  • RW.8.3.3.a Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
    • RW.8.3.3.a.i Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
    • RW.8.3.3.a.ii Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
    • RW.8.3.3.a.iii Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
    • RW.8.3.3.a.iv Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
    • RW.8.3.3.a.v Provide a conclusion that follows from and reflects on the narrated experiences or events.
    • RW.8.3.3.a.vi Use stylistic techniques (for example: alliteration, onomatopoeia); figurative language (for example: simile, metaphor, personification, hyperbole); and graphic elements (for example: capital letters, line length, word position) to express personal or narrative voice.
• RW.8.3.4 Produce clear and coherent final drafts that demonstrate a command of the conventions for grammar, usage, and mechanics as well as a style appropriate to task, purpose, and audience.
  • RW.8.3.4.a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • RW.8.3.4.a.i Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
    • RW.8.3.4.a.ii Form and use verbs in the active and passive voice.
    • RW.8.3.4.a.iii Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
    • RW.8.3.4.a.iv Recognize and correct inappropriate shifts in verb voice and mood.
  • RW.8.3.4.b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • RW.8.3.4.b.i Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
    • RW.8.3.4.b.ii Use an ellipsis to indicate an omission.
    • RW.8.3.4.b.iii Correctly spell frequently used words and consult reference materials (for example: dictionaries, both print and digital, spell check, and/or trusted peers and/or adults) to determine the spelling of less frequent vocabulary.
  • RW.8.3.4.c Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    • RW.8.3.4.c.i Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (for example: emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
  • RW.8.3.4.d Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • RW.8.3.4.e 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.
  • RW.8.3.4.f Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
  • RW.8.3.4.g Write routinely over extended time frames (time for research, 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.