c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
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1 ED 7.WHST.1 Write arguments focused on disciplinespecific content. Arizona Department of Education: K-12 Literacy 1
2 7.WHST.1 Write arguments focused on disciplinespecific 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. Arizona Department of Education: K-12 Literacy 2
3 7.WHST.1 Write arguments focused on disciplinespecific content. 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. Arizona Department of Education: K-12 Literacy 3
4 7.WHST.1 Write arguments focused on disciplinespecific content. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Arizona Department of Education: K-12 Literacy 4
5 7.WHST.1 Write arguments focused on disciplinespecific content. d. Establish and maintain a formal style. Arizona Department of Education: K-12 Literacy 5
6 7.WHST.1 Write arguments focused on disciplinespecific content. e. Provide a concluding statement or section that follows from and supports the argument presented. Arizona Department of Education: K-12 Literacy 6
7 7.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Arizona Department of Education: K-12 Literacy 7
8 7.WHST.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. Arizona Department of Education: K-12 Literacy 8
9 7.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b. Develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or other information and examples. Arizona Department of Education: K-12 Literacy 9
10 7.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Arizona Department of Education: K-12 Literacy 10
11 7.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. d. Use precise language and domainspecific vocabulary to inform about or explain the topic. Arizona Department of Education: K-12 Literacy 11
12 7.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. e. Establish and maintain a formal style and objective tone. Arizona Department of Education: K-12 Literacy 12
13 7.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Arizona Department of Education: K-12 Literacy 13
14 7.WHST.3 (See note; not applicable as a separate requirement) Note: Students 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. Arizona Department of Education: K-12 Literacy 14
15 Production and Distribution of Writing 7.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Arizona Department of Education: K-12 Literacy 15
16 Production and Distribution of Writing 7.WHST.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. Arizona Department of Education: K-12 Literacy 16
17 Production and Distribution of Writing 7.WHST.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Arizona Department of Education: K-12 Literacy 17
18 Research to Build and Present Knowledge 7.WHST.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Arizona Department of Education: K-12 Literacy 18
19 Research to Build and Present Knowledge 7.WHST.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. Arizona Department of Education: K-12 Literacy 19
20 Research to Build and Present Knowledge 7.WHST.9 Draw evidence from informational texts to support analysis reflection, and research. Arizona Department of Education: K-12 Literacy 20
21 Range of Writing 7.WHST.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 disciplinespecific tasks, purposes, and audiences. Arizona Department of Education: K-12 Literacy 21
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