Montgomery County Public Schools Writing and Language 9A/Honors 9A Exam Review Three Related Readings, including a narrative an informative news article an editorial FORMAT Twenty Selected Response Items (SRs) Students will be required to analyze all three types of writing argument, informative/explanatory, and narrative. Review all of the Common Core State Standards for Writing. Here are a few examples of the types of skills and concepts that may be assessed: how a writer structures a text to achieve a particular purpose how a writer s word choice contributes to tone and purpose how a writer s sentence structure and style contribute to tone and purpose how a writer uses transitions to connect ideas how a writer uses figurative language to achieve certain effects how a writer establishes a point of view or voice Written Argument Students will write an argument using the following concepts and skills: Make a concrete and specific claim. Structure the argument logically and coherently. Support and develop the claim using evidence from at least two readings on the exam and, if appropriate, personal experience and knowledge. Use language and vocabulary effectively to convey voice and purpose. School-Developed Writing Task Students will respond to a writing prompt created by the school s English teachers. Follow your teacher s guidelines to prepare for this task. Use the skills for informative or narrative writing studied throughout the semester.
Writing and Language 9A/Honors 9A Exam Review Review Course Concepts and Skills PREPARATION Review skills and concepts for each of the three types of writing (argument, informative/explanatory, narrative). Use the portfolio to examine strengths and areas of need in content and development of ideas. Review frequently noted errors and learn to correct each one. Read, analyze, and evaluate paragraphs, essays, and other papers. Review rubrics used for writing, including the Scoring Guide for Writing and 6-Traits rubrics. Review how to use various graphic organizers to plan writing. Review strategies for organizing and writing timed responses. Review strategies for using quotations and paraphrased ideas. Review conventions for writing dialogue. Review Language Skills parallel structure phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) clauses (independent, dependent; noun, relative, adverbial) semicolons and colons language progressive skills as listed in Common Core State Standards
Writing and Language 9A/Honors 9A Exam Review COURSE TERMS The list below is not comprehensive; it is intended as a guideline for establishing a foundation of knowledge and common language for instruction. This page lists concepts that students should have worked with throughout the semester. Also, the categories overlap; while a term may be listed under a particular heading, students may encounter it in several different contexts. ARGUMENT Acknowledgment of opposing claims Allusion Audience Bias Claim Concluding statement/ section Counterclaim Credibility Evaluation Evidence Opinion Persuasion Speaker Thesis NARRATIVE Conflict Description Dialogue Exposition Figurative language Flashback Foreshadowing Genre Inciting action Internal monologue Mood Narrator Pacing Perspective/point of view Plot structure Resolution Sensory imagery Setting Telling details Tension INFORMATIVE/ EXPLANATORY Analysis Cause and effect Chronological order Citation Conventions of genre Objective tone Organization Quotation Structure Synthesis of sources Transition LANGUAGE Absolute phrase Adjective phrase Adverb phrase Adverb clause Colon Dependent clause Independent clause Noun clause Noun phrase Parallel structure Participial phrase Prepositional phrase Relative clause Semicolon Verb phrase OTHER KEY TERMS Connotation Denotation Diction Editing Irony Revision Style Tone Voice Word choice Writer s purpose
Writing and Language 9A/9A Honors Exam Review COMMON CORE STATE STANDARDS ELA-LITERACY: WRITING W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. c. 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 4 ENGLISH/LANGUAGE ARTS WRITING AND LANGUAGE 9A 2013 MCPS
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9 10 Reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare] ). b. Apply grades 9 10 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning ). W.9-10.10. 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 tasks, purposes, and audiences. COMMON CORE STATE STANDARDS ELA-LITERACY: LANGUAGE L.9-10.1. L.9-10.2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. ENGLISH/LANGUAGE ARTS WRITING AND LANGUAGE 9A 2013 MCPS 5
Scoring Guide for Writing Score of 5 This response demonstrates consistent mastery, although it may have minor errors. This response effectively states and develops a claim, provides strong insights, and uses well-chosen detail to achieve its purpose. is well organized, focused, and coherent. uses language and vocabulary purposefully. varies sentence structure skillfully. is generally free of errors in grammar, usage, and mechanics. Score of 4 This response demonstrates adequate mastery with occasional lapses in quality. This response states and develops a claim, exhibits sound thinking, and uses appropriate supporting detail. is generally organized, focused, and coherent. generally uses language and vocabulary effectively. demonstrates some variety in sentence structure. may have some errors in grammar, usage, or mechanics. Score of 3 This response demonstrates partial mastery, but it has one or more flaws. This response states and develops a claim but needs more consistent thinking and supporting detail. sometimes lacks organization, focus, and coherence. generally uses language coherently, but some word choices are vague or inappropriate. has little variety in sentence structure or has some sentence errors. may contain a number of errors in grammar, usage, or mechanics. Score of 2 This response demonstrates little mastery and is marred by one or more weaknesses. This response has a vague or limited claim, weak thinking, and inappropriate or insufficient supporting detail. is poorly organized, lacking focus and coherence. uses limited language and vocabulary or incorrect word choice. demonstrates simplistic or incorrect sentence structure. contains errors in grammar, usage, or mechanics that sometimes hamper meaning. Score of 1 This response demonstrates a lack of mastery and serious flaws. This response does not state or develop a claim and provides little, if any, supporting detail. is disorganized, rambling, or incoherent. has numerous errors in vocabulary and use of language. has serious flaws in sentence structure. contains numerous errors in grammar, usage, or mechanics that consistently hamper meaning. Score of 0 No response or a response that is completely irrelevant will receive a score of zero. 6 ENGLISH/LANGUAGE ARTS WRITING AND LANGUAGE 9A 2013 MCPS