Employing Solar to Teach Persuasive Writing

EmployingSolartoTeachPersuasiveWritingCommonCoreStateStandardsCompliance

7thGradeStandards

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ReadingStandardsforInformationalText

ELA.7.RI.9 – Analyze how two or more authors writing about the same topic shape their

presentations of key information by emphasizing different evidence or advancing different

interpretations of facts.

Application – Using the source materials provided and other sources, students will have

the opportunity to compare different presentations of various solar topics, make keen

observations on what different authors cover, and speculate why different authors

choose to highlight different information.

WritingStandards

ELA.7.W.1 – Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize

the reasons and evidence logically.

b. Support claim(s) or counterarguments with logical reasoning and relevant evidence,

using accurate, credible sources and demonstrating an understanding of the topic or

text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), 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.


7thGradeStandards

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Corresponding 1997 Standard: WA.2.4 – Write persuasive compositions:

a. State a clear position or perspective in support of a proposition or proposal.

b. Describe the points in support of the proposition, employing well‐articulated

evidence.

c. Anticipate and address reader concerns and counterarguments.


the opportunity to craft a persuasive, well‐rounded argument by providing relevant

background information, comparing and contrasting the arguments from the point of

view of both proponents and opponents of solar energy solutions, and drawing

conclusions from their research that demonstrate their knowledge of the relationships

between key ideas.

ELA.7.W.2 – Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of relevant

content.

a. Introduce a topic or thesis statement clearly, previewing what is to follow; organize

ideas, concepts, and information, using strategies such as definition, classification,

comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics

(e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other

information and examples.

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

and concepts.


7thGradeStandards

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

topic.

e. Establish and maintain a formal style.

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

information or explanation presented.

Corresponding 1997 Standard: WS.1.1 – Create an organizational structure that

balances all aspects of the composition and uses effective transitions between

sentences to unify important ideas.

Corresponding 1997 Standard: WS.1.2 – Support all statements and claims with

anecdotes, descriptions, facts and statistics, and specific examples.


the opportunity to combine multiple skills to formulate their argument by successfully

organizing information, using multimedia, and integrating domain‐specific vocabulary.

ELA.7.W.7 – Conduct short research projects to answer a question, drawing on several

sources and generating additional related, focused questions for further research and

investigation.

Corresponding 1997 Standard: WS.1.4 – Identify topics; ask and evaluate questions;

and develop ideas leading to inquiry, investigation, and research.

Corresponding 1997 Standard: WA.2.3c – Include evidence compiled through the

formal research process (e.g., use of a card catalog, Reader’s Guide to Periodical

Literature, a computer catalog, magazines, newspapers, dictionaries).


7thGradeStandards

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Application – Using the source materials provided as a springboard, students will be

able to determine how they wish to further augment their research by incorporating

outside sources.

ELA.7.W.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.

Corresponding 1997 Standard: WS.1.5 – Give credit for both quoted and paraphrased

information in a bibliography by using a consistent and sanctioned format and

methodology for citations.

Corresponding 1997 Standard: RC.2.2 – Locate information by using a variety of

consumer, workplace, and public documents.

Corresponding 1997 Standard: WA.2.3d – Document reference sources by means of

footnotes and a bibliography.

Corresponding 1997 Standard: RC.2.6 – Assess the adequacy, accuracy, and

appropriateness of the author’s evidence to support claims and assertions, noting

instances of bias and stereotyping.

Application – Using the source materials provided and other sources, students will be

able to aggregate a variety of relevant information, compare the similarities to help

determine the validity of each source, and convey their ideas while avoiding plagiarism

by following standard citation formats.


7thGradeStandards

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LanguageStandards

ELA.7.L.1 – Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific

sentences.

b. Choose among simple, compound, complex, and compound‐complex sentences to signal

differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and

dangling modifiers.

Corresponding 1997 Standard: LC.1.4 – Demonstrate the mechanics of writing (e.g.,

quotation marks, commas at end of dependent clauses) and appropriate English

usage (e.g., pronoun reference).

Application – Students will have the opportunity to practice placing phrases and

clauses within a sentence and creating simple, compound, complex, and compound‐

complex sentences that signal varied relationships between ideas (e.g., Students may

write, “I believe our school should install a solar system, since our school, which is

located in sunny Southern California, is a good candidate for solar.”).

ELA.7.L.2 – Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable

movie but not He wore an old[,] green shirt).

b. Spell correctly.


7thGradeStandards

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Corresponding 1997 Standard: LC.1.6 – Use correct capitalization.

Application – Students will have the opportunity to learn correct implementation of

English capitalization, punctuation, and spelling expected at this grade level. These

include using commas to correctly separate coordinate adjectives (e.g., Students may

write, “Solar energy will benefit our school because it is clean, quiet, and

environmentally friendly.”).

ELA.7.L.3 – Use knowledge of language and its conventions when writing, speaking, reading,

or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and

eliminating wordiness and redundancy.

Application – Students will have the opportunity to practice choosing language that

expresses ideas comprehensively and precisely, yet does not sound wordy or redundant.

ELA.7.L.4 – Determine or clarify the meaning of unknown and multiple‐meaning words and

phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or

function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning

of a word (e.g., belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a word or determine or

clarify its precise meaning or its part of speech or trace the etymology of words.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by

checking the inferred meaning in context or in a dictionary).


7thGradeStandards

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Corresponding 1997 Standard: RD.1.2 – Use knowledge of Greek, Latin, and Anglo‐

Saxon roots and affixes to understand content‐area vocabulary.

Corresponding 1997 Standard: RD.1.3 – Clarify word meanings through the use of

definition, example, restatement, or contrast.


the opportunity to consult general and specialized reference materials (e.g.,

dictionaries, glossaries, thesauruses) to determine or clarify its precise meaning (e.g.,

Students may write, “Solar cells are photovoltaic [PV] devices that convert sunlight

directly into electricity.”)


8thGradeStandards

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WritingStandards

ELA.8.W.1 – Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), 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 evidence, using accurate, credible

sources and demonstrating an understanding of the topic or text.

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.


presented.

Corresponding 1997 Standard: WS.1.3 – Support theses or conclusions with

analogies, paraphrases, quotations, opinions from authorities, comparisons, and

similar devices.

Corresponding 1997 Standard: WA.2.4 – Write persuasive compositions:

a. Include a well‐defined thesis (i.e., one that makes a clear and knowledgeable

judgment).

b. Present detailed evidence, examples, and reasoning to support arguments,

differentiating between facts and opinion.

c. Provide details, reasons, and examples, arranging them effectively by anticipating

and answering reader concerns and counterarguments.


8thGradeStandards

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the opportunity to craft a persuasive, well‐rounded argument by providing relevant

background information, comparing and contrasting the arguments from the point of

view of both proponents and opponents of solar energy solutions, and drawing

conclusions from their research that demonstrate their knowledge of the relationships

between key ideas.

ELA.8.W.2 – Write informative/explanatory texts, including career development documents

(e.g. simple business letters and job applications) to examine a topic and convey ideas,


content.

a. Introduce a topic or thesis statement clearly, previewing what is to follow; organize

ideas, concepts, and information, using strategies such as definition, classification,

comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics

(e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other

information and examples.

c. Use appropriate 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.


8thGradeStandards

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information or explanation presented.

Corresponding 1997 Standard: WS.1.1 – Create compositions that establish a

controlling impression, have a coherent thesis, and end with a clear and well‐

supported conclusion.

Corresponding 1997 Standard: WS.1.2 – Establish coherence within and among

paragraphs through effective transitions, parallel structures, and similar writing

techniques.

Corresponding 1997 Standard: WA.2.3a – Define a thesis.

Corresponding 1997 Standard: WA.2.3d – Organize and display information on

charts, maps, and graphs.


the opportunity to combine multiple skills to formulate their argument by successfully

organizing information, using multimedia, and integrating domain‐specific vocabulary.

ELA.8.W.6 ‐ 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.

Corresponding 1997 Standard: WS.1.4 – Plan and conduct multiple‐step information

searches by using computer networks and modems.


the opportunity to research information on solar through the use of technology.


8thGradeStandards

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ELA.8.W.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.

Corresponding 1997 Standard: WS.1.4 (7th Grade) – Identify topics; ask and evaluate

questions; and develop ideas leading to inquiry, investigation, and research.


able to determine how they wish to further augment their research by incorporating

outside sources.

ELA.8.W.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.

Corresponding 1997 Standard: WA.2.3b – Record important ideas, concepts, and

direct quotations from significant information sources and paraphrase and

summarize all perspectives on the topic, as appropriate.

Corresponding 1997 Standard: WA.2.3c – Use a variety of primary and secondary

sources and distinguish the nature and value of each.


able to aggregate a range of relevant information, use similarities across sources to

further validate these sources, and convey their ideas while avoiding plagiarism by

following standard citation formats.


8thGradeStandards

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LanguageStandards

ELA.8.L.1 – Demonstrate command of the conventions of standard English grammar and


a. Explain the function of verbals (gerunds, participles, infinitives) in general and their

function in particular sentences.

b. Form and use verbs in the active and passive voice.

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood.

d. Recognize and correct inappropriate shifts in verb voice and mood.

Application – Students will have the opportunity to practice using and forming verbs

correctly including, but not limited to, using gerunds, passive voice, and conditional

mood (e.g., Students may write, “If our school had installed solar panels last year, we

would have already started helping the environment. Producing energy using solar is

also a great way to save money.”).

ELA.8.L.2 – Demonstrate command of the conventions of standard English capitalization,


a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

b. Use an ellipsis to indicate an omission.

c. Spell correctly.

Corresponding 1997 Standard: LC.1.5 – Use correct punctuation and capitalization.

Corresponding 1997 Standard: LC.1.6 – Use correct spelling conventions.


8thGradeStandards

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include using commas, ellipses, and dashes to indicate a pause or break (e.g., Students

may write, “According to the EPA, ‘In some states … you can run your electric meter

backwards and give your extra electricity to the rest of the community.’”).

ELA.8.L.3 – Use knowledge of language and its conventions when writing, speaking, reading,

or listening.

a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to

achieve particular effects (e.g., emphasizing the actor or the action; expressing

uncertainty or describing a state contrary to fact).

Corresponding 1997 Standard: LC.1.1 (7th Grade) – Place modifiers properly and use

the active voice.

Application – Students will have the opportunity to practice using and forming verbs

correctly including, but not limited to, using active and passive voices and conditional

and subjunctive moods (e.g., Students may write, “If our school had installed solar

panels last year, we would have already started helping the environment. I recommend

that we install solar at our school.”).

ELA.8.L.4 – Determine or clarify the meaning of unknown and multiple‐meaning words or

phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or

function in a sentence) as a clue to the meaning of a word or phrase.


8thGradeStandards

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b. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning

of a word (e.g., precede, recede, secede).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a word or determine or

clarify its precise meaning or its part of speech or trace the etymology of words.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by

checking the inferred meaning in context or in a dictionary).

Corresponding 1997 Standard: RD.1.3 – Use word meanings within the appropriate

context and show ability to verify those meanings by definition, restatement,

example, comparison, or contrast.

Application – – Using the source materials provided and other sources, students will

have the opportunity to consult general and specialized reference materials (e.g.,

dictionaries, glossaries, thesauruses) to determine or clarify its precise meaning (e.g.,

Students may write, “Solar cells are photovoltaic [PV] devices that convert sunlight

directly into electricity.”).


9thand10thGradeStandards

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WritingStandards

ELA.9‐10.W.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.


presented.

Corresponding 1997 Standard: WA.2.4c – Clarify and defend positions with precise

and relevant evidence, including facts, expert opinions, quotations, and expression of

commonly accepted beliefs and logical reasoning.

Corresponding 1997 Standard: WA.2.4d – Address readers’ concerns, counterclaims,

biases, and expectations.



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Corresponding 1997 Standard: RC.2.5 – Extend ideas presented in primary or

secondary sources through original analysis, evaluation, and elaboration.

Corresponding 1997 Standard: SA.2.5 – Deliver persuasive arguments (including

evaluation and analysis of problems and solutions and causes and effects):

a. Structure ideas and arguments in a coherent, logical fashion.

b. Use rhetorical devices to support assertions (e.g., by appeal to logic through

reasoning; by appeal to emotion or ethical belief; by use of personal anecdote,

case study, or analogy).

c. Clarify and defend positions with precise and relevant evidence, including facts,

expert opinions, quotations, expressions of commonly accepted beliefs, and

logical reasoning.

d. Anticipate and address the listener’s concerns and counterarguments.


the opportunity to craft a persuasive, well‐rounded argument by establishing the

relationships between claims and counterclaims and the respective reasons and

evidence supporting them. They will be able to point out the strengths and limitations

of the main elements of their argument while using an objective tone that reinforces

their ultimate conclusion.

ELA.9‐10.W.2 – Write informative/explanatory texts to examine a topic and convey ideas,


content.



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a. Introduce a topic or thesis statement; 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 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



information or explanation presented (e.g., articulating implications or the significance of

the topic).

Corresponding 1997 Standard: WS.1.1 – Establish a controlling impression or

coherent thesis that conveys a clear and distinctive perspective on the subject and

maintain a consistent tone and focus throughout the piece of writing.

Corresponding 1997 Standard: WA.2.4a – Structure ideas and arguments in a

sustained and logical fashion.


the opportunity to thoughtfully examine the topic of solar by successfully selecting and



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analyzing relevant information, transitioning fluidly through major ideas, and

integrating domain‐specific vocabulary.

ELA.9‐10.W.4 – Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience.


the opportunity to learn how to position their argument for the intended audience and

present it in a style and format that most effectively achieves the purpose of the

assignment.

ELA.9‐10.W.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.

Corresponding 1997 Standard: RC.1.3 – Use clear research questions and suitable

research methods (e.g., library, electronic media, personal interview) to elicit and

present evidence from primary and secondary sources.

Corresponding 1997 Standard: WS.1.5 – Synthesize information from multiple

sources and identify complexities and discrepancies in the information and the

different perspectives found in each medium (e.g., almanacs, microfiche, news

sources, in‐depth field studies, speeches, journals, technical documents).

Corresponding 1997 Standard: RC.2.4 – Synthesize the content from several sources

or works by a single author dealing with a single issue; paraphrase the ideas and

connect them to other sources and related topics to demonstrate comprehension.



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able to narrow or broaden their research by synthesizing information from additional

outside sources.

ELA.9‐10.W.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 including

footnotes and endnotes.

Corresponding 1997 Standard: WS.1.6 – Integrate quotations and citations into a

written text while maintaining the flow of ideas.

Corresponding 1997 Standard: WS.1.7 – Use appropriate conventions for

documentation in the text, notes, and bibliographies by adhering to those in style

manuals (e.g., Modern Language Association Handbook, The Chicago Manual of

Style).

Corresponding 1997 Standard: RC.2.2 – Prepare a bibliography of reference materials

for a report using a variety of consumer, workplace, and public documents.


able to effectively aggregate a variety of relevant and useful information, competently

use similarities across authoritative sources to further validate these sources, and fluidly

convey their ideas while avoiding plagiarism by following standard citation formats.



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Speaking&ListeningStandards

ELA.9‐10.SL.2 – Integrate multiple sources of information presented in diverse media or

formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each

source.

Corresponding 1997 Standard: WA.2.3d – Include visual aids by employing

appropriate technology to organize and record information on charts, maps, and

graphs.

Application – As part of the source materials provided and other sources, students will

be able to integrate multimedia to depict the positive environmental impact of

implementing solar energy solutions and, in doing so, make clear connections from the

multimedia sources to their overall interpretation of the source materials.

LanguageStandards

ELA.9‐10.L.1 – Demonstrate command of the conventions of standard English grammar and


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.



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Corresponding 1997 Standard: LC.1.3 – Demonstrate an understanding of proper

English usage and control of grammar, paragraph and sentence structure, diction,

and syntax.

Application – Students will have the opportunity to practice using parallel structure

and various types of phrases and clauses (e.g., Students may write, “Use of solar will

result in saving money, reducing carbon dioxide emissions, and ensuring energy

independence.”).

ELA.9‐10.L.2 – Demonstrate command of the conventions of standard English capitalization,


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.

c. Spell correctly.

Corresponding 1997 Standard: LC.1.1 – Identify and correctly use clauses (e.g., main

and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of

punctuation (e.g., semicolons, colons, ellipses, hyphens).



include using semicolons to link two or more closely‐related independent clauses and

using colons to introduce a list or quotation (e.g., Students may write, “Solar has many

environmental benefits; for example, it can reduce the following greenhouse gases:

carbon dioxide, sulfur dioxide, and nitrous oxide.”).



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ELA.9‐10.L.3 – Apply knowledge of language to understand how language functions in

different contexts, to make effective choices for meaning or style, and to comprehend more

fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA

Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.

Corresponding 1997 Standard: WS.1.7 – Use appropriate conventions for

documentation in the text, notes, and bibliographies by adhering to those in style

manuals (e.g., Modern Language Association Handbook, The Chicago Manual of

Style).

Application – Students will have the opportunity to learn to make effective choices for

meaning and style as well as conform to MLA guidelines.

ELA.9‐10.L.6 – Acquire and use accurately general academic and domain‐specific words and

phrases, sufficient for reading, writing, speaking, and listening at the college and career

readiness level; demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or expression.


the opportunity to learn and apply new general academic and domain‐specific words

and phrases that are important to comprehension or expression (e.g., Students may

write, “The efficiency of a solar installation will depend in part on the local irradiance,

which is the amount of energy from the sun that arrives at a specific time and place.”).



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ReadingStandardsforInformationalText

ELA.11‐12.RI.7 – Integrate and evaluate multiple sources of information presented in

different media or formats (e.g., visually, quantitatively) as well as in words in order to

address a question or solve a problem.

Corresponding 1997 Standard: WS.1.4 – Enhance meaning by employing rhetorical

devices, including the extended use of parallelism, repetition, and analogy; the

incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call

for action.

Corresponding 1997 Standard: WA.2.6a – Combine text, images, and sound and draw

information from many sources (e.g., television broadcasts, videos, films,

newspapers, magazines, CD‐ROMs, the Internet, electronic media‐generated

images).

Application – As part of the source materials provided and other sources, students will

be able to evaluate and integrate multimedia to depict the positive environmental

impact of implementing solar energy solutions and, in doing so, make clear connections

from the multimedia sources to their overall interpretation of the source materials.

WritingStandards

ELA.11‐12.W.1 – Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.



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a. 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 claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience's knowledge level, concerns, values, and possible biases.

c. Use specific rhetorical devices to support assertions (e.g., appeal to logic through

reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or

analogy).

d. 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.



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

presented.

Corresponding 1997 Standard: WS.1.3 – Structure ideas and arguments in a

sustained, persuasive, and sophisticated way and support them with precise and

relevant examples.

Corresponding 1997 Standard: WA.2.4b (9th & 10th Grade) – Use specific rhetorical

devices to support assertions (e.g., appeal to logic through reasoning; appeal to

emotion or ethical belief; relate a personal anecdote, case study, or analogy).



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the opportunity to craft a persuasive, well‐rounded, and logically sequenced argument

by establishing the relative significance of the claims and counterclaims and the

respective reasons and evidence supporting them. They will be able to use specific

rhetorical devices and varied syntax to point out the strengths and limitations of the

main elements of their argument while using an objective tone that reinforces their

ultimate conclusion.

ELA.11‐12.W.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 or thesis statement; organize complex ideas, concepts, and information

so that each new element builds on that which precedes it to create a unified whole;

include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when

useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant 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 and syntax to link major sections of the text,

create cohesion and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain‐specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic.



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information or explanation presented (e.g., articulating implications or the significance of

the topic).

Corresponding 1997 Standard: WS.1.1 – Demonstrate an understanding of the

elements of discourse (e.g., purpose, speaker, audience, form) when completing

narrative, expository, persuasive, or descriptive writing assignments.


the opportunity to thoughtfully examine the topic of solar by successfully selecting and

analyzing relevant information, transitioning fluidly with proper syntax through major

ideas, and using literary techniques such as metaphors, similes, and analogies to manage

the complexity of the topic.

ELA.11‐12.W.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.


able to narrow or broaden their research by synthesizing information from additional

outside sources.

ELA.11‐12.W.8 – Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the strengths and limitations of each



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source in terms of the task, purpose, and audience; integrate information into the text

selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one

source and following a standard format for citation including footnotes and endnotes.

Corresponding 1997 Standard: WA.2.4d – Include information from all relevant

perspectives and take into consideration the validity and reliability of sources.

Corresponding 1997 Standard: WA.2.4e – Include a formal bibliography.


able to proficiently position their argument for the intended audience, skillfully present

it in a style and format that most effectively achieves the purpose of the assignment,

effectively aggregate a variety of relevant and useful information, competently use

similarities across authoritative sources to further validate these sources, and fluidly

convey their ideas while avoiding plagiarism by following standard citation formats.

LanguageStandards

ELA.11‐12.L.1 – Demonstrate command of the conventions of standard English grammar and


a. Apply the understanding that usage is a matter of convention, can change over time, and

is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam‐

Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.

Corresponding 1997 Standard: LC.1.1 – Demonstrate control of grammar, diction,

and paragraph and sentence structure and an understanding of English usage.



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Application – Students will have the opportunity to apply the understanding that usage

is a matter of convention and can change over time (e.g., The abbreviation for watts is

always expressed with a capital “W” [i.e., W] in deference to James Watt, a Scottish

engineer. The abbreviation for kilowatts is always expressed with a lowercase “k” [i.e.,

kW], yet the abbreviation for megawatts is always expressed with a capital “M” [i.e.,

MW].).

ELA.11‐12.L.2 – Demonstrate command of the conventions of standard English capitalization,


a. Observe hyphenation conventions.

b. Spell correctly.

Corresponding 1997 Standard: LC.1.2 – Produce legible work that shows accurate

spelling and correct punctuation and capitalization.



include using hyphenation conventions (e.g., “watt‐hour,” “kilowatt‐hour,” and

“megawatt‐hour”).

ELA.11‐12.L.3 – Apply knowledge of language to understand how language functions in

different contexts, to make effective choices for meaning or style, and to comprehend more

fully when reading or listening.

a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance

as needed; apply an understanding of syntax to the study of complex texts when

reading.



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Corresponding 1997 Standard: WS.1.5 – Use language in natural, fresh, and vivid

ways to establish a specific tone.

Application – Students will have the opportunity to practice conveying ideas using

clever combinations of words and sophisticated syntax to engage the reader and add

color and texture to the information presented.

ELA.11‐12.L.6 – Acquire and use accurately general academic and domain‐specific words and

phrases, sufficient for reading, writing, speaking, and listening at the college and career

readiness level; demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or expression.


the opportunity to learn and apply new general academic and domain‐specific words

and phrases that are important to comprehension or expression (e.g., Students may

write, “The efficiency of a solar installation will depend in part on the local irradiance,

which is the amount of energy from the sun that arrives at a specific time and place.”).

Employing Solar to Teach Persuasive Writing

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