Use linking words and phrases (e.g., because, therefore, since, for example) to connect an opinion and reasons.


When grade appropriate instruction pertaining to an eligible content should begin

Use linking words and phrases (e.g., because, therefore, since, for example) to connect an opinion and reasons.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Link an opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).


When grade appropriate instruction pertaining to an eligible content should begin

Link an opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).


When grade appropriate instruction pertaining to an eligible content should begin

Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.


When grade appropriate instruction pertaining to an eligible content should begin

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

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


When grade appropriate instruction pertaining to an eligible content should begin

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


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

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


When grade appropriate instruction pertaining to an eligible content should begin

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


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use the correct form of commonly confused words; use logical transitions.


When grade appropriate instruction pertaining to an eligible content should begin

Use the correct form of commonly confused words; use logical transitions.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Demonstrate correct grammar and usage (e.g., verb and pronoun form and agreement, modifiers and transitions, word order and syntax).


When grade appropriate instruction pertaining to an eligible content should begin

Demonstrate correct grammar and usage (e.g., verb and pronoun form and agreement, modifiers and transitions, word order and syntax).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).


When grade appropriate instruction pertaining to an eligible content should begin

Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).


When grade appropriate instruction pertaining to an eligible content should begin

Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).


When grade appropriate instruction pertaining to an eligible content should begin

Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use the correct form of commonly confused words; use logical transitions.


When grade appropriate instruction pertaining to an eligible content should begin

Use the correct form of commonly confused words; use logical transitions.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use a variety of words and phrases.


When grade appropriate instruction pertaining to an eligible content should begin

Use a variety of words and phrases.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use a variety of words and phrases to appeal to the audience.


When grade appropriate instruction pertaining to an eligible content should begin

Use a variety of words and phrases to appeal to the audience.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Choose words and phrases for effect.


When grade appropriate instruction pertaining to an eligible content should begin

Choose words and phrases for effect.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Choose punctuation for effect.


When grade appropriate instruction pertaining to an eligible content should begin

Choose punctuation for effect.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Choose words and phrases for effect.


When grade appropriate instruction pertaining to an eligible content should begin

Choose words and phrases for effect.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Choose words and phrases to convey ideas precisely.


When grade appropriate instruction pertaining to an eligible content should begin

Choose words and phrases to convey ideas precisely.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Choose punctuation for effect.


When grade appropriate instruction pertaining to an eligible content should begin

Choose punctuation for effect.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Choose words and phrases for effect.


When grade appropriate instruction pertaining to an eligible content should begin

Choose words and phrases for effect.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Choose words and phrases to convey ideas precisely.


When grade appropriate instruction pertaining to an eligible content should begin

Choose words and phrases to convey ideas precisely.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.


When grade appropriate instruction pertaining to an eligible content should begin

Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use precise language to create clarity, voice, and tone.


When grade appropriate instruction pertaining to an eligible content should begin

Use precise language to create clarity, voice, and tone.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.


When grade appropriate instruction pertaining to an eligible content should begin

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Vary sentence patterns for meaning, reader/listener interest, and style.


When grade appropriate instruction pertaining to an eligible content should begin

Vary sentence patterns for meaning, reader/listener interest, and style.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Vary sentence patterns for meaning, reader/listener interest, and style.


When grade appropriate instruction pertaining to an eligible content should begin

Vary sentence patterns for meaning, reader/listener interest, and style.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.


When grade appropriate instruction pertaining to an eligible content should begin

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.


When grade appropriate instruction pertaining to an eligible content should begin

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.


When grade appropriate instruction pertaining to an eligible content should begin

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.


When grade appropriate instruction pertaining to an eligible content should begin

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Demonstrate correct sentence formation.


When grade appropriate instruction pertaining to an eligible content should begin

Demonstrate correct sentence formation.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Recognize and correct inappropriate shifts in verb tense.


When grade appropriate instruction pertaining to an eligible content should begin

Recognize and correct inappropriate shifts in verb tense.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Recognize and correct inappropriate shifts in verb tense.


When grade appropriate instruction pertaining to an eligible content should begin

Recognize and correct inappropriate shifts in verb tense.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Recognize and correct inappropriate shifts in verb tense.


When grade appropriate instruction pertaining to an eligible content should begin

Recognize and correct inappropriate shifts in verb tense.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Recognize and correct inappropriate shifts in verb voice and mood.


When grade appropriate instruction pertaining to an eligible content should begin

Recognize and correct inappropriate shifts in verb voice and mood.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Recognize and correct inappropriate shifts in pronoun number and person.


When grade appropriate instruction pertaining to an eligible content should begin

Recognize and correct inappropriate shifts in pronoun number and person.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).


When grade appropriate instruction pertaining to an eligible content should begin

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

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


When grade appropriate instruction pertaining to an eligible content should begin

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


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Revise sentences for clarity


When grade appropriate instruction pertaining to an eligible content should begin

Revise sentences for clarity


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Revise to delete irrelevant details.


When grade appropriate instruction pertaining to an eligible content should begin

Revise to delete irrelevant details.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content