Standard 1 Writing

The students write effectively for a variety of audiences, purposes, and contexts.

Seventh Grade

Benchmark 1
The student writes narrative text using the writing process. Indicators
  1. The student understands and develops a focused written piece that includes plot elements (e.g. initiating event, rising and falling action, climax, conflict, setting, character development, resolution).
  2. The student uses (1) personal experience (2) observations (3) prior knowledge in written text.
  3. The student clarifies the main idea by selecting relevant details that enrich the central theme or storyline.
  4. The student analyzes and understands implications of plagiarism (e.g. ethical, legal).
  5. The student understands and independently uses appropriate strategies to generate narrative text (e.g. brainstorming, listing, webbing, working in pairs or in cooperative groups and identifying information from print sources.
  6. The student writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution.
  7. The student selects transitions to connect ideas within and between paragraphs in the writing piece.
  8. The student selects original and compelling vocabulary and/or figurative language appropriate for the purpose and audience.
  9. The student selects words that are suitable and precise, which create appropriate imagery (e.g. explicit nouns, vivid verbs, natural modifiers).
  10. The student includes vocabulary particular to the topic and provides ease of understanding.
  11. The student varies sentence structures and lengths. (e.g. simple, compound)
  12. The student develops a variety of sentence beginnings that build upon previous sentence to guide the reader from one sentence to another.
  13. The student identifies and avoids writing sentence fragments.
  14. The student writes using effective dialogue that sounds conversational and natural.
  15. Indicator not at this grade level.
  16. The student demonstrates correct use of mechanics and simple punctuation (e.g. semi-colons, colons, underlining, italics, and centered titles).
  17. The student uses correct grammar for clarity.
  18. The student spells familiar and most unfamiliar words correctly and uses available resources (e.g. dictionary, spell check).
  19. The student uses correct paragraph divisions to reinforce the organizational structure of the text.
Benchmark 2
The student writes expository text using the writing process. Indicators
  1. The student develops one main idea and/or thesis statement in response to a prompt.
  2. The student clarifies the main idea by selecting logical, accurate, and helpful details.
  3. The student uses (1) personal experience (2) observations (3) prior knowledge (4) research to provide information using an appropriate point of view for the piece (e.g. 3rd persons pronouns in research).
  4. The student expresses information in own words and uses explicit techniques to appeal to the backgrounds and interests of the audience.
  5. The student analyzes and understands implications of plagiarism (e.g. ethical, legal).
  6. The student cites references for all information used or reproduced from any source.
  7. The student constructs a bibliography with author, title, publisher, year, Web site name and address, and copyright date.
  8. The student understands and independently uses appropriate strategies to generate expository text (e.g. brainstorming, listing, webbing, working in pairs or in cooperative groups and identifying information from print sources.
  9. The student writes a complete piece that contains an engaging introduction, a developed body that provides information, and a conclusion that reinforces the thesis statement and leaves the reader with a sense of completion.
  10. The student arranges information within each paragraph in logical and effective sequence to meet the informational needs of the reader (typically 5-8 sentences).
  11. The student selects appropriate transitions to connect ideas within and between paragraphs.
  12. The student selects original and compelling vocabulary and/or figurative language to inform the reader.
  13. The student selects words that are suitable and precise that creates appropriate imagery (e.g. explicit nouns, vivid verbs, natural modifiers).
  14. The student defines and uses specialized vocabulary particular to the subject/topic and provides for ease of understanding.
  15. The student varies sentence structures and lengths (e.g. simple, compound) making the reading pleasant and natural.
  16. The student develops a variety of sentence beginnings that build upon previous sentences and guides the reader from one sentence to another.
  17. The student identifies and avoids writing sentence fragments.
  18. Indicator not at this grade level.
  19. The student demonstrates correct use of mechanics and punctuation (e.g. use of semi-colons, colons, underlining, italics, and centered titles).
  20. The student uses correct grammar and usage for clarity.
  21. The student spells familiar and most unfamiliar words correctly and uses available resources (e.g. dictionary, spell check).
  22. The student uses correct paragraph divisions to reinforce the organizational structure of the text.
Benchmark 3
The student writes technical text using the writing process. Indicators
  1. The student develops a technical text focused on one main purpose.
  2. The student clarifies the main idea by selecting concise, logical details that are accurate and helpful.
  3. The student analyzes and understands implications of plagiarism (e.g. ethical, legal).
  4. The student cites references for all information used or reproduced from any source.
  5. The student constructs a bibliography with author, title, publisher, year, Web site name and address, and copyright date.
  6. The student understands and independently uses appropriate strategies to generate technical text (e.g., brainstorming, listing, webbing, working in pairs, or cooperative groups and identifying information from print sources).
  7. The student arranges information within each paragraph, list or graphic in a logical and effective sequence to meet the reader's informational needs.
  8. The student writes a complete piece with a useful introduction, a sequential body, and an appropriate conclusion.
  9. The student selects appropriate transitions to connect ideas within the piece (e.g. enumerated list, bullets, headings, subheadings, simple outlining elements).
  10. The student writes with an awareness of purpose and audience (e.g. letters, reports, directions, graphics, charts, maps, tables, brochures, electronic presentation, newsletters, job searches, memos, e-mails).
  11. The student writes with authority so the voice is not distracting.
  12. The student selects words that convey the writer's message plainly and precisely (e.g. technical terms, jargon).
  13. The student selects words appropriate for the intended task/format (e.g. persuasive, if persuading; informational, if informing, etc.).
  14. The student writes compact sentences or phrases that make the point clear.
  15. The student demonstrates correct use of mechanics and punctuation (e.g. semi-colons, colons, underlining, italics, quotation marks, centered titles).
  16. The student uses correct grammar and usage for clarity.
  17. The student spells familiar and most unfamiliar words correctly using available resources (e.g. dictionary, spell check).
  18. The student uses graphic devices that are supportive of the text (e.g. charts, graphs and/or illustrations).
Benchmark 4
The student writes persuasive text using the writing process. Indicators
  1. The student composes a thesis statement based upon an opinion or belief.
  2. The student uses (1) personal experience (2) observations (3) prior knowledge (4) research important for the reader to reach a conclusion and use an appropriate point of view for the piece (e.g. 1st person in editorial).
  3. The student develops details to expand the main topic and to support the writer's position.
  4. The student anticipates the reader's question(s) and provides balance with a counter-argument.
  5. The student practices building a focused argument that utilizes logical thinking.
  6. The student analyzes and understands implications of plagiarism (e.g. ethical, legal).
  7. The student understands and independently uses appropriate strategies to generate persuasive text (e.g. brainstorming, listing, webbing, working in pairs or in cooperative groups, identifying information from print sources).
  8. The student writes a complete piece that contains an engaging introduction, a body that reinforces the reader's position, and a conclusion that reinforces the thesis statement and the original proposition.
  9. The student arranges information within each paragraph in a logical and effective sequence to persuade the reader (typically 5-8 sentences).
  10. The student selects appropriate transitions to connect ideas within and between paragraphs.
  11. The student selects vocabulary and figurative language that conveys a particular tone and personality.
  12. The student uses language that is appropriate for persuasive writing and easy for the audience to understand.
  13. The student practices using words that are suitable, precise, and create imagery (e.g. precise nouns, powerful verbs, vivid modifiers).
  14. The student varies sentence structures and lengths to make the reading pleasant and natural (e.g. simple, compound, complex).
  15. The student develops a variety of sentence beginnings that build upon previous sentences and guides the reader from one sentence to another.
  16. The student identifies and avoids writing sentence fragments.
  17. The student writes convincing dialogue.
  18. The student demonstrates correct use of mechanics and punctuation (e.g. semi-colons, colons, underlining, italics, and centered titles).
  19. The student uses correct grammar and usage for clarity.
  20. The student spells familiar and most unfamiliar word correctly utilizing available resources (e.g. dictionary, spell check).
  21. The student uses correct paragraph division to reinforce the organizational structure of the text.

Standard 1 Writing

The students write effectively for a variety of audiences, purposes, and contexts.

Eighth Grade

Benchmark 1
The student writes narrative text using the writing process. Indicators
  1. The student understands and develops a focused written piece that includes plot elements (e.g. initiating event, rising and falling action, climax, conflict, setting, character development, resolution).
  2. The student uses (1) personal experience (2) observations (3) prior knowledge in written text.
  3. The student clearly defines the main idea with selection of relevant details from a variety of sources.
  4. The student analyzes and understands implications of plagiarism (e.g. ethical, legal).
  5. The student understands and independently uses appropriate strategies to generate narrative text (e.g. brainstorming, listing, webbing, working in pairs or in cooperative groups and identifying information from print sources.
  6. The student writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution.
  7. The student selects transitions to connect ideas within and between paragraphs.
  8. The student selects original and compelling vocabulary and/or figurative language appropriate for the purpose and audience.
  9. The student selects words that are suitable and precise that creates appropriate imagery (e.g. explicit nouns, vivid verbs, natural modifiers).
  10. The student includes vocabulary particular to the topic and provides ease of understanding.
  11. The student varies sentence structures and lengths. (e.g. simple, compound, complex, compound-complex)
  12. The student creates a variety of sentence beginnings that build upon previous sentences and guides the reader from one sentence to another.
  13. The student discriminates between the effective and ineffective use of sentence fragments.
  14. The student writes using effective dialogue that sounds conversational and natural.
  15. Indicator not at this grade level.
  16. The student uses correct mechanics and punctuation (e.g. use of hyphens, dashes, ellipsis).
  17. The student uses correct grammar and usage, which may be manipulated for stylistic effect that contributes to clarity.
  18. The student spells familiar and most unfamiliar words correctly utilizing available resources (e.g. dictionary, spell check).
  19. The student uses correct paragraph division to reinforce the organizational structure of the text.
Benchmark 2
The student writes expository text using the writing process. Indicators
  1. The student develops one main idea and/or thesis statement.
  2. The student clearly defines the main idea with selection of relevant, logical details that meet the reader's informational needs.
  3. The student uses (1) personal experience (2) observations (3) prior knowledge (4) research to provide information using an appropriate point of view for the piece (e.g. 3rd persons pronouns in research).
  4. The student expresses information in own words and uses explicit techniques to appeal to the backgrounds and interests of the audience.
  5. The student analyzes and understands implications of plagiarism (e.g. ethical, legal).
  6. The student cites references for all information used or reproduced from any source.
  7. The student constructs a bibliography with author, title, publisher, year, Web site name and address, and copyright date.
  8. The student understands and independently uses appropriate strategies to generate expository text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources.
  9. The student develops a cohesive piece that contains an engaging introduction, a body that provides information, and a conclusion that reinforces the thesis statement and leaves the reader with a sense of completion.
  10. The student arranges information within each paragraph in logical and effective sequence to meet the informational needs of the reader (typically 5-8 sentences).
  11. The student selects appropriate transitions to connect ideas within and between paragraphs.
  12. The student selects original and compelling vocabulary and/or figurative language to inform the reader.
  13. The student selects words that are suitable and precise creating appropriate imagery (e.g. explicit nouns, vivid verbs, natural modifiers).
  14. The student defines and uses specialized vocabulary particular to the subject/topic providing ease of understanding.
  15. The student varies sentence structures and lengths making the reading pleasant and natural (e.g. simple, compound, complex, compound-complex).
  16. The student creates a variety of sentence beginnings that build upon previous sentences and guides the reader from one sentence to another.
  17. The student discriminates between the effective and ineffective use of sentence fragments.
  18. Indicator not at this grade level.
  19. The student uses correct mechanics and punctuation (e.g. hyphens, dashes, ellipsis).
  20. The student uses correct grammar and usage, which may be manipulated for stylistic effect, contributing to clarity.
  21. The student spells familiar and most unfamiliar words correctly utilizing available resources (e.g. dictionary, spell check).
  22. The student uses correct paragraph division to reinforce the organizational structure of the text.
Benchmark 3
The student writes technical text using the writing process. Indicators
  1. The student develops a technical text focused on one main purpose.
  2. The student clearly defines the main idea with selection of concise, logical details that meet the reader's informational needs.
  3. The student analyzes and understands implications of plagiarism (e.g. ethical, legal).
  4. The student cites references for all information used or reproduced from any source.
  5. The student constructs a bibliography with author, title, publisher, year, Web site name and address, and copyright date.
  6. The student understands and independently uses appropriate strategies to generate technical text (e.g., brainstorming, listing, webbing, working in pairs, or cooperative groups and identifying information from print sources).
  7. The student organizes information within each section, paragraph, list or graphic in a logical and effective sequence to meet the reader's informational needs.
  8. The student writes a complete piece with a useful introduction, a relevant or sequential body, and an appropriate conclusion.
  9. The student selects appropriate transitions to connect ideas within the piece (e.g. enumerated list, bullets, headings, subheadings, complex outlining elements).
  10. The student writes with an awareness of purpose and audience (e.g. letters, reports, directions, graphics, charts, maps, tables, brochures, electronic presentation, newsletters, job searches, memos, fliers, e-mails).
  11. The student writes with authority so the voice is not distracting.
  12. The student selects words that convey the writer's message plainly and precisely (e.g. technical terms, jargon).
  13. The student selects words appropriate for the intended task/format (e.g. persuasive, if persuading; informational, if informing, etc.).
  14. The student writes compact sentences or phrases that make the point clear.
  15. The student punctuates correctly (e.g. hyphens, dashes, ellipsis).
  16. The student uses correct grammar and usage, which may be manipulated for stylistic effect and contributes to clarity.
  17. The student spells correctly and uses available resources (e.g. dictionary, spell check).
  18. The student uses graphic devices that are clear, helpful, visually appealing, and supportive of the text (e.g. charts, graphs, illustrations).
Benchmark 4
The student writes persuasive text using the writing process. Indicators
  1. The student asserts an arguable proposition or opinion (thesis statement).
  2. The student uses (1) personal experience (2) observations (3) prior knowledge (4) research important for the reader to reach a conclusion and use an appropriate point of view for the piece (e.g. 1st person in editorial).
  3. The student develops details necessary to expand the main topic in a balanced format supporting the writer's position.
  4. The student anticipates the reader's question(s) and provides balance with a counter-argument.
  5. The student practices building a focused argument that utilizes logical thinking and appeals to reason, authority, and/or emotion.
  6. The student analyzes and understands implications of plagiarism (e.g. ethical, legal).
  7. The student understands and independently uses appropriate strategies to generate persuasive text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups, identifying information from print sources).
  8. The student develops a cohesive piece that contains an engaging introduction, an appropriate body that reinforces the reader's position, and a conclusion that reinforces the thesis statement and the original proposition.
  9. The student arranges information within each paragraph in a logical and effective sequence to persuade the reader (typically 5-8 sentences).
  10. The student selects appropriate transitions to connect ideas within and between paragraphs.
  11. The student selects vocabulary and figurative language that conveys a particular tone and personality (e.g. humor, suspense, cynicism, sarcasm, originality, and liveliness).
  12. The student uses language that is appropriate for persuasive writing and easy for the audience to understand.
  13. The student practices using words that are suitable, precise, and create imagery (e.g. specific nouns, powerful verbs, vivid modifiers).
  14. The student varies sentence structures and lengths to make the reading pleasant and natural (e.g. simple, compound, complex, compound-complex).
  15. The student creates a variety of sentence beginnings that build upon previous sentences and guides the reader from one sentence to another.
  16. The student discriminates between the effective and ineffective use of sentence fragments.
  17. The student includes convincing dialogue, if appropriate.
  18. The student punctuates accurately (e.g. hyphens, dashes, ellipsis).
  19. The student uses correct grammar and usage, which may be manipulated for stylistic effect, which contributes to clarity.
  20. The student spells familiar and most unfamiliar words correctly utilizing available resources (e.g. dictionary, spell check).
  21. The student indents paragraphs to reinforce the organizational structure of the text.

Writing Standard 1

The student writes effectively for a variety of audiences, purposes, and contexts.

High School

Benchmark 1
The student writes narrative text using the writing process. Indicators
  1. The student composes a written piece with plot elements and also experiments with point of view and various narrative techniques.
  2. The student uses (1) personal experience (2) personal observation (3) prior knowledge.
  3. The student writes from experiences and relies on detailed insight, a sense of how events unfold, and how people respond to life and to one another.
  4. The student analyzes and understands implications and consequences of plagiarism (e.g. ethical, legal, professional).
  5. The student applies appropriate strategies to generate narrative text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources.
  6. The student writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution.
  7. The student selects varied transitions to connect ideas within and between paragraphs in the writing piece.
  8. The student selects vocabulary and figurative language that conveys a particular tone and personality (e.g. humor, suspense, originality, and liveliness).
  9. The student incorporates words that are precise and suitable for narrative writing, which create appropriate imagery (e.g. explicit nouns, explicit verbs, natural modifiers).
  10. The student manages vocabulary particular to the topic and provides ease of understanding.
  11. The student uses a variety of sentence structures and lengths.
  12. The student creates a variety of engaging sentence beginnings that relate to and build upon previous sentences that move the reader easily through the text.
  13. The student fragments only for stylistic effect.
  14. The student composes and selectively uses dialogue for effect and style.
  15. Indicator not at this grade level.
  16. The student uses correct mechanics and punctuation to guide the reader through the text.
  17. The student uses correct grammar and usage, which may be manipulated for stylistic effect and may contribute to clarity.
  18. The student spells familiar and most unfamiliar words and uses available resources (e.g. dictionary, spell check).
  19. The student uses correct paragraph divisions to reinforce the organizational structure of the text.
Benchmark 2
The student writes expository text using the writing process. Indicators
  1. The student develops a thesis statement based upon at least one main idea in response to a prompt.
  2. The student clearly defines the main idea by selecting relevant, logical details that meet the reader's informational needs.
  3. The student selects and uses (1) personal experience (2) personal observations (3) prior knowledge (4) research to meet the reader's needs and to create appropriate point of view.
  4. The student expresses information in own words using appropriate organization, grammar, word choice, and tone sufficient to the audience.
  5. The student analyzes and understands implications of plagiarism (e.g. ethical, legal).
  6. The student cites references for all sources of information and includes summarized and paraphrased ideas from other authors.
  7. The student constructs a bibliography with standard style of format (e.g. MLA, APA,etc.)
  8. The student applies appropriate strategies to generate expository text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources.
  9. The student writes a cohesive piece that includes (1) an introduction that draws the reader in (2) a body that provides information through the logical placement of facts and data (3) a conclusion that reinforces the thesis statement and leaves the reader with a sense of completion
  10. The student arranges information within each paragraph in logical and effective sequence to meet the readers informational needs.
  11. The student uses appropriate transitions to connect ideas within and between paragraphs.
  12. The student selects vocabulary and figurative language that convey a particular tone and personality (e.g. humor, suspense, originality, liveliness).
  13. The student incorporates words that are precise and suitable for expository writing that create appropriate imagery (e.g. explicit nouns, vivid verbs, natural modifiers).
  14. The student manages specialized vocabulary particular to the subject/topic to provide ease of understanding.
  15. The student uses a variety of sentence structures and lengths to make the reading pleasant and natural.
  16. The student creates a variety of engaging sentence beginnings that relate to and build upon previous sentences to move the reader easily through the text.
  17. The student uses fragments only for stylistic effect.
  18. Indicator not at this grade level.
  19. The student uses correct mechanics and punctuates to guide the reader through the text.
  20. The student uses correct grammar and usage, which may be manipulated for stylistic effect, contributing to clarity.
  21. The student spells familiar and most unfamiliar words correctly and uses available resources (e.g. dictionary, spell check).
  22. The student uses correct paragraph divisions to reinforce the organizational structure of the text.
Benchmark 3
The student writes technical text using the writing process. Indicators
  1. The student develops a technical text focused on one main purpose.
  2. The student clearly defines the main idea with selection of concise, logical details that meet the reader's informational needs.
  3. The student analyzes and understands implications and consequences of plagiarism (e.g. ethical, legal, professional).
  4. The student cites references for all sources of information and includes summarized and paraphrased ideas from other authors.
  5. The student constructs a bibliography with a standard style of format (e.g. MLA, APA, etc.)
  6. The student applies appropriate strategies to generate technical text (e.g. brainstorming, listing, webbing, working in pairs of cooperative groups, identifying information from print sources).
  7. The student organizes information within each section, paragraph, list, or graphic in a logical and effective sequence to meet the reader's informational needs.
  8. The student composes a comprehensive piece with a constructive introduction, a relevant or sequential body, and a suitable conclusion.
  9. The uses appropriate transitions to connect ideas within the piece (e.g. enumerated lists, bullets, headings, subheadings, complex outlining elements).
  10. The student writes with an awareness of purpose and audience (e.g. letters, complex reports, directions, graphics, brochures, electronic presentation, newsletters, memos, job searches, fliers, e-mails, Web pages, pictorial).
  11. The student writes with authority so the voice is not distracting.
  12. The student selects words that convey the writer's message clearly, precisely, and professionally (e.g. technical terms, jargon).
  13. The student selects words that consider appropriate connotation for the intended task/format (e.g. persuasive, if persuading; informational, if informing, etc.).
  14. The student writes compact sentences or phrases that make the point clear.
  15. The student punctuates.
  16. The student uses correct grammar and usage, which may be manipulated for stylistic effect and contributes to clarity.
  17. The student spells correctly and uses available resources (e.g. dictionary, spell check).
  18. The student uses graphic devices that are clear, helpful, visually appealing, and supportive of the text (e.g. charts, graphs, illustrations).
Benchmark 4
The student writes persuasive text using the writing process. Indicators
  1. The student asserts an arguable proposition or opinion (thesis statement).
  2. The student selects and uses (1) personal experience (2) observations (3) prior knowledge (4) research important for the reader to reach a conclusion and use an appropriate point of view for the piece (e.g. 1st person in editorial).
  3. The student develops and differentiates details necessary to expand the main topic in a balanced format to support the writer's position.
  4. The student anticipates the reader's question(s) and provides balance with a counter-argument.
  5. The student builds a focused argument that utilizes logical thinking and appeals to reason, authority, and/or emotion.
  6. The student analyzes and understands implications and consequences of plagiarism (e.g. ethical, legal, professional).
  7. The student applies appropriate strategies to generate persuasive text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups, identifying information from print sources).
  8. The student writes a cohesive piece that includes (1) an introduction that engages the reader (2) a body that reinforces the writer's position through the logical placement of evidence (3) a conclusion that reinforces the thesis statement and the original position.
  9. The student arranges information within each paragraph in a logical and effective sequence to persuade the reader (typically 5 or more sentences).
  10. The student uses appropriate transitions to connect ideas within and between paragraphs.
  11. The student selects vocabulary and figurative language that conveys a particular tone and personality (e.g. humor, suspense, cynicism, sarcasm, originality, and liveliness).
  12. The student uses language that is appropriate for persuasive writing and easy for the audience to understand.
  13. The student incorporates words that are precise, suitable for persuasive writing, and create imagery (e.g. precise nouns, powerful verbs, vivid modifiers).
  14. The student uses a variety of sentence structures and lengths to make the reading pleasant and natural (e.g. simple, compound, complex, compound-complex).
  15. The student creates a variety of engaging sentence beginnings that relate to and build upon previous sentences that move the reader fluidly through the subject matter.
  16. The student uses fragments only for stylistic effect.
  17. The student includes convincing dialogue, if appropriate.
  18. The student punctuates correctly to easily guide the reader through the text.
  19. The stuent uses correct grammar and usage, which may be manipulated for stylistic effect, which may contribute to clarity.
  20. The student spells words correctly and uses available resources (e.g. dictionary, spell check).
  21. The student correct paragraph divisions to reinforce the organizational structure of the text.

Research Standard 2

The student applies reading and writing skills to demonstrate learning.

High School

Benchmark 1
The student uses effective research practices. Indicators
  1. The student generates relevant, investigating, and researchable questions in order to create a thesis/hypothesis. Uses knowledge, comprehension, application, analysis, synthesis, and evaluation levels of questioning.
  2. The student locates appropriate print and non-print information using text and technical resources, periodicals, and book indices, including databases and internet.
  3. The student verifies the accuracy, relevance, and completeness of information.
  4. The student analyzes the complexities and discrepancies in information and systematically organizes relevant information to support central ideas, concepts, and themes.
  5. The student presents organized statements, reports, and speeches using visuals or media to support meaning, as appropriate.
  6. The student analyzes, organizes and converts information into different forms (e.g., charts, graphs, drawings).
  7. The student documents sources of information using standard format.
  8. The student uses a manual or form such as Modern Language Association (MLA) or American Psychological Association (APA).
 Benchmark 2
The student uses ethical research practices. Indicators
  1. The student analyzes and understands implications and consequences of plagiarism (e.g., ethical, legal, professional).
  2. The student expresses information in own words using appropriate organization and grammar, word choice, and tone sufficient to the audience.
  3. The student cites references for all sources of information including summarized and paraphrased ideas from other authors.
  4. The student constructs a bibliography with author, title, publisher, year, website name and address, and copyright date using standard style format (e.g., MLA, APA).