LAFS.1112.WHST.1.1

Write arguments focused on discipline-specific content.
  1. 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 the claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
  3. 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.
  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  5. Provide a concluding statement or section that follows from or supports the argument presented.
General Information
Subject Area: English Language Arts
Grade: 1112
Strand: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Idea: Level 4: Extended Thinking &Complex Reasoning
Date Adopted or Revised: 12/10
Date of Last Rating: 02/14
Status: State Board Approved

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Type: Text Resource

New Role Identified for Scars at the Site of Injured Spinal Cord:

Recent research funded by the National Institutes of Health points to scar tissue being beneficial to nerve regrowth in spinal injury. Previously it was believed scar tissue prevented nerve regrowth, but this new research shows that astrocyte scars may actually be required for repair and regrowth following spinal cord injury.

Type: Text Resource

Finding the Origins of Life in a Drying Puddle:

This text resource is designed to support reading in the content area. The article describes how researchers at Georgia Tech have discovered that polypeptides, which are the main component of proteins, can be formed by mixing amino and hydroxyl acids, and then simply putting them through wet and dry cycles. This would be a more plausible way for early prebiotic molecules to form. Previously, the only way to produce polypeptides involved boiling temperatures, which are not conducive to life.

Type: Text Resource

Text Resource: USGS Science for an El Niño Winter:

This informational text resource is designed to support reading in the content area. El Niño is known to cause weather disturbances, however, its impact on winter storms causes a slew of additional complications when coupled with rising ocean levels instigated by global warming. The USGS reviews the effects, efforts to study the phenomena, and hints at ways to plan strategically for them in this timely article.

Type: Text Resource

Jaguar Corridor Lights Up Eastern Colombia:

This informational text resource is designed to support reading in the content area. The text describes how predation of domestic cattle by jaguars in Colombia was becoming increasingly common due in part to deforestation. A conservation program was implemented to create a corridor for jaguars to pass through, keeping the jaguars separated from the farms and livestock and allowing them a natural pathway to cross through the Andes Mountains to eastern Colombia.

Type: Text Resource

Starving the Beast: New NSF-Funded Research Finds Way to Withhold Cancer Cells' Favorite Food:

This informational text resource supports reading in the content area. This text describes the findings of a scientific study to determine how cancer cell growth can be halted by reducing the amount of copper that is transported to the cell. The text also describes how the scientists used the scientific method to develop their experiment.

Type: Text Resource

Volcano Power Plan Gets US Go-Ahead:

This informational text resource is intended to support reading in the content area. The text describes a group of researchers/investors who are attempting to convert the energy in volcanically heated water to electricity using a new method of forming more fissures to hold the heated water.

Type: Text Resource

STEM Lessons - Model Eliciting Activity

Cleaning Up Your Act:

Cleaning Up Your Act Model Eliciting Activity (MEA) provides students with a real world engineering problem in which they must work as a team to design a procedure to select the best material for cleaning up an oil spill. The main focus of this MEA is to recognize the consequences of a catastrophic event, and understand the environmental and economical impact based on data analysis. Students will conduct individual and team investigations in order to arrive at a scientifically sound solution to the problem.

Movie Theater MEA:

This MEA deals with creating a business plan for a movie theater, based on provided data. Students will first determine the best film to show, and then based on that decision, will create a model of ideal sales. Students will need to create equations and graph them to visually represent relationships.

Shopping for a Home Mortgage Loan:

Students will analyze the data given to decide which type of loan they will buy. After selecting their options, students will estimate the first loan payment. FHA loans offer a better interest rate than conforming loans, but buying premium insurance is a requirement to qualify for an FHA loan, increasing the upfront cost of the loan. Fixed interest rate loans seem like the best choice because you have the same mortgage payment every month; however, adjustable rate loans offer a better interest rate and it has a cap on the interest rate.

Show Me the Money! Selecting Student Athletes for Scholarships:

Students will use data to decide the ideal candidate for a college scholarship by computing the mean and the standard deviation. The student will present the data using the normal distribution and make recommendations based on the findings. Students will recognize that not all data can be presented in this format.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.