(3.18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3);

(A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3);

(A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3);

(B) develop drafts (1-3);

(B) develop drafts (1-3);

(B) develop drafts (1-3);

(C) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3);

(C) revise selected drafts for varied purposes including to achieve a sense of audience, precise word choices, and vivid images (1-3);

(C) revise selected drafts for varied purposes including to achieve a sense of audience, precise word choices, and vivid images (1-3);

(D) edit for appropriate grammar, spelling, punctuation, and features of polished writing (2-3);

(D) edit for appropriate grammar, spelling, punctuation, and features of polished writing (2-3);

(D) edit for appropriate grammar, spelling, punctuation, and features of polished writing (2-3);

(E) use available technology for aspects of writing such as word processing, spell
checking, and printing (2-3); and

(E) use available technology for aspects of writing such as word processing, spell
checking, and printing (2-3); and

(E) use available technology for aspects of writing such as word processing, spell
checking, and printing (2-3); and

(F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form, "publishing" them for audiences (2-3).

(F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form, "publishing" them for audiences (2-3).

(F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form, "publishing" them for audiences (2-3).

(3.19) Writing/evaluation. The student evaluates his/her own writing and the writing of others.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3);

(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3);

(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3);

(B) respond constructively to others' writing (1-3);

(B) respond constructively to others' writing (1-3);

(B) respond constructively to others' writing (1-3);

(C) determine how his/her own writing achieves its purposes (1-3);

(C) determine how his/her own writing achieves its purposes (1-3);

(C) determine how his/her own writing achieves its purposes (1-3);

(D) use published pieces as models for writing (2-3); and

(D) use published pieces as models for writing (2-3); and

(D) use published pieces as models for writing (2-3); and

(E) review a collection of his/her own written work to monitor growth as a writer (2-3).

(E) review a collection of his/her own written work to monitor growth as a writer (2-3).

(E) review a collection of his/her own written work to monitor growth as a writer (2-3).