by anticipating audience’s knowledge level, concerns (W.9–10.1b), values, and possible biases
(W.11–12.1b); using words, phrases, clauses (W.9–10.1c), and varied syntax (W.11–12.1c)
to link major sections of the text; and using specific rhetorical devices to support assertions
(W.11–12.1f)- In HST, writing arguments focused on discipline-specific content introducing precise
(WHST.9–10.1a) and knowledgeable claims (WHST.11–12.1a); establishing the significance of
claims (WHST.11–12.1a); organizing writing to establish clear relationships (WHST.9–10.1a)
and logical sequence (WHST.11–12.1a) among claim(s), counterclaims, reasons, and evidence;
pointing out strengths and limitations of claim(s) and counterclaims in a discipline-appropriate
form and anticipating audience’s knowledge level, concerns (WHST.9–10.1b), values, and
possible biases (WHST.11–12.1b); using words, phrases, clauses (WHST.9–10.1c), and varied
syntax (WHST.11–12.1c) to link major sections of the text; and attending to the norms and
conventions of the discipline (WHST.9–12.1d) - In ELA, writing informative/explanatory texts by organizing complex elements (W.9–12.2a) so
that each builds on the previous to create a unified whole (W.11–12.2a); developing the topic
with extended details appropriate to the audience’s knowledge (W.9–12.2b) and with the most
significant facts and information (W.11–12.2b); using language to manage the complexity of the
topic (W.9–12.2d) and using techniques such as metaphor, simile, and analogy (W.11–12.2d);
and attending to the norms and conventions of the discipline W.9–12.2e) - In HST, writing informative/explanatory texts by organizing elements to make important
connections and distinctions (WHST.9–10.2a) and so that each complex element builds on
the previous to create a unified whole (WHST.11–12.2a); developing the topic with extended
details appropriate to the audience’s knowledge (WHST.9–12.2b) and with the most significant
facts and information (WHST.11–12.2b); using language to manage the complexity of the topic
(WHST.9–12.2d) and using techniques such as metaphor, simile, and analogy (WHST.11–12.2d);
conveying a style (WHST.9–12.2d) and knowledgeable stance (WHST.11–12.2d) that responds
to the discipline; and attending to the norms and conventions of the discipline WHST.9–10.2e) - In ELA, writing narratives by setting out a problem, situation or observation (W.9–12.3a) and its
significance (W.11–12.3a); establishing one or multiple point(s) of view and creating a smooth
progression of experiences or events (W.9–12.3a); using multiple plot lines (W.9–12.3b); using
a variety of techniques to sequence events so they build on one another to create a coherent
whole (W.9–12.3c); and using language to convey a vivid picture of the experiences, events,
setting, and/or characters (W.9–12.3d) - In ELA and HST, focusing on addressing what is most significant for a specific purpose and
audience (W/WHST.9–12.5) - In ELA and HST, using technology to update individual or shared writing products
(W/WHST.9–12.6) linking and displaying information flexibly and dynamically
(W/WHST.9–10.6) and in response to ongoing feedback including new arguments and
information (W/WHST.11–12.6) - Across ELA and HST, writing a balance of texts to parallel the expectations of the NAEP at grade
twelve: 40 percent of writing to persuade, 40 percent to explain, and 20 percent to convey
experience
New to the CA ELD Standards, ELs in grades nine through twelve write literary and informational
texts using appropriate register (ELD.PI.9–12.10a). They justify their opinions and persuade others
by making connections and distinctions among ideas and texts and articulating sufficient and detailed
evidence using appropriate register (ELD.PI.9–12.11a). They use a variety of grade-appropriate
academic words and phrases, including persuasive language, when producing complex written
686 | Chapter 7 Grades 9 to 12