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DECA COMPETITIVE EVENTS PROGRAM & COMMON CORE ENGLISH LANGUAGE ARTS & LITERACY STANDARDS CROSSWALK (Updated: June 10, 2014)AAM - Apparel and Accessories Marketing Series EventACT - Accounting Applications Series EventADC - Advertising Campaign EventASM - Automotive Services Marketing Series EventBFS - Business Finance Series EventBLTDM - Business Law and Ethics Team Decision Making EventBMOR - Buying and Merchandising Operations Research EventBOR - Business Services Operations Research EventBSM - Business Services Marketing Series EventBTDM - Buying and Merchandising Team Decision Making EventCMP - Creative Marketing ProjectCSP - Community Service ProjectDSC - H&R Block Dollars & Sense ChallengeENGB - Entrepreneurship-Growing Your Business EventENI - Entrepreneurship Innovation Plan EventENPF - Entrepreneurship Participating Event-Creating a FranchiseENPI - Entrepreneurship Participating Event-Creating an IndependentENW - Entrepreneurship Written EventEPP - Entrepreneurship Promotion ProjectFCE - Financial Consulting EventFLPP - Financial Literacy Promotion ProjectFMP - Fashion Merchandising Promotion Plan EventFMS - Food Marketing Series EventFOR - Finance Operations Research EventFTDM - Financial Services Team Decision Making EventHLM - Hotel and Lodging Management Series EventHRM - Human Resource Management Series EventHTDM - Hospitality Services Team Decision Making EventHTOR - Hospitality and Tourism Operations Research EventHTPS - Hospitality and Tourism Professional Selling EventIBP - International Business Plan EventLEP - Learn and Earn ProjectMMS - Marketing Management Series EventMTDM - Marketing Communications Team Decision Making EventPFL - Personal Financial Literacy EventPBM - Principles of Business Management and Administration EventPFN - Principles of Finance EventPHT - Principles of Hospitality and Tourism EventPMK - Principles of Marketing EventPRP - Public Relations ProjectPSE - Professional Selling EventQSRM - Quick Serve Restaurmant Management Series EventRFSM - Restaurant and Food Service Management Series EventRMS - Retail Merchandising Series EventSBE - School-based Enterprises Certification ProgramSEM - Sports and Entertainment Marketing Series EventSEOR - Sports and Entertainment Marketing Operations Research EventSEPP - Sports and Entertainment Promotion Plan EventSMG - Stock Market Game (DECA Investment Challenge)STDM - Sports and Entertainment Marketing Team Decision Making EventTTDM - Travel and Tourism Team Decision Making EventVBCRS - Virtual Business Challenge-RestaurantVBCRT - Virtual Business Challenge-RetailVBCSP - Virtual Business Challenge-Sports
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Reading Standards for Literature
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Grades 9-10 Students
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Key Ideas and Details
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CC.9-10.R.L.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. XXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XX XX
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CC.9-10.R.L.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.XXXXXXXXXXXXXXXXXXXXXXXXXX XX
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CC.9-10.R.L.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
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Craft and Structure
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CC.9-10.R.L.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).XXXXXXXXXXXXXXXXXXXXXXXXXX XX
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CC.9-10.R.L.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
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CC.9-10.R.L.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
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Integration of Knowledge and Ideas
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CC.9-10.R.L.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
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CC.9-10.R.L.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
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Range of Reading and Level of Text Complexity
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CC.9-10.R.L.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.XXXXXXXXXXXXXXXXXXXXXXXXXX XX
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Grades 11-12 Students
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Key Ideas and Details
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CC.11-12.R.L.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.XXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XX XX
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CC.11-12.R.L.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.XXXXXXXXXXXXXXXXXXXXXXXXXX XX
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CC.11-12.R.L.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
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Craft and Structure
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CC.11-12.R.L.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)XXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XX XX
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CC.11-12.R.L.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
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CC.11-12.R.L.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
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Integration of Knowledge and Ideas
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CC.11-12.R.L.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
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CC.11-12.R.L.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
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Range of Reading and Level of Text Complexity
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CC.11-12.R.L.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.XXXXXXXXXXXXXXXXXXXXXXXXXX XX
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Reading Standards for Informational Text
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Grades 9-10 Students
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Key Ideas and Details
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CC.9-10.R.I.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.XXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XX XX
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CC.9-10.R.I.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.XXXXXXXXXXXXXXXXXXXXXXXXXX XX
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CC.9-10.R.I.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.XXXXXXXXXXXXXXXXXXXXXXXXXX XX
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Craft and Structure
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CC.9-10.R.I.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).XXXXXXXXXXXXXXXXXXXXXXXXXX XX
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CC.9-10.R.I.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
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CC.9-10.R.I.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
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Integration of Knowledge and Ideas
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CC.9-10.R.I.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.X XX XXXXXXXXX XX X X XX X X XXX
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CC.9-10.R.I.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
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CC.9-10.R.I.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter From Birmingham Jail"), including how they address related themes and concepts.
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Range of Reading and Level of Text Complexity
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CC.9-10.R.I.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
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Grades 11-12 Students
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Key Ideas and Details
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CC.11-12.R.I.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.XXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XX XX
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CC.11-12.R.I.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
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CC.11-12.R.I.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
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Craft and Structure
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CC.11-12.R.I.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).XXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XX XX
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CC.11-12.R.I.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
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CC.11-12.R.I.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
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Integration of Knowledge and Ideas
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CC.11-12.R.I.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
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CC.11-12.R.I.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
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CC.11-12.R.I.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
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Range of Reading and Level of Text Complexity
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CC.11-12.R.I.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
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College and Career Readiness Anchor Standards for Reading
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Grades 6-12 Students
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Key Ideas and Details
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CC.K-12.R.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
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CC.K-12.R.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
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CC.K-12.R.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
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Craft and Structure
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CC.K-12.R.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
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CC.K-12.R.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. X XX XX XXXXXX XX X X XX X
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CC.K-12.R.R.6 Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
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CC.K-12.R.R.7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
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CC.K-12.R.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
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CC.K-12.R.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
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Range of Reading and Level of Text Complexity
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CC.K-12.R.R.10 Read and comprehend complex literary and informational texts independently and proficiently.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
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Writing Standards
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Grades 9-10 Students
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Text Types and Purposes
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CC.9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.1.b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.1.c Text Use words, phrases, and clauses 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. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.1.e Provide a concluding statement or section that follows from and supports the argument presented. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.2.a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. X XX XX XXXXXXXXX X XXXX XX
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CC.9-10.W.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. X XX XX XXXXXXXXX X XXXX XX
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Production and Distribution of Writing X XX XX XXXXXXXXX X XXXX XX