Home > Mapping to the Common Core State Standards > Common Core State Standards for Writing


The Common Core State Standards strongly emphasize one of the three classical appeals: logos (argumentation). Ethos (character/authority/practicality) and pathos (emotion) are not directly addressed. In consequence, certain parts of the CBAL competency model (Standard-Setting and Appeal-Building) are not well represented in the Common Core State Standards, which means in turn that the directive genres are also not well-represented. This reflects the priority that the Common Core State Standards places upon research, synthesizing information from multiple texts, and argumentation, as skills of particular importance for college and career readiness.

Range and Content in Student Writing

To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.





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