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New Jersey Core Curriculum Content Standards

May 1996

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Language Arts And Literacy Standards And Progress Indicators
Standard 3.3:
All Students Will Write In Clear, Concise, Organized Language That Varies In Content And Form For Different Audiences And Purposes.

Descriptive Statement: Writing is a complex process that may be used for self or others in communication, expression, and learning. Proficient writers have a repertoire of strategies that enables them to vary forms, style, and conventions in order to write for different audiences, contexts, and purposes.

Writing activities should include opportunities for students to think about their ideas and feelings and the events and people in their lives. Through writing, students are able to describe experiences, examine and organize their perceptions of them, and link them to events and experiences in the lives of others. Students should be helped to understand the recursive nature and shifting perspectives of the writing process, and should be encouraged to take risks, collaborate, and reflect as they compose increasingly complex texts. Students should be taught strategies that will assist them in writing clearly and in crafting their texts with appropriate conventions of spelling, grammar, and punctuation as they revise, edit, and publish. They should learn to examine their writing not only as a product but also as a mode of thinking. They should recognize that what they hear, speak, read, and view contributes to the content and quality of their writing. Writers need to be able to complete projects for a variety of purposes.

Cumulative Progress Indicators

By the end of Grade 4, students:


Use speaking, listening, reading, and viewing to assist with writing.


Write from experiences, thoughts, and feelings.


Use writing to extend experience.


Write for a variety of purposes, such as to persuade, enjoy, entertain, learn, inform, record, respond to reading, and solve problems.


Write on self-selected topics in a variety of literary forms.


Write collaboratively and independently.


Use a variety of strategies and activities, such as brainstorming, listing, discussion, drawing, role playing, note-taking, and journal writing, for finding and developing ideas about which to write.


Write to synthesize information from multiple sources.


Use figurative language, such as simile, metaphor, and analogies to expand meaning.


Revise content, organization and other aspects of writing, using self, peer, and teacher collaborative feedback (the shared responses of others).


Edit writing for developmentally appropriate syntax, spelling, grammar, usage, and punctuation.


Publish writing in a variety of formats.


Establish and use criteria for self and group evaluation of written products.


Develop a portfolio or collection of writings.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:


Understand that written communication can affect the behavior of others.


Write technical materials, such as instructions for playing a game, that include specific details.


Cite sources of information.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:


Write for real audiences and purposes, such as job applications, business letters, college applications, and memoranda.


Write a research paper that synthesizes and cites data.



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