The Common Core Standards for Writing consist of three types of writing: Argument, Exposition, and Narrative (both personal and fictional). Each one of the 40 chapters of Write Through Chicago covers all 11 Common Core Standards for Writing.

  1. Text Type and Purpose: Argument. Each Decide section consists of two persuasive essay prompts.
  2. Text Type and Purpose: Exposition. Each Discover section consists of a variety of expository research projects (see standards 7–9).
  3. Text Type and Purpose: Narrative. Several Remember prompts are personal narrative assignments; many Imagine prompts are fictional narrative assignments. The remaining assignments in these sections redirect the narrative approach into alternative formats such as letters, diary entries, dramatic scenes, etc.
  4. Production and Distribution: Clarity and Coherence. Each of the 40 units includes 8 writing projects; all 320 stress clarity and coherence in writing.
  5. Production and Distribution: Planning, Revising, Rewriting. Each of the 40 units includes 8 writing projects; all 320 require planning, revision, and rewriting.
  6. Production and Distribution: Technology. The support website provides updated links to online sites for obtaining information for each of the 240 prompts in the Discover and Decide sections.
  7. Research: Research Projects. Each Discover section has four short-term research assignments; each Decide section includes two long-range research assignments.
  8. Research: Multiple Print and Digital Sources. Each assignment in the Discover and Decide sections requires students to use a variety of media sources, including online sites, books, films, etc.
  9. Research: Literary and Informational Texts. The Decide section requires students to analyze information obtained from various perspectives and to synthesize the findings into a persuasive, collaborated argument.
  10. Range of Writing: Single Sitting. The personal narrative prompts in the Remember sections are designed to be completed in a single sitting as are the written elements of the Discover research prompts.
  11. Range or Writing: Extended Writing. The fictional story prompt in each Imagine section and the two persuasive argument assignments in each Decide section require an extended writing approach.

As for the remaining three categories of Core Standards, collectively the Write Through Chicago units meet all of the standards for ‘Speaking and Listening’ and ‘Reading for Literature/Reading for Information’ and most of those for ‘Language.’ The charts break down the standards met by unit.


Speaking and Listening (SL)


Comprehension and Collaboration

  1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 
  2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 
  3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.


Presentation of Knowledge and Ideas

  1. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 
  2. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 
  3. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

 Speaking & Listening



Reading Literature and Reading Information (RL/RI)


Key Ideas and Details

  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. 
  2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 
  3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.


Craft and Structure

  1. 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. 
  2. 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. 
  3. Assess how point of view or purpose shapes the content and style of a text.


Integration of Knowledge and Ideas

  1. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
  2. 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. 
  3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


Range of Reading and Level of Text Complexity

  1. Read and comprehend complex literary and informational texts independently and proficiently.

Reading Literature & Reading Information





Conventions of Standard English

  1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 
  2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Knowledge of Language

  1. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


Vocabulary Acquisition and Use

  1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 
  2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  3. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.






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