Performance Indicator - ELA.9.W.1.A:
Students use both primary and secondary sources of information for research.

Performance Indicator - ELA.9.W.1.B:
Students select and limit topics for informational writing, with assistance.

Performance Indicator - ELA.9.W.1.C:
Students analyze data and facts to communicate information.

Performance Indicator - ELA.9.W.1.D:
Students take notes from written and oral texts, such as lectures and interviews.

Performance Indicator - ELA.9.W.1.E:
Students use a range of organizational strategies to present information.

Performance Indicator - ELA.9.W.1.F:
Students apply new information in different contexts and situations.

Performance Indicator - ELA.9.W.1.G:
Students cite primary and secondary sources of information in bibliography and citations, using an approved style sheet.

Performance Indicator - ELA.9.W.1.H:
Students define the meaning of and understand the consequences of plagiarism.

Performance Indicator - ELA.9.W.1.I:
Students use paraphrase and quotation in order to communicate information most effectively.

Performance Indicator - ELA.9.W.1.J:
Students use charts, graphs, or diagrams to illustrate informational text.

Performance Indicator - ELA.9.W.1.K:
Students use the language of research, such as documentation, source, note, paraphrase, citation, and bibliography.

Performance Indicator - ELA.9.W.1.L:
Students maintain a portfolio that includes informational writing.

Performance Indicator - ELA.9.W.2.A:
Students write original literary texts:

• use elements of literary text, such as plot, character, setting, dialogue, conflict, and suspense, to engage the reader
• maintain consistent point of view, including first-person, third-person, or omniscient narrator
• create a personal voice

Performance Indicator - ELA.9.W.2.B:
Students write interpretive and responsive essays of approximately three pages to:

• express judgments and support them through references to the text, using direct quotations and paraphrase
• explain how the author's use of literary devices affects meaning
• engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights
• compare and contrast the treatment of literary elements in different genres and by more than one author

Performance Indicator - ELA.9.W.2.C:
Students use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts.

Performance Indicator - ELA.9.W.2.D:
Students maintain a portfolio that includes literary, interpretive, and responsive writing.

Performance Indicator - ELA.9.W.3.A:
Students state an opinion or present a judgment by developing a thesis and providing supporting evidence, arguments, and details.

Performance Indicator - ELA.9.W.3.B:
Students analyze a variety of texts using resources such as knowledge from school subjects, readings, and personal experiences.

Performance Indicator - ELA.9.W.3.C:
Students use strategies designed to influence or persuade in advertisements.

Performance Indicator - ELA.9.W.3.D:
Students maintain a writing portfolio that includes writing for critical analysis and evaluation.

Performance Indicator - ELA.9.W.4.A:
Students share the process of writing with peers and adults; for example, write a condolence note, get-well card, or thank-you letter with writing partner(s).

Performance Indicator - ELA.9.W.4.B:
Students respect the age, gender, and cultural traditions of the recipient.

Performance Indicator - ELA.9.W.4.C:
Students write and share personal reactions to experiences, events, and observations, using a form of social communication.

Performance Indicator - ELA.9.W.4.D:
Students identify and model the social communication techniques of published authors.

Performance Indicator - ELA.9.W.4.E:
Students distinguish between the conventions of academic writing and the conventions of email.

Performance Indicator - ELA.9.W.4.F:
Students maintain a portfolio that includes writing for social interaction.