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We stated that the following writing skills should be expected by graduation:

Students should be effective self and peer editors

Authentic voice

Write to support positions that START with research

Stairstep argumentation

The "So what?" (historical significance, social impact, etc)

Recognizing that their arguments are part of the "grand conversation."

Ability to chase their interests, research them deeply, and build effective arguments around their interests.

Effective application of "they say/I say" tools.

Understanding of the non-linear nature of the writing process

Recognize that they have tools (syntax variety, analogies, active verbs, other style and rhetorical tools) and know when to use them

Understand the rhetorical situation of the writing occasion

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We identified the following gaps:

Not much research before senior year (except at sophomore level in social studies)

Students have had little opportunity to pursue their own interests in research and writing instead of recapping what the teachers have told them in class. In other words, students have little opportunity to chase the "phenomenon of interest."

The opportunity to express students' own authentic ideas. Hit or miss by department and/or teacher.

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We determined that the following skills are taught and assignments are given:

Supporting a self-generated thesis statement

Deep research projects

Literary analysis of theme and characterization

Synthesizing sources

Answering "so what?" in a piece of writing

Using writing tools to build an engaging voice (active verbs, syntax variety, etc)

Literary analysis papers

Reviews

Political research-based argument essays

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We stated that the following writing skills should be expected by the end of the junior year:

Advanced citation skills

Effective self-editing skills

Effective note-taking skills--self-selected note-taking strategies based on learning needs.

Deep and effective written analysis

Synthesis: finding and writing about connections across texts and units and the significance of those connections (e.g. DBQs)

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We identified the following gaps:

Writing about nonfiction texts--are we teaching students how to read a variety of text types, or are we expecting them to just know how to read and write about a variety of texts. (Social Studies will have taught informational text reading by this time.)

Common expectations within a department and grade-level. Teachers expressed the need to be more aligned in expectations within their own department.

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We determined that the following skills are taught and assignments are given:

Synthesis between texts of similar and different types as well as information across units

Annotation as a thinking/pre-writing skill

Annotated bibliographies

Developed arguments that consider multiple views and nuanced positions

Developed approach to the writing process

Writing for different purposes and in different genres (more experiential, more persuasive and argument essays)

Reflective/personal essaysimmigration project (in preparation for personal statements)

Some teachers assign notes for scores rather than asking students to choose thinking/planning/prewriting tools that students  feel work best for them

Sophisticated thesis statements

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We stated that the following skills should be expected by the end of the freshman year:

Beginning understanding of the balance between academic and authentic voice

Understanding of audience and purpose of their writing situations

How to develop a logical argument: start with evidence, draw observations, create a claim, collect into a structure that your audience will understand

When and how to cite

How to construct an effective paragraph

Be able to explain an example and how it connects to the assertion

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We identified the following gaps:

Research--there's none assigned at the 9th grade level

Instruction of the multiple paragraph essay (though some teacher assign it, it isn't directly taught in most classrooms, including English)

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We stated that the following skills should be expected by the end of sophomore year:

Thoughtful application of the writing process

Avoidance of Big 5 errors

Sophisticated thesis statements

Effective academic voice

Effective selection, use, and citation of evidence

Sophisticated analysis

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We identified the following gaps:

Direct instruction in grammar and style

Some members also felt there needed to be more instruction in writing texts to speak for a listening audience

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We determined that the following skills are taught across departments at the sophomore level:

Building sophisticated thesis statements

Analyzing and explaining rather that simple summarizing

Integration of multiple sources (synthesis)

Higher order thinking skills

Well-structured essays

Using examples and specific details/supporting details (e.g. evidence)

Abstract thinking

Finding, cross-referencing, and synthesizing information into writing

Authentic, but very academic voice (e.g., write in 1st or 3rd p.o.v. depending on situation, but rarely 2nd)

Using Turnitin.com

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We determined that the following skills are taught across departments at the freshman level:

Beginning writing process (drafting, revising, etc)

Paragraph structure

Claim/evidence/analysis

Some word and sentence work