Common Core Essential Elements Mathematics

A 2007 report entitled Writing Next: Effective 
Strategies to Improve Writing of Adolescents in Middle 
and High Schools
 detailed research on writing to 
learn, rather than only for assessment, as having a 
significant impact on content learning.
Source: Carnegie Report, (2010)

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COMMON CORE ESSENTIAL ELEMENTS for MATHEMATICS 
 
 
XXXIII
The study found writing to learn was equally effective for all content areas 
in the study (social studies, math and science) and at every grade (4-12).
Note on range and content of student writing
For students, writing is a key means of asserting and defending claims, 
showing what they know about a subject, and conveying what they have 
experienced, imagined, thought, and felt. To be college- and career-ready 
writers, students must take task, purpose, and audience into careful 
consideration, choosing words, information, structures, and formats 
deliberately. They need to know how to combine elements of different 
kinds of writing—for example, to use narrative strategies within an 
argument and explanation within narrative—to produce complex and 
nuanced writing. They need to be able to use technology strategically 
when creating, refining, and collaborating on writing. They have to become 
adept at gathering information, evaluating sources, and citing material 
accurately, reporting findings from their research and analysis of sources 
in a clear and cogent manner. They must have flexibility, concentration, 
and fluency to produce high quality first draft text under a tight deadline 
as well as the capacity to revisit and make improvements to a piece of 
writing over multiple drafts when circumstances encourage or require it. 
(CCSS p.41
 http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf)
When a social studies teacher guides students in taking on the perspective 
of a person from a specific historical era, she might ask students to write 
a first person narrative from that perspective. Research into that era leads 
students to discover personal beliefs of that historical person. They may 
dig into the personal experiences, ideas, and events involved in the era 
to visualize life in that period. They then develop a rich understanding of 
the era and embed language from that era into the texts that they create. 
(Samples of discipline-specific writing across grades and content areas are 
available in Appendix C of the English Language Arts CCSS at: www.dpi.
wi.gov/standards.