Smarter Balanced Assessment (SBAC) English Language Arts / Literacy: Writing Syllabus

English Language Arts / Literacy: Writing syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for English Language Arts / Literacy: Writing in Smarter Balanced Assessment (SBAC), not a summary of it.

1. 1

   Narrative Writing

   4 topics

   • Developing Real or Imagined Experiences
     • Establishing situation and point of view
     • Introducing narrator and characters
   • Narrative Techniques
     • Dialogue, pacing, and description
     • Sensory language and detail
   • Sequencing and Transitions
     • Logical event order
     • Signal words for time and shift
   • Conclusions That Reflect on Experience
2. 2

   Informative and Explanatory Writing

   4 topics

   • Introducing and Controlling a Topic
     • Thesis or controlling idea
     • Previewing what follows
   • Developing with Facts and Examples
     • Relevant evidence and details
     • Definitions, quotations, and data
   • Organization and Cohesion
     • Grouping related ideas
     • Transitions linking sections
   • Formal Style and Objective Tone
3. 3

   Argumentative and Opinion Writing

   4 topics

   • Stating and Supporting a Claim
     • Clear position statement
     • Relevant reasons and evidence
   • Addressing Counterclaims
     • Acknowledging opposing views
     • Rebutting with reasoning
   • Logical Organization of Argument
   • Persuasive Conclusion and Call to Action
4. 4

   Research and Source-Based Writing

   3 topics

   • Gathering and Evaluating Sources
     • Assessing source credibility
     • Relevance to the research question
   • Integrating Evidence Responsibly
     • Quoting, paraphrasing, summarizing
     • Avoiding plagiarism and citing sources
   • Synthesizing Multiple Sources
     • Combining information from texts
     • Resolving conflicting information
5. 5

   Language and Conventions

   4 topics

   • Grammar and Usage
     • Parts of speech and agreement
     • Pronoun use and clarity
     • Verb tense consistency
   • Sentence Structure
     • Simple, compound, and complex sentences
     • Correcting fragments and run-ons
   • Capitalization, Punctuation, and Spelling
     • Commas, semicolons, and colons
     • Apostrophes and quotation marks
   • Editing and Revising for Clarity

English Language Arts / Literacy: Writing flashcards for Smarter Balanced Assessment (SBAC)

18 of 50 cards from the English Language Arts / Literacy: Writing deck — real questions with worked answers.

1. In narrative writing, what does it mean to 'develop real or imagined experiences'?

   To build a story (true or fictional) using descriptive detail, well-chosen events, and characters so the reader can vividly picture and connect with the experience.

2. What is an 'engaging narrative opening' expected to establish?

   It establishes the situation/context, introduces a narrator and/or characters, and sets up the point of view or problem to hook the reader.

3. Name four core narrative techniques writers use to develop events and characters.

   Dialogue, pacing, description, and reflection (often combined with sensory detail).

4. What is the purpose of dialogue as a narrative technique?

   To reveal character, advance the plot, show relationships and conflict, and create realism through characters' spoken words.

5. In narrative writing, what does 'pacing' control?

   The speed at which events unfold—slowing down for important moments with detail and speeding up to summarize or build tension.

6. What is sensory detail and why is it used in narratives?

   Description appealing to the five senses (sight, sound, smell, taste, touch) used to make scenes vivid and immersive for the reader.

7. Why is sequencing important in a narrative?

   A clear sequence of events lets the reader follow the chronology or logical unfolding of the story so it makes sense and flows naturally.

8. What are transition words and phrases used for in writing?

   To signal time, order, cause/effect, or shifts between ideas and events, creating smooth movement and coherence between sentences and paragraphs.

9. Give three examples of transitional words that signal time/sequence in a narrative.

   Examples: meanwhile, later, afterward, suddenly, eventually, then, finally.

10. What should a strong narrative conclusion do?

    Provide a sense of closure and reflect on what was experienced, observed, or resolved—often showing the significance or what the narrator learned.

11. What is 'reflection' in a narrative conclusion?

    The narrator's commentary on the meaning of the events—how they were changed, what they realized, or why the experience mattered.

12. When introducing a topic in informational/explanatory writing, what must the introduction do?

    Clearly introduce and preview the topic, often with a thesis or controlling idea, and orient the reader to what will follow.

13. What does it mean to 'control a topic' in expository writing?

    To keep the writing focused on the main idea, grouping related information logically and avoiding irrelevant content.

14. Name four ways to develop a topic with supporting information.

    Facts, definitions, concrete details, quotations, examples, and other relevant information/data.

15. What is the difference between a fact and an example as support?

    A fact is a verifiable piece of true information; an example is a specific instance or illustration used to demonstrate or clarify a point.

16. What is 'cohesion' in writing?

    The quality of sentences and paragraphs connecting smoothly and logically so ideas flow as a unified whole, often achieved with transitions and consistent references.

17. How does 'organization' differ from 'cohesion'?

    Organization is the overall logical arrangement/structure of ideas; cohesion is the sentence-to-sentence and paragraph-to-paragraph connectedness that holds it together.

18. What is a 'formal style' in academic writing?

    An impersonal, precise tone that avoids slang, contractions, and casual language, using standard English and discipline-appropriate vocabulary.

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