Common Core writing standards explained for parents
The Common Core State Standards for English describe what US students should be able to do in writing at each grade. Not every state uses them in the same way, and some have replaced or adapted them, so check your own state's standards and your child's school. This guide explains the main ideas in plain terms.
The three kinds of writing
The first three writing standards, called W.1 to W.3, describe three kinds of writing students are expected to do at every grade:
- Opinion and argument (W.1): state a point of view or claim and support it with reasons and evidence. In Kindergarten to Grade 5 this is called opinion writing, and from Grade 6 it is called argument writing.
- Informative and explanatory (W.2): examine a topic and explain ideas and information clearly.
- Narrative (W.3): develop real or imagined experiences or events using effective technique, descriptive details and a clear sequence of events.
A fourth idea sits behind all of these: students are expected to write routinely, over longer periods for research and revision and over shorter periods in a single sitting, for many purposes and audiences.
How opinion writing starts: Grade 3
In Grade 3 the standard asks students to write opinion pieces on topics or texts, supporting a point of view with reasons. It has four parts. Students introduce the topic or text, state an opinion and organise a list of reasons. They give reasons that support the opinion. They use linking words and phrases such as because, therefore, since and for example to connect the opinion and the reasons. And they provide a concluding statement or section.
A Grade 3 example: "I think our class should have a pet. First, a pet would teach us to be responsible. For example, we would take turns feeding it. Also, it would make our classroom friendlier. That is why our class should have a pet."
How argument writing develops: Grades 6 to 12
In Grade 6 the standard changes to writing arguments to support claims with clear reasons and relevant evidence. By Grades 9 and 10 students are asked to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. In practice, that means students:
- Introduce precise claims and distinguish them from alternate or opposing claims.
- Develop claims and counterclaims fairly, supplying evidence for each and pointing out strengths and limitations of both.
- Use words, phrases and clauses to link the major sections of the text and show relationships between claims, reasons and evidence.
- Establish and maintain a formal style and objective tone.
- Provide a concluding statement or section that follows from the argument.
Informative and narrative writing
Informative writing starts with naming a topic and supplying facts and details, and grows into organising information into categories, using precise language and domain-specific vocabulary, and drawing on evidence from sources. Narrative writing starts with recounting events in order and adding details and feelings, and grows into using dialogue, pacing, description and reflection to develop characters and situations.
How to help at home: Kindergarten to Grade 2
- Ask for opinions with reasons: "Which animal do you like best, and why?" Write one sentence together.
- Let your child draw first, then label and describe the drawing in a sentence.
- Read stories and ask what happened first, next and last.
How to help at home: Grades 3 to 5
- Ask for a reason every time your child gives an opinion, then ask for an example.
- Practise linking words such as because, for example and therefore, in speaking first, then in writing.
- For explanations, ask your child to teach you something they know, then write it in order.
- For stories, plan a beginning, a problem and an ending before writing.
How to help at home: Grades 6 to 12
- Ask your child to argue the opposite side of a topic for a minute, then to say which side is stronger and why. This builds the habit of counterclaims.
- Practise building each paragraph with a point, evidence and explanation. Our PEEL and PEAL article shows how.
- Encourage using evidence from what they read, since the standards ask for evidence from texts as well as claims.
- Read their writing aloud together to check tone and flow.
Reading standards sit alongside
The same standards also ask students to cite textual evidence in what they read. This is why good writing practice and good reading practice help each other. A student who can find and quote the best evidence in a text is better at using evidence in their own argument.
What the standards do not tell you
The standards describe what students should be able to do, not how long a piece should be or how it will be marked on a particular state test. For those details, look at your state's own assessment information and ask your child's teacher what the class is working on.
Common questions
Does every state use Common Core?
States adopted and adapted the standards differently, and some have replaced them. Check your state's standards.
What is the difference between opinion and argument writing?
In Kindergarten to Grade 5, students write opinion pieces with reasons. From Grade 6 they write arguments with claims, evidence and reasoning, and later address opposing claims.
What are linking words?
Words and phrases such as because, therefore, since and for example that connect an opinion to its reasons.
How long should a student's writing be?
The standards do not set lengths. See our article on how much a child should write for practical targets.
Get feedback on your child's writing
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