New Jersey Standards
New Jersey Grades 11–12 ELA Standards
All 32 New Jersey English language arts standards for grades 11–12, each explained in plain English. The official wording is one click away under each one.
32 standards
Language Domain
4 standardsL.SS.11–12.1
Use correct English, knowing that usage rules are customs that shift over time and place and are sometimes debated, and follow hyphen and spelling conventions.
Official wording
Demonstrate command of the system and structure of the English language when writing or speaking.AApply the understanding that usage is a matter of convention, can change over time, and place, and is sometimes contested.BObserve hyphenation conventions.CRecognize spelling conventions.
L.KL.11–12.2
Notice how language works differently in a lab report, a poem and a speech, and write and edit to a style manual such as the MLA Handbook when the task calls for one.
Official wording
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.AAcquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.BVary syntax for effect, apply an understanding of syntax to the study of complex texts.CDemonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.VL.11–12.3
Work out unknown and technical words using context, word families like produce and productive, and specialized references, then confirm the meaning.
Official wording
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, including technical meanings, choosing flexibly from a range of strategies.AUse context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.BIdentify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).CAnalyze how an author or speaker uses and refines the meaning of a key term or terms over the course of a text or discussion.DConsult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.EVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.VI.11–12.4
Interpret figures of speech like irony, tell apart near-synonyms, trace how a key term develops, and weigh the effect of fresh or beautiful wording.
Official wording
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including connotative meanings.AInterpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.BAnalyze nuances in the meaning of words with similar denotations.CAnalyze how the meaning of a key term or terms develops or is refined over the course of a text.DAnalyze the impact of specific word choices on meaning and tone, including language that is particularly fresh, engaging, or beautiful.
Reading Domain
15 standardsRL.CR.11–12.1
Accurately use strong, thorough evidence to back a full analysis of a literary work, its stated and implied meanings, possible readings, and points left uncertain.
Official wording
Accurately cite strong and thorough textual evidence and make relevant connections to strongly support a comprehensive analysis of multiple aspects of what a literary text says explicitly and inferentially, as well as interpretations of the text; this may include determining where the text leaves matters uncertain.
RI.CR.11–12.1
Accurately use a range of thorough evidence to back a complete analysis of an informational text, including what it states, what it implies, and how it can be read.
Official wording
Accurately cite a range of thorough textual evidence and make relevant connections to strongly support a comprehensive analysis of multiple aspects of what an informational text says explicitly and inferentially, as well as interpretations of the text.
RL.CI.11–12.2
Identify two or more themes in a literary work, show how they develop and combine to build a rich, layered meaning across the text, and summarize it objectively.
Official wording
Determine two or more themes of a literary text and analyze how they are developed and refined over the course of the text, including how they interact and build on one another to produce a complex account or analysis; provide an objective summary of the text.
RI.CI.11–12.2
Identify two or more central ideas in a nonfiction text, show how they develop and work together to form a complex account, and write an objective summary.
Official wording
Determine two or more central ideas of an informational text and analyze how they are developed and refined over the course of a text, including how they interact and build on one another to provide a complex account or analysis; provide an objective summary of the text.
RL.IT.11–12.3
Analyze the effect of an author's choices about how story parts connect, like where it is set, how events are ordered, and how characters are introduced and grow.
Official wording
Analyze the impact of the author’s choices as they develop ideas throughout the text regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RI.IT.11–12.3
Analyze the effect of how an author orders a complex chain of ideas or events, and explain how the people, ideas and events in it affect and change each other.
Official wording
Analyze the impact of an author's choices as they develop ideas throughout the text regarding a complex set of ideas or sequence of events, and explain how specific individuals, ideas, or events interact and develop.
RL.TS.11–12.4
Judge how well an author's structure works, like where a story starts or ends or whether it closes in comedy or tragedy, and how that shapes meaning and artistry.
Official wording
Evaluate the author’s choices concerning the structure and the effectiveness of specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) and how they contribute to its overall structure and meaning, as well as its aesthetic impact.
RI.TS.11–12.4
Judge how well the structure of an essay or argument works, including whether it makes the points clear, convincing and engaging.
Official wording
Evaluate the author’s choices concerning structure and the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RL.PP.11–12.5
Weigh the viewpoints of two or more texts on related topics, like two accounts of one event, and argue which one is more convincing.
Official wording
Evaluate perspectives/lenses from two or more texts on related topics and justify the more cogent viewpoint (e.g., different accounts of the same event or issue, use of different media or formats).
RI.PP.11–12.5
Analyze an author's purpose, separating what is said outright from what rhetoric suggests, and show how style and content advance a point of view.
Official wording
Analyze an author’s purpose in a text distinguishing what is directly stated in a text or through rhetoric, analyzing how style and content convey information and advance a point of view.
RL.MF.11–12.6
Combine complex information from many sources and formats to develop ideas, settle conflicts, or reach a fresh reading of an author's message beyond what is stated.
Official wording
Synthesize complex information across multiple sources and formats to develop ideas, resolve conflicting information, or develop an interpretation that goes beyond explicit text information (e.g., express a personal point of view, new interpretation of the author’s message).
RI.MF.11–12.6
Pull together complex information from varied sources and formats, like reports and data sets, to resolve contradictions or form a new view of a concept.
Official wording
Synthesize complex information across multiple sources and formats to develop ideas, resolve conflicting information, or develop an interpretation that goes beyond explicit text information (e.g., express a personal point of view, new interpretation of the concept).
RI.AA.11–12.7
Describe and judge the reasoning in landmark US and world texts, like the Declaration of Independence, including their premises, purposes and arguments.
Official wording
Describe and evaluate the reasoning in seminal U.S. and global texts, and the premises, purposes, and arguments in these works.
RL.CT.11–12.8
Drawing on context, analyze landmark historical and literary documents for theme, purpose and rhetoric, including how works of one era handle similar themes.
Official wording
Demonstrate knowledge of, analyze, and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance for their themes, purposes, and rhetorical features, including how two or more texts from the same period treat similar themes or topics.
RI.CT.11–12.8
Drawing on background knowledge, analyze the purposes of landmark documents, like primary sources from US or world history and papers proposing new technology.
Official wording
Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) documents of historical and scientific significance for their purposes, including primary source documents relevant to U.S. and/or global history and texts proposing scientific or technical advancements.
Writing Domain
7 standardsW.AW.11–12.1
Argue a substantive topic or text in writing with a precise claim, a counterclaim weighed for its strengths and limits, linked sections, a formal tone and a close.
Official wording
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.AIntroduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.BDevelop claim(s) and counterclaims avoiding common logical fallacies and using sound reasoning and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.CUse transitions (e.g., words, phrases, clauses) to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.DEstablish and maintain a style and tone appropriate to the audience and purpose (e.g., formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.EProvide a concluding paragraph or section that supports the argument presented (e.g., articulating implications or the significance of the topic).
W.IW.11–12.2
Write clear explanations of complex topics where each part builds on the last, using key facts, precise terms, metaphors or analogies, and a closing on its significance.
Official wording
Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.AIntroduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.BDevelop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.CUse appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.DUse precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.EEstablish and maintain a style and tone appropriate to the audience and purpose (e.g., formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.FProvide a concluding paragraph or section that supports the argument presented (e.g., articulating implications or the significance of the topic).
W.NW.11–12.3
Write a story that opens on a problem, sets up a narrator and point of view, weaves dialogue, pacing and more than one plot line, and closes with a reflection.
Official wording
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.AEngage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.BUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.CUse a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).DUse precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.EProvide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
W.WP.11–12.4
Improve writing through planning and rewriting, tracking growth with portfolios or journals, using MLA or APA, and focusing on what counts most for the reader.
Official wording
Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach; sustaining effort to complete complex writing tasks; tracking and reflecting on personal writing progress (e.g., using portfolios, journals, conferencing); or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.
W.WR.11–12.5
Run short and longer research projects on a question you pose or are given, narrowing or widening it as needed and weaving several sources into one account.
Official wording
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.SE.11–12.6
Find trusted sources with advanced searches, weigh each one's strengths and limits, weave findings in without leaning on any one source, and cite in MLA or APA.
Official wording
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation (MLA or APA Style Manuals).
W.RW.11–12.7
Write regularly, balancing long research and revision projects with short pieces finished in one sitting, for a wide mix of tasks and purposes.
Official wording
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes.
Speaking and Listening Domain
6 standardsSL.PE.11–12.1
Run and join civil discussions, arriving prepared with evidence, probing reasoning with questions, making room for every position, and pulling all sides together.
Official wording
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.ACome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.BCollaborate with peers to promote civil, democratic discussions and decision-making, set clear goals and assessments (e.g., student developed rubrics), and establish individual roles as needed.CPropel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.DRespond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
SL.II.11–12.2
Combine information from charts, data, speeches and text to make a decision or solve a problem, judging each source's credibility and noting where the data disagree.
Official wording
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.ES.11–12.3
Judge a speaker's stance, premises, evidence and rhetoric, from how the ideas link up to word choice, emphasis and tone.
Official wording
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
SL.PI.11–12.4
Deliver findings and evidence clearly, briefly and logically, fitting content, structure and style to the task and audience, like a senior project defense.
Official wording
Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.
SL.UM.11–12.5
Choose digital media for a presentation strategically, like a chart for data or a short audio clip, where each one makes the reasoning clearer or adds interest.
Official wording
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.AS.11–12.6
Adapt speaking to varied settings and tasks, like a college interview or a panel debate, using formal English with confidence when it fits.
Official wording
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
The official New Jersey documents
- New Jersey Student Learning Standards for English Language Arts, 2023 · adopted October 2023 · since 2024-25
New Jersey Student Learning Standards for English Language Arts, New Jersey Department of Education.
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.