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New York Standards

New York Grades 11–12 ELA Standards

All 26 New York English language arts standards for grades 11–12, each explained in plain English. The official wording is one click away under each one.

26 standards

Reading Standards (Literary and Informational Text)

9 standards
Key Ideas and Details
11-12R1
Support analysis with strong, thorough evidence of what a text says and implies, draw inferences, note where it is ambiguous, and raise questions for further study.
Official wording
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL)
11-12R2
Identify two or more themes or central ideas, analyze how details build and refine them through the text, and objectively summarize even a complex text.
Official wording
Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text. (RI&RL)
11-12R3
Analyze the effects of an author's choices in literature, and in nonfiction explain how ideas, people or events interact and develop within a complex sequence.
Official wording
In literary texts, analyze the impact of author’s choices. (RL) In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop. (RI)
Craft and Structure
11-12R4
Interpret words in context, including figurative, connotative and multiple meanings, analyze their effect on tone and mood, and track how an author refines a key term.
Official wording
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL)
11-12R5
Analyze how structure creates meaning and affects readers in literature, and judge how a nonfiction text's structure makes an argument clear, persuasive and appealing.
Official wording
In literary texts, analyze how varied aspects of structure create meaning and affect the reader. (RL) In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal. (RI)
11-12R6
Analyze how an author's stance, perspective and aims shape what a text says openly and between the lines, like through satire, irony, sarcasm or understatement.
Official wording
Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL)
Integration of Knowledge and Ideas
11-12R7
Evaluate how adaptations, like a graphic novel or film, each interpret a source, and combine nonfiction sources on a topic to answer a question or solve a problem.
Official wording
In literary texts, analyze multiple adaptations of a source text as presented in different formats (e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each version interprets the source. (RL) In informational texts, integrate and evaluate sources on the same topic or argument in order to address a question, or solve a problem. (RI)
11-12R8
Evaluate an argument through a lens like constitutional principles, legal reasoning or ethics, testing key claims and whether the evidence is relevant and enough.
Official wording
Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient. (RI&RL)
11-12R9
Decide on and refine criteria to judge a text's quality, and connect it to other texts, ideas, cultures, eras and experiences, like a Gothic novel and its era.
Official wording
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)

Writing Standards

7 standards
Text Types and Purposes
11-12W1
Write arguments on substantial topics with significant, precise claims, balanced counterclaims, varied transitions and syntax, a fitting tone and a strong conclusion.
Official wording
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.aIntroduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from counterclaim(s), and create an organization that logically sequences claims, counterclaims, reasons, and evidence.bDevelop claim(s) and counterclaim(s) thoroughly and in a balanced manner, supplying the most relevant evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level, concerns, values, and possible biases.cUse precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of the topic.dUse appropriate and varied transitions, as well as varied syntax, to make critical connections, create cohesion, and clarify the relationships among complex ideas and concepts.eProvide a concluding statement or section that explains the significance of the argument presented.fMaintain a style and tone appropriate to the writing task.
11-12W2
Explain a complex topic in writing, sorting ideas to show connections, adding headings or figures where they help, using precise terms, and closing on why it matters.
Official wording
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.aIntroduce and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole.bDevelop a topic thoroughly by selecting the most significant and relevant facts, definitions, concrete details, direct quotations and paraphrased information or other examples, appropriate to the audience’s knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension.cUse precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of a topic.dUse appropriate and varied transitions and syntax to make insightful connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts.eProvide a concluding statement or section that explains the significance of the information presented.fEstablish and maintain a style appropriate to the writing task.
Common Core W.9-10.2
11-12W3
Write true or imagined narratives that open with a problem or situation, use dialogue, pacing and plot lines, build a tone like suspense, and close with reflection.
Official wording
Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.aEngage the reader by presenting a problem, conflict, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.bUse narrative techniques, such as dialogue, pacing, description, reflection, and plot lines to develop experiences, events, and/or characters.cUse a variety of techniques to sequence events to create cohesion, a smooth progression of experiences or events, and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).dUse precise words and phrases, explicit 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.
11-12W4
Produce an original poem, story, play or artwork inspired by a text, theme or experience, using varied genres and techniques and explaining its ties to the source.
Official wording
Create a poem, story, play, artwork, or other response to a text, author, theme or personal experience; demonstrate knowledge and understanding of a variety of techniques and genres. Explain connections between the original and the created work.
11-12W5
Draw on literary and informational texts for evidence that strengthens your analysis, reflection and research, applying grade 11 and 12 reading skills.
Official wording
Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 11/12 Reading Standards to both literary and informational text, where applicable.
Research to Build and Present Knowledge
11-12W6
Research a question you pose or a problem to solve, widening or narrowing the scope as needed, and synthesize several sources into a real analysis of the subject.
Official wording
Conduct research through self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding and analysis of the subject under investigation.
11-12W7
Use advanced searches, weigh each source's strengths and limits for your audience, blend information in smoothly, and cite without plagiarism or leaning on one source.
Official wording
Gather relevant information from multiple 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; avoid plagiarism, overreliance on one source, and follow a standard format for citation.

Speaking and Listening Standards

6 standards
Comprehension and Collaboration
11-12SL1
Lead and join discussions prepared, probe reasoning, welcome different views, synthesize all sides and name what more research is needed to finish the task.
Official wording
Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.aCome to discussions prepared, having read and researched material under study; draw on that preparation by referring to evidence to stimulate a thoughtful, well-reasoned exchange of ideas.bWork with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.cPose and respond to questions that probe reasoning and evidence; address a full range of positions; 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.
11-12SL2
Combine information from varied formats, like charts, data and interviews, judge each source's credibility and accuracy, and note conflicts in the data to make decisions.
Official wording
Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral). Evaluate the credibility and accuracy of each source, and note any discrepancies among the data to make informed decisions and solve problems.
11-12SL3
Evaluate a speaker's viewpoint, reasoning, evidence and rhetoric, including the premises behind the ideas, how they connect, and the word choice and tone used.
Official wording
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; assess the premises and connections among ideas, diction, and tone.
Presentation of Knowledge and Ideas
11-12SL4
Present claims and evidence from a clear, distinct perspective, respond to opposing views, and tailor organization and style to the task, purpose and audience.
Official wording
Present claims, findings, and supporting evidence, conveying a clear and distinct perspective; alternative or opposing perspectives are addressed; organization, development, substance, and style are appropriate to task, purpose, and audience.
11-12SL5
Use digital media and visuals strategically, like an interactive map or data dashboard, to make your findings, reasoning and evidence clearer and more engaging.
Official wording
Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.
11-12SL6
Adjust your speaking to many contexts and tasks, showing a strong grasp of formal English when the moment calls for it, like in a college interview.
Official wording
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Language Standards

4 standards
Knowledge of Language
11-12L3
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.aVary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
Common Core L.9-10.3
Vocabulary Acquisition and Use
11-12L4
Pin down unfamiliar words using context, word families like conceive and conception, references for meaning, origin and usage, then confirm the meaning.
Official wording
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, 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).cConsult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usagedVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
11-12L5
Explain a nonliteral phrase like take steps, name someone who is friendly to link a word to real life, and rank knew, believed and suspected by how sure they are.
Official wording
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.aInterpret figures of speech, including hyperbole and paradox, in context and analyze their role in the text.bAnalyze nuances in the meaning of words with similar denotations.
Common Core L.3.5
11-12L6
Master academic and subject-specific vocabulary at a college and career ready level, and apply it on your own when a word is key to understanding or expression.
Official wording
Acquire and accurately use general academic and content-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in applying vocabulary knowledge when considering a word or phrase important to comprehension or expression.

The official New York documents

New York State Next Generation English Language Arts Learning Standards, Copyright 2017, New York State Education Department, used with permission.

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.