Skip to main content
Tennessee Standards

Tennessee Grades 11–12 ELA Standards

All 43 Tennessee English language arts standards for grades 11–12, each explained in plain English. The official wording is one click away under each one.

43 standards

Language: Conventions of Standard English

2 standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
11-12.L.CSE.1
Use correct grammar in writing and speech, and weigh usage questions that experts still debate, like splitting infinitives or singular they.
Official wording
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; consider complex and contested matters of usage and convention.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
11-12.L.CSE.2
Capitalize, punctuate and spell correctly, use punctuation to give sentences style that fits their content, and format work to a style guide like Chicago or APA.
Official wording
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; when reading and writing, use knowledge of punctuation to enhance sentence style to support the content of the sentence; write and edit work so that it conforms to a style guide appropriate for the discipline and writing type.

Language: Knowledge of Language

1 standard
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.
11-12.L.KL.3
Use what you know about language to make strong style choices and read more closely, checking style guides and unpacking the sentence structure of complex texts.
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; consult references for guidance; and apply an understanding of syntax to the study of complex texts.

Language: Vocabulary Acquisition and Use

3 standards
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
11-12.L.VAU.4
Work out unfamiliar or multiple-meaning words in advanced texts using context, roots and affixes like ambi or phil, word origins, and dictionaries.
Official wording
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 11th-12th grade-level text by choosing flexibly from a range of strategies.aUse context as a clue to the meaning of a word or a phrase.bUse common grade-appropriate morphological elements as clues to the meaning of a word or a phrase.cConsult reference materials, both print and digital, to find the pronunciation of a word or phrase.dUse etymological patterns in spelling as clues to the meaning of a word or phrase.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
11-12.L.VAU.5
Interpret figures of speech in advanced texts and explain their purpose, and analyze shades of meaning between near-synonyms, like candid and blunt.
Official wording
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret figures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations.
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the post-secondary and workforce level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
11-12.L.VAU.6
Master the academic and subject vocabulary that college and careers demand, and independently look up and learn words that are key to a text.
Official wording
Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the post-secondary and workforce readiness level; demonstrate independence in building vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Reading: Key Ideas and Details

6 standards
Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
11-12.RL.KID.1
Analyze what literature states and implies, and support your reading by quoting and combining evidence from several works.
Official wording
Analyze what a text says explicitly and draw inferences; support an interpretation of a text by citing and synthesizing relevant textual evidence from multiple sources.
11-12.RI.KID.1
Analyze what nonfiction states and implies, and back your interpretation by pulling together evidence from more than one source.
Official wording
Analyze what a text says explicitly and draw inferences; support an interpretation of a text by citing and synthesizing relevant textual evidence from multiple sources.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
11-12.RL.KID.2
Identify two or more themes in one or more literary works, analyze how they develop, and write a summary that evaluates them.
Official wording
Determine multiple themes or central ideas of a text or texts and analyze their development; provide a critical summary.
11-12.RI.KID.2
Identify several central ideas across one or more nonfiction texts, trace how each develops, and write a summary that evaluates them.
Official wording
Determine multiple central ideas of a text or texts and analyze their development; provide a critical summary.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
11-12.RL.KID.3
Analyze how an author's decisions about how characters, events and ideas develop and connect over a work shape its meaning.
Official wording
Analyze how an author’s choices regarding the development and interaction of characters, events, and ideas over the course of a text impact meaning.
11-12.RI.KID.3
Analyze how an author's choices about the order, introduction and linking of ideas and events shape a nonfiction text's meaning.
Official wording
Analyze how an author’s choices regarding the ordering of ideas and events, the introduction and development of ideas, and connections among ideas impact meaning.

Reading: Craft and Structure

6 standards
Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
11-12.RL.CS.4
Interpret figurative and connotative words in literature and analyze how word choice, including double meanings and striking language, shapes meaning and tone.
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 and tone, including words with multiple meanings and language that is stylistically poignant and engaging.
11-12.RI.CS.4
Interpret figurative, connotative and technical words in nonfiction and analyze how an author shapes and refines a key term, like liberty, across a text.
Official wording
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
11-12.RL.CS.5
Analyze how an author's structure for particular parts of a work, like where a novel opens or how a play ends, adds to its overall meaning and beauty.
Official wording
Analyze how an author’s choices concerning the structure of specific parts of a text contribute to its overall structure, meaning, and aesthetic impact.
11-12.RI.CS.5
Analyze and judge how well an author's structure for an essay or argument makes the points clear, persuasive and engaging.
Official wording
Analyze and evaluate the effectiveness of the structure an author uses in his or her own exposition or argument, including whether the structure makes points clear, convincing, and engaging.
Assess how point of view or purpose shapes the content and style of a text.
11-12.RL.CS.6
Analyze point of view or purpose in literature by separating what a text says outright from what it implies, like satire or irony.
Official wording
Analyze how point of view and/or author purpose requires distinguishing what is directly stated in texts and what is implied.
11-12.RI.CS.6
Identify an author's viewpoint or purpose and analyze how both style and content make the text effective, like in a famous speech.
Official wording
Determine an author’s point of view and/or purpose in a text, analyzing how style and content contribute to its effectiveness.

Reading: Integration of Knowledge and Ideas

5 standards
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
11-12.RL.IKI.7
Evaluate how several formats and media handle a topic or theme, including how each version interprets the original, like different film adaptations of Hamlet.
Official wording
Evaluate the topic, subject, and/or theme in multiple diverse formats and media, including how the version interprets the source text.
11-12.RI.IKI.7
Evaluate how one subject is presented across several formats and media, like a news article, a podcast and a documentary.
Official wording
Evaluate the topic or subject in multiple diverse formats and media.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
11-12.RI.IKI.8
Evaluate how an author works evidence and reasoning into a text to support its argument and claims.
Official wording
Evaluate how an author incorporates evidence and reasoning to support the argument and specific claims in a text.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes.
11-12.RL.IKI.9
Show knowledge of important literary works on related themes and analyze how two or more of them handle similar themes or topics.
Official wording
Demonstrate knowledge of and analyze thematically-related, texts of literary significance, considering how two or more texts treat similar themes or topics.
11-12.RI.IKI.9
Analyze and judge important historical and literary texts on related themes for their topics, facts, purposes and rhetoric, like landmark speeches.
Official wording
Analyze and evaluate a variety of thematically-related texts of historical and literary significance for their topics, facts, purposes, and rhetorical features.

Reading: Range of Reading and Level of Text Complexity

4 standards
Read and comprehend complex literary and informational texts independently and proficiently.
11.RL.RRTC.10
Read and understand a range of eleventh grade literature across the grades 11 to 12 difficulty band, with support fading on the hardest works.
Official wording
Read and comprehend a variety of literature throughout the grades 11-12 text complexity band proficiently, with a gradual release of scaffolding at the higher end as needed.
11.RI.RRTC.10
Read and understand literary nonfiction, like essays and memoirs, across the grades 11 to 12 difficulty band, relying less on support over time.
Official wording
Read and comprehend a variety of literary nonfiction throughout the grades 11-12 text complexity band proficiently, with a gradual release of scaffolding at the higher end as needed.
12.RL.RRTC.10
Read and understand twelfth grade literature at the top of the grades 11 to 12 difficulty band on your own and with skill.
Official wording
Read and comprehend a variety of literature at the high end of the grades 11-12 text complexity band independently and proficiently.
12.RI.RRTC.10
Read and understand challenging literary nonfiction, like philosophical essays, at the top of the grades 11 to 12 band without help.
Official wording
Read and comprehend a variety of literary nonfiction at the high end of the grades 11-12 text complexity band independently and proficiently.

Speaking and Listening: Comprehension and Collaboration

3 standards
Prepare for and participate effectively in a range of conversations and collaborations with varied partners, building on others’ ideas and expressing one’s own ideas clearly and persuasively.
11-12.SL.CC.1
Lead and take part in talks with different partners about upper high school topics, texts and issues, extending others' ideas and persuasively making your own case.
Official wording
Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 11th-12th grade topics, texts, and issues, building on others’ ideas and expressing one’s own ideas clearly and persuasively.
Integrate and evaluate information presented in diverse media formats, such as visual, quantitative, and oral formats.
11-12.SL.CC.2
Combine information from several media sources to make decisions and solve problems, judging each source's credibility and noting where data disagree.
Official wording
Integrate multiple sources of information presented in diverse media formats in order to make informed decisions and solve problems; evaluate the credibility and accuracy of each source and note any discrepancies among the data.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
11-12.SL.CC.3
Evaluate a speaker's viewpoint, reasoning, evidence and rhetoric, weighing their stance, assumptions, word choice, emphasis and tone.
Official wording
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; assess the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Speaking and Listening: Presentation of Knowledge and Ideas

3 standards
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning; the organization, development, and style are appropriate to task, purpose, and audience.
11-12.SL.PKI.4
Present findings and evidence from a clear perspective listeners can follow, address opposing views, and fit content and style to the task and audience.
Official wording
Present information, findings, and supporting evidence, conveying a clear and distinct perspective so that listeners can follow the line of reasoning; address alternative or opposing perspectives; and organize and develop substance and style appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
11-12.SL.PKI.5
Use digital media and visuals strategically in presentations so findings, reasoning and evidence are clearer and more engaging, like an interactive data chart.
Official wording
Make strategic use of digital media and visual displays in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Adapt speech to a variety of contents and communicative tasks, demonstrating command of formal English when indicated or appropriate.
11-12.SL.PKI.6
Adapt your speaking to many settings and tasks, using formal English when expected, like a senior project defense or a scholarship interview.
Official wording
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Writing: Text Types and Protocol

3 standards
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
11-12.W.TTP.1
Write arguments on substantial topics or texts with precise claims, fairly weighed counterclaims, cohesive structure, solid evidence, formal tone and a strong conclusion.
Official wording
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.aIntroduce precise claim(s).bDevelop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.cCreate an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s), reasons, and evidence.dProvide a concluding statement or section that follows from and supports the argument presented.eUse precise language and domain-specific vocabulary to manage the complexity of the topic.fEstablish and maintain a formal style and objective tone.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
11-12.W.TTP.2
Write informative essays that synthesize complex ideas, with an engaging opening, clear links, the most significant facts, figurative comparisons, visuals and a formal tone.
Official wording
Write informative/explanatory texts to analyze, synthesize, and convey complex ideas, concepts, and information clearly and accurately through the effective selection and organization of content.aProvide an introduction that is relevant to the rest of the text and effectively engages the audience.bOrganize ideas to create cohesion and clarify relationships among ideas and concepts, including but not limited to use of appropriate and varied transitions.cDevelop 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.dProvide a concluding statement or section that follows from and supports the information or explanation presented.eUse appropriate formatting, graphics, and multimedia to aid comprehension.fUse precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.gEstablish and maintain a formal style and objective tone.
Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
11-12.W.TTP.3
Write fiction or literary nonfiction that sets up a meaningful situation, builds events toward an outcome, uses dialogue, pacing and metaphor, and ends with reflection.
Official wording
Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, 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 point of view, and introducing a narrator/speaker and/or characters.bSequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome.cCreate a smooth progression of experiences or events.dUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to convey experiences, events, and/or characters.eProvide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.fUse precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.gUse appropriate language and techniques, such as metaphor, simile, and analogy.hEstablish and maintain an appropriate style and tone.

Writing: Production and Distribution of Writing

3 standards
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
11-12.W.PDW.4
Match how a piece of writing is developed, organized and styled to its task, its purpose and the people who will read it.
Official wording
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Common Core W.6.4
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
11-12.W.PDW.5
Plan, revise, edit, rewrite or rethink drafts, focusing on what matters most for the purpose and audience, like a college application essay.
Official wording
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Foundational Literacy standard 6 and Language standards 1-3 up to and including grades 11-12.)
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
11-12.W.PDW.6
Use technology and the internet to write, publish and update solo or group work, revising as feedback and new arguments or information come in.
Official wording
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, utilizing ongoing feedback, including new arguments and information.

Writing: Research to Build and Present Knowledge

3 standards
Conduct short as well as more sustained research projects based on focus questions, demonstrating new understanding of the subject under investigation.
11-12.W.RBPK.7
Complete short and extended research projects that answer a question or solve a problem, refining the scope, synthesizing sources and showing fresh insight.
Official wording
Conduct and write short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem by narrowing or broadening the inquiry when appropriate, synthesizing multiple sources on the subject, and demonstrating a new understanding of the subject under investigation.
Integrate relevant and credible information from multiple print and digital sources while avoiding plagiarism.
11-12.W.RBPK.8
Run advanced searches, judge which sources are credible and useful, blend in information without plagiarizing or leaning on one source, and cite properly.
Official wording
Use advanced searches effectively, assessing the credibility and effectiveness of sources in answering a research question; integrate relevant and credible information selectively, while avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
11-12.W.RBPK.9
Support and defend analyses, reflections or research with evidence from literature or nonfiction, applying upper high school reading skills to sources.
Official wording
Support and defend interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade band 11-12 standards for reading to source material.

Writing: Range of Writing

1 standard
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, and audiences.
11-12.W.RW.10
Write regularly, in extended projects and single sittings, for many tasks, purposes and audiences, like a senior thesis or an in-class essay.
Official wording
Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

The official Tennessee documents

Tennessee Academic Standards for English Language Arts, Tennessee Department of Education, tn.gov/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.