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Washington Standards

Washington Grades 11–12 ELA Standards

All 24 Washington English language arts standards for grades 11–12, each explained in plain English. The official wording is one click away under each one.

24 standards

Reading

4 standards
Students read, comprehend, interpret, analyze, evaluate, and appreciate multimodal texts, including those of historical and literary significance, from a broad range of genres, cultures, and mediums in the context of grade-level content to understand themselves, others, and the world. Genres include fiction, poetry, nonfiction, and a variety of genres beyond these categories. Standards 4, 5, and 6 are prioritized.
ELA.11–12.R.1
Analyze how a text's visual features clarify or add to the words and signal how readers should interpret the work as a whole.
Official wording
Students know and use text/visual features.aAnalyze how text/visual feature in a text represents, clarifies, and/or adds meaning to the written text.bAnalyze how text/visual features cue the reader about how to interpret the text as one whole.
ELA.11–12.R.4
Read complex texts actively, revising inferences as evidence builds, and evaluate how authors across genres use techniques, language and structure to build meaning.
Official wording
Students comprehend and interpret texts using a variety of strategies.aPreview the text while reflecting on their purposes for reading.bVisualize, imagine, and/or otherwise engage the senses to make meaning of the text.cMake inferences and predictions, checking and/or revising them against textual evidence.dMaintain motivation and reconnect to the flow of reading using a variety of strategies.eEvaluate how authors who write within and across genres make different choices about text/visual features.fSynthesize the impact and effectiveness of literary techniques.gSynthesize how information, ideas, or elements of a story interact and/or change across a text or multiple texts to develop complex meanings and interpretations.hAnalyze how the author’s use of language shapes meaning, affects reader understanding, and/or helps readers empathize with unfamiliar content.iEvaluate how complex text structures impact readers’ understanding, contribute meaning, and create effects such as tension among others.
ELA.11–12.R.5
Analyze complex texts with cited evidence, evaluating how authors sway beliefs, how purpose, viewpoint and audience shape ideas, and how themes tie to wider commentary.
Official wording
Students analyze complex texts, introducing and attributing textual evidence when relevant.aEvaluate how authors’ choices influence readers’ choices, beliefs, and/or actions.bAnalyze how an author’s purposes, their perspectives, the genre and platform they choose influence the development and presentation of ideas, and their intended audience’s background and reception of the text.cAnalyze the main idea, theme, or key information in a text, connecting to others’ commentary and to their own experiences.dAnalyze the presentation of similar content in different genres, mediums, and platforms.
ELA.11–12.R.6
Build and apply criteria to judge how well a text helps readers understand lives beyond their own, and defend claims about its wider cultural or social impact.
Official wording
Students critically evaluate texts.aDevelop and apply criteria to evaluate how effectively a text enables readers to visualize, empathize with, and understand experiences, perspectives, or concepts beyond their own.bEvaluate and defend claims about a text’s effectiveness in engaging audiences, shaping perspectives, provoking critical thought, inspiring action, or contributing to broader cultural, social, or intellectual conversations.

Writing

6 standards
Students compose multimodal texts in a variety of genres for a range of communicative situations in the context of grade-level content, in which the development, organization, and language use are appropriate to genre, task, purpose, and audience. Standards 1, 3, and 5 are prioritized.
ELA.11–12.W.1
Write in many genres across subjects, like a literary analysis of a complex novel, a policy argument or a personal essay, to describe, explain, persuade and narrate.
Official wording
Students compose multimodal texts within a variety of genres across content areas for a variety of purposes.aCompose in order to describe situations, experience, ideas, and imaginings.bCompose in order to record observations and/or explain their observations and analysis of complex texts, substantive ideas, and the world.cCompose in order to make a claim about an issue.dCompose in order to persuade others.eCompose in order to tell narratives of stories and events.
ELA.11–12.W.2
Manage complex writing projects by making strategic choices about purpose and methods, analyzing the audience, tracking progress, and critically weighing feedback.
Official wording
Students manage and complete writing projects, connecting to interests, experiences, needs, or perspectives.aAnalyze the prompt and communicative situation to make strategic decisions about purpose and methods for effectively achieving desired outcomes.bAnalyze the intended audience’s background knowledge, expectations, perspectives, beliefs, and/or values as they relate to the topic.cManage complex writing projects by establishing goals, selecting processes, allocating resources, and monitoring progress.dCritically evaluate feedback and make purposeful shifts in focus and timeline when needed.
ELA.11–12.W.3
Draft complex work by curating sources fairly and legally, weaving and weighing evidence from many sources, building nuanced arguments and crafting narrative effects.
Official wording
Students draft content within the genre, purpose, and discipline, using technology appropriately.aGenerate ideas for topics, genres, and material.bCurate ideas and material, including findings from research and/or multimedia artifacts, identifying when and how it’s fair and legal to use media created by others.cFollow, adapt, combine, and/or break from genre-specific text elements.dDevelop detailed descriptions with analogy, metaphor, reflection, and/or other appeals to help the audience imagine and empathize with the content and to activate the senses.eDevelop critical analysis using relevant evidence to explain thinking about experiences, events, information, ideas, and/or texts.fConstruct and defend complex analyses by strategically selecting, integrating, and evaluating evidence from multiple sources.gDevelop and defend claims with logical, nuanced and well-reasoned arguments that challenge counterclaims and alternative interpretations.hUse persuasive techniques, including arguments on substantive topics or texts and appeals to emotion, reason, and authority.iUse a variety of narrative techniques and devices consistent with the genre to develop complex characters, perspectives, themes, and experiences and to achieve specific effects for the audience.jAttribute sources in ways consistent with the genre and discipline, using technology appropriately.
ELA.11–12.W.4
Structure writing for its purpose and discipline, following or breaking genre conventions, with a strong opening and a coherent conclusion.
Official wording
Students organize content by using, adapting, and/or breaking the genre’s structure based on purpose and discipline.aCraft engaging introductions based on genre, purpose, and/or discipline.bOrganize content using strategies specific to the genre, purpose, and/or discipline.cCompose coherent conclusions based on genre, purpose, and/or discipline.
ELA.11–12.W.5
Reread drafts against their intent, weigh feedback, revise in ways that serve their goals and readers, and edit with full command of conventions through 12th grade.
Official wording
Students evaluate, revise, and edit their compositions using a variety of strategies, including appropriate use of technology.aRe-read to determine whether the draft is ready for next steps, including by identifying potential differences between intended meaning and audience interpretation.bGather and consider using feedback about their compositions.cUse what they learned from re-reading and feedback to strengthen their compositions in ways that support their intentions and/or improve readers’ understanding.dEdit for conventions and consistency of text/visual features, including attributions. [Demonstrate command of Language standards in grades 1 through 11–12.]
ELA.11–12.W.6
Weigh whether to publish a piece, like a college essay or online op-ed, given its lasting reach and effects on readers and themselves, and keep it updated.
Official wording
Students share and publish compositions in person and/or on digital or non-digital platforms.aDetermine whether to share compositions given the potential permanence of published environments and the impact it may have on intended and unintended audiences and/or on the writer.bMonitor and update published works when appropriate.

Speaking, Listening, and Digital Forums

5 standards
Students engage in and learn from collaborative discussions, presentations, and public speaking for a range of communicative situations in the context of grade-level. Standards 1 and 4 are prioritized.
ELA.11–12.SLDF.1
Lead civil discussions, like a Socratic seminar, using cited evidence for claims and counterarguments, testing conclusions and reflecting on how their views change.
Official wording
Students listen thoughtfully, respond respectfully, and contribute meaningfully to well-reasoned exchanges during face-to-face discussions and/or in digital forums.aModel expectations for engaging in civil discourse, including other participants, and considering diverse perspectives, especially in digital forums.bExpress ideas clearly by presenting and interpreting textual evidence, research, experience, and/or prior knowledge to construct claims and counterarguments, attributing evidence and ideas.cDevelop arguments and/or common understanding by connecting to others’ contributions.dAsk questions that clarify or verify a speaker’s point or perspective and/or share their interpretation of others’ contributions.eClarify or expand on their points or perspectives and/or respond to feedback about how others are interpreting them, especially in digital forums.fChallenge ideas and conclusions based on contradictory evidence or experience.gRespond to questions that challenge their evidence and reasoning.hAnalyze changes in their opinion and understanding.iSummarize conclusions, questions, and points of agreement or disagreement from the discussion.
ELA.11–12.SLDF.2
Collaborate to finish a task well, setting and evaluating norms, playing to strengths, taking on challenges and negotiating compromise when needed.
Official wording
Students collaborate effectively on projects and tasks.aDetermine expectations, reviewing, evaluating, and adapting them when needed.bContribute productively by building on strengths and taking on challenges to effectively complete the task.cCommunicate to build community by addressing concerns, considering others’ strengths and perspectives, navigating conflict, and/or negotiating compromise.
ELA.11–12.SLDF.3
Present experiences, positions and findings that listeners can follow and feel, choosing visuals for how well they clarify ideas and crediting credible sources exactly.
Official wording
Students present experience, positions, ideas, findings, and creative work in a variety of genres such that listeners can empathize and follow the line of reasoning.aIdentify and refine topics from the situation, experience, imagination, reading, media, research, conversations, and/or products from ELA.11–12.W.1.bDevelop content by considering their purpose, context, and the audience’s background knowledge and/or position.cIntegrate images and multimedia artifacts based on how effectively they clarify ideas, strengthen communication, and influence audience understanding.dAccurately attribute credible sources used.
ELA.11–12.SLDF.4
Adapt a distinct voice for each setting, and analyze how their online identity and interactions, and choices about anonymity, may affect personal and career goals.
Official wording
Students determine how to present themselves and their ideas in different contexts.aExpress and adapt distinct voice through intentional word choice by drawing on their assets, experience, attitudes, and perspectives.bAnalyze how their presentation of self, including their digital identities and online interactions,, may impact future personal and professional goals and opportunities.cAnalyze the benefits, drawbacks, and effects of anonymity and of different degrees of authenticity in digital forums.
ELA.11–12.SLDF.5
Shape delivery with tone, pitch, movement and pacing so listeners stay engaged and can trace their reasoning, as in a formal debate or keynote.
Official wording
Students use voice, intonation, gesture, and pacing to illuminate the content, engage the audience, and lead them through the speaker’s thinking.

Language

4 standards
Students demonstrate command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing. Standards 1 and 3 are prioritized.
ELA.11–12.L.1
Analyze how differences in English across communities and eras reflect identity, values and social forces, and how writers shift their English for effect.
Official wording
Students identify and discuss when and why language is used differently according to the context.aAnalyze how variations in English across communities, cultures, contexts, and time reflect identity, relationships, values, and social influences.bAnalyze how authors and speakers adapt their use of English across genres, audiences, and purposes to achieve specific effects.
ELA.11–12.L.2
Vary sentence patterns strategically, using syntax for style and clarity, precise phrases and clauses, verb moods for subtle distinctions, and active or passive voice.
Official wording
Students strategically vary sentence patterns for meaning, clarity, and style in conversations and writing about experiences, events, and ideas.aManipulate syntax to clarify relationships among ideas, strengthen style, and communicate meaning.bUse phrases, clauses, and transitions with punctuation to add precision, variety, and complexity and to increase specificity.cForm and use verb moods to communicate subtle distinctions, certainty, conditions, or perspective.dForm and use active and passive voice to communicate emphasis and meaning.
ELA.11–12.L.3
Interpret subject-specific meanings of words using context, word parts and references, and use academic language to express complex ideas with precise tone.
Official wording
Students determine the meaning of and use new and multiple-meaning words and phrases acquired through conversations, reading, viewing, and research.aInterpret discipline-specific meanings of words and phrases by using context, knowledge of word parts, and reference materials strategically.bUse discipline-specific and academic language purposefully to communicate complex ideas across contexts and disciplines.cDistinguish among related words and phrases to communicate precise meaning, tone, and emphasis
ELA.11–12.L.4
Interpret and use figures of speech like hyperbole and paradox, choose rhetorical language to shape tone and style, and analyze shades of meaning in similar words.
Official wording
Students demonstrate understanding of figurative language, word relationships, and nuances in word meaning in the context of conversations, reading, and writing about experiences, events, and ideas.aRecognize, interpret, and use figures of speech, including hyperbole and paradox, in context and analyze their role in communicating nuanced meaning.bSelect and use rhetorical language for different purposes and audiences to intentionally shape tone and style.cAnalyze nuances in the meaning of words with similar denotations.

Research and Media Literacy

5 standards
Students develop a variety of questions, seek answers by appropriately using relevant tools and techniques, adjust their inquiry methods as needed, and use their learning. Students think critically about reactions to media messages, purposes, accuracy, logic, and fairness of media messages, and credibility of those responsible for media messages. Standards 1 and 5 are prioritized.
ELA.11–12.RML.1
Research by narrowing or widening questions, choosing sources suited to the field, assessing the limits of search and AI tools, and synthesizing the most useful findings.
Official wording
Students engage in research and inquiry by asking questions and seeking answers from information sources.aAsk different types of questions, narrowing or broadening the inquiry as understanding of the topic evolves.bGenerate ideas for how to initiate their search based on prior knowledge.cSelect and access print, digital, and human information sources most relevant to the discipline and context of the inquiry.dAssess the strength and limitations of a variety of digital tools to search for or generate informationeGather and determine the most relevant information using a variety of strategies to support inquiry.fSynthesize new learning to use and/or share.
ELA.11–12.RML.2
Analyze how viewpoints, emotions and cognitive biases shape the way people react to and interpret news, ads and social media posts.
Official wording
Students analyze how people’s reactions to and interpretations of media messages are affected.aAnalyze how perspectives affect reactions to and interpretations of media messages.bAnalyze how emotional responses to media messages affect reactions and interpretations.cAnalyze how relevant cognitive biases affect reactions to and interpretations of media messages.
ELA.11–12.RML.3
Analyze the aim of a media message and how its appeals and multimedia choices serve that aim, like the editing in a political documentary.
Official wording
Students analyze the purposes of media messages and the techniques used to create them.aDetermine whether the main purpose of a media message is to inform, persuade, provoke, sell, or entertain.bAnalyze the techniques, including appeals and integration of multimedia, used to achieve the media message’s purpose.
ELA.11–12.RML.4
Evaluate media and AI-made content for accuracy, logic and fairness, analyzing whether visuals or audio were manipulated and testing claims against reliable sources.
Official wording
Students evaluate components of media messages, as well as content generated by technology, in the context of a need for information that’s accurate, logical, and/or fair.aDetermine whether statements can be verified as true or false or need to be evaluated another way.bEvaluate the accuracy of information that is either true or false by comparing what multiple reliable sources say about it.cAnalyze whether the visual or audio components of a media message represent its subject accurately and/or fairly, considering how digital media can be manipulated.dEvaluate the strength of claims.
ELA.11–12.RML.5
Investigate who created or amplified a media message, and evaluate their expertise, record for accuracy and fairness, and any bias in their stance, for AI tools as well.
Official wording
Students evaluate the credibility of those responsible for media messages, as well as content-generating technology.aInvestigate to determine the individuals or organizations responsible for creating or amplifying media messages.bEvaluate the expertise of those responsible for media messages.cEvaluate the credibility of those responsible for media messages by analyzing their record of accuracy, logic, and fairness.dDetermine whether a perspective or stance relevant to the topic is exhibited in media messages and, if so, to what extent it has been affected by bias.

The official Washington documents

Washington State Learning Standards for English Language Arts by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).

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.