Prentice Hall Literature, The Penguin Edition, The ...

Prentice Hall Literature, The Penguin Edition, The American Experience © 2007Correlated to:

Arizona Language Arts Standards(Grade 11)

ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT

(If submission is not a text, cite appropriate resource(s))

Demonstrate understanding of print concepts. (Grades K-3)

Identify and manipulate the sounds of speech. (Grades K-2)

Decode words, using knowledge of phonics, syllabication, and word parts.

(Grades K-3)

PO 1. Draw inferences about meaning of new vocabulary, based on knowledge of linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon).

SE/TE: Suffixes 30, 98, 211, 1026, 1313; Word roots 50, 64, 152, 166, 178, 290, 336, 354, 400, 419, 436, 452, 494, 502, 514, 528, 637, 666, 762, 780, 790, 801, 830, 894, 908, 922, 934, 942, 994, 1008, 1100, 1112, 1160, 1179, 1212, 1224, 1236, 1289; Prefixes 108, 188, 270, 307, 376, 564, 648, 722, 770, 858, 878, 1046, 1072, 1086, 1139, 1194; Word parts 538, 604

TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies

TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD

PO 2. Identify the meaning of metaphors based on literary allusions and conceits.

SE/TE: Extended metaphor 937, 941, 1342, 1355, 1359; metaphor 405, 412, 418, 423, 937, 941, R13; Allusion 715, 717, 721, 1290, 1293, 1300, 1304, 1309, 1312, R9



GRADE 11

STANDARD 1: READINGREADING STANDARD ARTICULATED BY GRADE LEVEL

Reading Process consists of the five critical components of reading, which are Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension of connected text. These elements support each other and are woven together to build a solid foundation of linguistic understanding for the reader.

Concept 3: Phonics

Concept 2: Phonemic Awareness

Concept 1: Print Concepts

Strand 1: Reading Process

Concept 4: Vocabulary

Acquire and use new vocabulary in relevant contexts.

1SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology





PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression).

SE/TE: Breaking down sentences 69, 71, 73, 75, 76, 84; Breaking down long sentences 311, 314, 317, 323, 328, 331, 335; Reading in sentences 1239, 1247

TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies

TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs

PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).

SE/TE: Making predictions 981, 985, 986, 989, 990, 993; Using background knowledge 531, 536, 537; Relating to your own experiences 1075, 1076, 1085; also see: Recognizing: signal words 41, 44, 48, 49, 57; charged words 169, 175, 177; Analyzing : text structures 292, sentence meaning 961

Assessment practice for : locating appropriate information 90, recognizing patterns of organization 295, sentence structure, test questions on 1377; Identifying : rhetorical devices 199, patterns of organization 292, chronological order 517, 522, 524, 527; Relating structure to meaning 773, 776, 778, 779



Concept 6: Comprehension Strategies

Read fluently.

Concept 5: Fluency

Employ strategies to comprehend text.






PO 2. Generate clarifying questions in order to comprehend text.

SE/TE: Questioning the text 591, 597, 601, 603; Challenging the text 389, 399; Questioning the characters' motives 1256, 1261, 1262, 1265, 1270, 1273, 1274, 1276, 1279, 1283, 1284, 1286, 1288



PO 3. Use graphic organizers in order to clarify the meaning of the text.

SE/TE: Build Skills, Graphic Organizer 17, 41, 59, 69, 93, 101, 141, 159, 169, 181, 201, 215, 257, 273, 297, 311, 339, 357, 389, 405, 425, 439, 485, 497, 505, 517, 531, 549, 575, 591, 607, 619, 641, 651, 659, 669, 715, 726, 741, 765, 773, 783, 793, 808, 839, 847, 861, 881, 897, 913, 925, 937, 981, 997, 1011, 1029, 1049, 1061, 1075, 1089, 1103, 1115, 1131, 1145, 1163, 1183, 1197, 1215, 1227, 1239, 1256, 1290, 1314, 1342








PO 4. Connect information and events in text to experience and to related text and sources.

SE/TE: Connecting to the Literature (Preview) 17, 41, 59, 69, 93, 101, 141, 159, 169, 181, 201, 215, 257, 273, 297, 311, 339, 357, 389, 405, 425, 439, 485, 497, 505, 517, 531, 549, 575, 591, 607, 619, 641, 651, 659, 669, 715, 726, 741, 765, 773, 783, 793, 808, 839, 847, 861, 881, 897, 913, 925, 937, 981, 997, 1011, 1029, 1049, 1061, 1075, 1089, 1103, 1115, 1131, 1145, 1163, 1183, 1197, 1215, 1227, 1239, 1256, 1290, 1314, 1342; Comparing Literary Works 29, 93, 97, 101, 141, 159, 169, 180, 201, 215, 257, 274, 297, 311, 339, 357, 425, 439, 485, 497, 505, 517, 531, 549, 575, 591, 607, 619, 641, 651, 659, 669, 715, 726, 741, 765, 773, 783, 793, 1145, 1163; Connecting Literary Elements 107, 159, 165, 257, 339, 505, 517, 591, 619, 641, 669, 715, 741, 765, 783; Extend Your Learning 31, 51, 65, 86, 99, 109, 153, 167, 179, 189, 212, 225, 271, 291, 308, 337, 355, 375, 437, 453, 495, 503, 515, 529, 539, 565, 589, 605, 617, 638, 649, 657, 667, 723, 739, 763, 771, 781, 791, 802, 831, 859, 879, 895, 923, 995, 1009, 1027, 1047, 1073, 1087, 1129, 1161, 1180, 1195, 1249, 1341



PO 5. Apply knowledge of organizational structures (e.g., chronological order, sequence-time order, cause and effect relationships, logical order, classification schemes, problem-solution) of text to aid comprehension.

SE/TE: Identifying : patterns of organization & text structures 292; Noting spatial relationships 297, 300, 306; Assessment practice : analyzing text structures 295; Relating structure to meaning 773, 776, 778, 779; Stage directions 1256, 1258, 1259, 1267, 1269, 1270, 1271, 1274, 1275, 1276, 1280, 1281, 1282, 1285, 1288








Text Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.

SE/TE: Literary Analysis (Apply the Skills), Reading Strategy (Apply the Skills), Extend Understanding (Apply the Skills) 29, 49, 63, 84, 97, 107, 151, 169, 177, 187, 210, 223, 269, 289, 306, 335, 353, 375, 435, 451, 493, 501, 513, 527, 537, 562, 587, 603, 615, 636, 647, 655, 665, 721, 737, 761, 769, 779, 789, 800, 829, 857, 877, 893, 921, 993, 1007, 1025, 1045, 1071, 1085, 1127, 1159, 1178, 1193, 1247, 1339



Identify, analyze, and apply knowledge of the structures and elements of literature.

Concept 1: Elements of Literature

Strand 2: Comprehending Literary






PO 1. Evaluate the author’s use of literary elements: -theme (moral, lesson, meaning, message, view or comment on life), -point of view (e.g., first vs. third, limited vs. omniscient), -characterization (qualities, motives, actions, thoughts, dialogue, development, interactions), -setting (time of day or year, historical period, place, situation), and -plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution).

SE/TE: Tone 56–57, 505, 511, 513, 607, 608, 610, 612, 615, 773, 779, 804–805, 1029, 1045, 1145, 1150, 1159, R18; Characters/Characterization 257, 269, 669, 672, 673, 675, 679, 741, 744, 745, 748, 749, 750, 751, 753, 757, 759, 761, 804–805, 981, 984, 986, 988-990, 993, 1011, 1015, 1019, 1021, 1023, 1025, R10; Point of view 259, 260, 263, 266, 269, 517, 520, 524, 527, 669, 673, 679, 804–805, 808, 810, 817, 822, 823, 825, 826, 827, 829, 847, 848, 851, 852, 853, 854, 855, 857, 1089, 1092, 1099, 1103, 1111, R18; Theme 357, 362, 370, 372, 375, 765, 768, 769, 804–805, 1215, 1223, 1342, 1343, 1344, 1345, 1349, 1350, 1351, 1353, 1354, 1355, 1357, 1359, R18; Irony 618, 622, 625, 627, 634, 636, 641, 647, 866, 870, 1314, 1317, 1320, 1321, 1322, 1325, 1327, 1330, 1331, 1334, 1335, 1337, 1338, 1340, R13; Conflict 618, 622, 624, 625, 627, 628, 630, 631, 634, 636, 804–805, 861, 877, 997, 999, 1000, 1001, 1003, 1004, 1006, 1007, 1115, 1127, R10; Plot 641, 783,785, 786, 787, 789, 804–805, 1115, 1117, 1118, 1122, 1123, 1125, 1127, R10, R15; Setting 804–805, 1183, 1185, 1186, 1188, 1193, R17



PO 2. Interpret figurative language, including, personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory with emphasis upon how the writer uses language to evoke readers’ emotions.

SE/TE: Figurative language : personification 181, 187, 423, 839, 843, R15, metaphor 405, 412, 418, 423, 937, 941, R13, simile 423, 793, 796, 798, 800, R17, extended metaphor 937, 941, 1342, 1355, 1359








PO 3. Analyze the way in which the theme or meaning of a selection represents a view or comment on life, providing textual evidence for the identified theme.

SE/TE: Finding clues to theme 765, 767, 769; Interpreting the story's theme 804–805; Drawing inferences about theme 1197, 1203, 1209, 1211; Applying themes to contemporary events 1342, 1345, 1347, 1356, 1359; also see: Writing Workshops: Analytic Essay: Evaluate Literary Themes 226–227, Compare and Contrast Literary Themes 682–683, Analyzing Literary Themes 1366–1367; Theme 357, 362, 370, 372, 375, 765, 768, 769, 804–805, 1215, 1223, 1342, 1343, 1344, 1345, 1349, 1350, 1351, 1353, 1354, 1355, 1357, 1359, R18; Anthology of poems with a common theme 802



PO 4. Explain the writer’s use of irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection.

SE/TE: Irony 618, 622, 625, 627, 634, 636, 641, 647, 866, 870, 1314, 1317, 1320, 1321, 1322, 1325, 1327, 1330, 1331, 1334, 1335, 1337, 1338, 1340, R13; Satire 773, 779, 863, 866, 870, R17; Ambiguous symbol 804–805; Ambiguity 861, 877, R9; Parody 1151, 1161; Essays, satirical 1142–1143, 1145, 1159








PO 5. Analyze an author’s development of time and sequence through the use of complex literary devices such as foreshadowing and flashbacks.

SE/TE: Flashback 56–57, 847, 852, 854, 857, 1071, 1115, 1118, 1127, R12; Foreshadowing 1061, 1063, 1064, 1066, 1067, 1068, 1071, R12; Clarifying sequence of events 847, 857; Putting events in order 1061, 1065, 1071



PO 6. Explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position).

SE/TE: Poetry 181, 187, 422, 439, 440, 442, 444, 451, 726, 728, 730, 731, 737, 1239, 1247, R12, R13, R16; Rhyme 423, 425, 429, 435, 651, 654, 655, R16; Sound devices 423, R9, R10; Meter 274, 276, 278, 281, 284, 285, 287, 289, R13; Blank verse 881, 883, 885, 886, 888, 889, 892, 893, R10



Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.

Concept 2: Historical and Cultural Aspects of Literature






PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature.

SE/TE: Unit Introductions 4–13, 128–137, 244–269, 472–481, 702–711, 968–977; Recognizing cultural details 17, 19, 23, 24, 28, 29; Literature In Context (culture, economics, geography, history, humanities, literature, media, music, mythology, social studies) 74, 78, 104, 144, 149, 163, 302, 366, 521, 594, 623, 674, 754, 811, 850, 1079, 1119, 1121, 1200, 1190, 1020, 1264, 1277, 1336, 1352; Identifying cultural attitudes 257, 259, 260, 266, 269; Autobiography, social context in 913, 915, 916, 921; Connecting to historical context 937, 940, 941; Cultural context 1011, 1015, 1019, 1025; Historical context 1290, 1300, 1312; also see: Background 94, 126, 142, 161, 170, 185, 203, 217, 258, 273, 299, 312, 340, 358, 426, 440, 486, 498, 507, 518, 532, 550, 577, 593, 608, 620, 642, 653, 661, 671, 716, 725, 727, 742, 766, 775, 785, 794, 1146, 1148, 1156, 1164

TE: Enrichment: 6, 10, 14, 36, 38, 66, 72, 76, 80, 104, 130, 132, 134, 138, 144, 148, 162, 172, 174, 204, 206, 218, 220, 246, 248, 251, 260, 262, 264, 266, 278, 280, 284, 300, 302, 316, 318, 322, 326, 328, 330, 342, 344, 348, 360, 362, 364, 366, 368, 370, 372, 380, 384, 392, 394, 396, 408, 410, 414, 416, 430, 432, 442, 444, 448, 474, 476, 478, 480, 482, 488, 490, 508, 520, 524, 534, 552, 554, 556, 558, 566, 568, 572, 578, 580, 582, 594, 596, 598, 610, 622, 624, 630, 644, 672, 674, 704, 707, 710, 712, 718, 730, 732, 734, 744, 746, 748, 750, 752, 756, 796, 810, 812, 816, 818, 822, 826, 852, 864, 868, 870, 872, 884, 886, 888, 904, 918, 970, 973, 974, 975, 978, 986, 1000, 1002, 1004, 1014, 1020, 1022, 1032, 1034, 1038, 1042, 1066, Girl 1069, 1078, 1080, 1092, 1094, 1096, 1106, 1108, 1118, 1122, 1124, 1134, 1136, 1147, 1148, 1155, 1166, 1170, 1172, 1174, 1176, 1186, 1188, 1200, 1202, 1206, 1232, 1242, 1250, 1264, 1266, 1268, 1272, 1276, 1280, 1298, 1300, 1304, 1318, 1320, 1352, 1356, 1357








PO 2. Relate literary works to the traditions, themes, and issues of their eras.

SE/TE: From The Author's Desk: Susan Power Talks About the Time Period 2, Tim O’Brien Talks About the Time Period 700, Arthur Miller Talks About the Time Period 966, Arthur Miller on Using Historical Facts 1371; Unit Introductions 4–13, 128–137, 244–269, 472–481, 702–711, 968–977; Recognizing cultural details 17, 19, 23, 24, 28, 29; Literature In Context (culture, economics, geography, history, humanities, literature, media, music, mythology, social studies) 74, 78, 104, 144, 149, 163, 302, 366, 521, 594, 623, 674, 754, 811, 850, 1079, 1119, 1121, 1200, 1190, 1020, 1264, 1277, 1336, 1352; Identifying cultural attitudes 257, 259, 260, 266, 269; Autobiography, social context in 913, 915, 916, 921; Connecting to historical context 937, 940, 941; Cultural context 1011, 1015, 1019, 1025; Historical context 1290, 1300, 1312; also see: Background 94, 126, 142, 161, 170, 185, 203, 217, 258, 273, 299, 312, 340, 358, 426, 440, 486, 498, 507, 518, 532, 550, 577, 593, 608, 620, 642, 653, 661, 671, 716, 725, 727, 742, 766, 775, 785, 794, 1146, 1148, 1156, 1164






PO 3. Analyze culturally or historically significant literary works of American literature that reflect our major literary periods and traditions.

SE/TE: Writing Workshops: Analyze Literary Periods 110–111, Analytic Essay: Evaluate Literary Themes 226–227, Compare and Contrast Literary Trends 454–455, Compare and Contrast Literary Themes 682–683, Evaluate Literary Trends 950–951, Research: Analyzing Literary Themes 1366–1367; also see: Unit Introductions 4–13, 128–137, 244–269, 472–481, 702–711, 968–977; Recognizing cultural details 17, 19, 23, 24, 28, 29; Literature In Context (culture, economics, geography, history, humanities, literature, media, music, mythology, social studies) 74, 78, 104, 144, 149, 163, 302, 366, 521, 594, 623, 674, 754, 811, 850, 1079, 1119, 1121, 1200, 1190, 1020, 1264, 1277, 1336, 1352; Identifying cultural attitudes 257, 259, 260, 266, 269; Autobiography, social context in 913, 915, 916, 921; Connecting to historical context 937, 940, 941; Cultural context 1011, 1015, 1019, 1025; Historical context 1290, 1300, 1312; also see: Background 94, 126, 142, 161, 170, 185, 203, 217, 258, 273, 299, 312, 340, 358, 426, 440, 486, 498, 507, 518, 532, 550, 577, 593, 608, 620, 642, 653, 661, 671, 716, 725, 727, 766, 775, 785, 794, 1146, 1148, 1156, 1164









PO 1. Critique the consistency and clarity of the text’s purposes.

SE/TE: Analyzing how a writer achieves purpose 913, 917, 921; Identifying the writer's purpose 57, 1143; also see: Persuasive techniques 198–199; Evaluating : persuasive appeals 201, 210, a writer’s message 1163, 1167, 1170, 1174, 1176, 1178; Reading Informational Materials: Text Structures: Patterns of Organization 292, Analyzing Author’s Beliefs 540, Making Inferences 944; Communications Workshops: Challenge Generalizations, Circular Reasoning, Bandwagon Effect 696, Recognize Purpose, Analyze Structure, Weigh objectivity and subjectivity, charged images, music or slogans 962, Identify editorials, opinion forums, persuasive images, reporting priorities, shaping attitudes 1378



Comprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day-to-day experiences.

Strand 3: Comprehending Informational Text

Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.

Concept 1: Expository Text






PO 2. Distinguish among different kinds of evidence used to support conclusions (e.g., logical, empirical, anecdotal).

SE/TE: Checking for subjectivity or bias 57; Drawing conclusions based on evidence 110; Persuasion 169, 170, 171, 172, 177, 198–199, 1227, 1231, 1235, R15, R20; Logical appeals 198–199; Evaluating : persuasive appeals 201, 210, a writer’s message 1163, 1167, 1170, 1174, 1176, 1178; Logical fallacy 1314, 1317, 1320, 1325, 1330, 1340; Communications Workshops: Special Effects 122, Identify Evidence, Evaluate Support 238, Analyze Purpose, Use of Language, Music and Sound Effects 466, Challenge Generalizations, Circular Reasoning, Bandwagon Effect 696, Recognize Purpose, Analyze Structure, Weigh objectivity and subjectivity, charged images, music or slogans 962, Identify editorials, opinion forums, persuasive images, reporting priorities, shaping attitudes 1378



PO 3. Make relevant inferences by synthesizing concepts and ideas from a single reading selection.

SE/TE: Drawing inferences 339, 343, 345, 347, 349, 353, 465, 925, 930, 933, 1197, 1203, 1209, 1211; Critical Reading: Inferences and Generalizations 465; Making inferences 944

TE: Assessment Practice: Make Inferences and Generalizations 270, 290, 304, 336, 354, 376, 400, 419, 436, 452








PO 4. Compare (and contrast) readings on the same topic, by explaining how authors reach the same or different conclusions based upon differences in evidence, reasoning, assumptions, purposes, beliefs, or biases.

SE/TE: Critical Reading: Compare 654; Comparing Literary Works 29, 93, 97, 101, 141, 159, 169, 180, 201, 215, 257, 274, 297, 311, 339, 357, 425, 439, 485, 497, 505, 517, 531, 549, 575, 591, 607, 619, 641, 651, 659, 669, 715, 726, 741, 765, 773, 783, 793, 1145, 1163; also see: Compare and contrast 25, 34, 150, 183, 222, 305, 352, 374, 423, 433, 441, 447, 450, 562, 613, 635, 678, 720, 732, 768, 776, 795, 836, 906, 1006, 1098, 1126, 1133, 1137, 1147, 1177; Contrast 25, 39, 276, 427, 662, 788



PO 1. Analyze the structures of functional text (e.g., their format, graphics and headers) to determine how authors use these features to achieve their purposes.

SE/TE: Reading Informational Materials: Web Site 87–90, Press Release 190–193, Historic Memorandum 292–295, Public Document 540–542, Mission Statement and Calendar of Events 944–947



Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.

Concept 2: Functional Text

Explain basic elements of argument in text and their relationship to the author’s purpose and use of persuasive strategies.

Concept 3: Persuasive Text






PO 1. Analyze the power, validity, and truthfulness of the arguments advanced in persuasive text.

SE/TE: Persuasion 169, 170, 171, 172, 177, 1227, 1231, 1235, R15, R20; Logical appeals 198–199; Evaluating : persuasive appeals 201, 210, a writer’s message 1163, 1167, 1170, 1174, 1176, 1178; Communications Workshops: Identify Evidence, Evaluate Support 238, Challenge Generalizations, Circular Reasoning, Bandwagon Effect 696, Recognize Purpose, Analyze Structure, Weigh objectivity and subjectivity, charged images, music or slogans 962, Identify editorials, opinion forums, persuasive images, reporting priorities, shaping attitudes 1378; Logical fallacy 1314, 1317, 1320, 1325, 1330, 1340; also see: Checking for subjectivity or bias 57; Drawing conclusions based on evidence 110



PO 2. Evaluate the arguments an author uses in a document to refute opposing arguments and address reader concerns.

SE/TE: Rhetorical devices 198–199; also see: Persuasion 169, 170, 171, 172, 177, 1227, 1231, 1235, R15, R20; Evaluating : persuasive appeals 201, 210, a writer’s message 1163, 1167, 1170, 1174, 1176, 1178; Communications Workshops: Analyze Persuasive Techniques 238, Analyzing Media 466, Critiquing Persuasive Arguments 696, Analyzing the Impact of the Media on the Democratic Process 1378;








PO 3. Identify unsupported inferences or fallacious reasoning in arguments advanced in persuasive text.

SE/TE: Communications Workshops: Analyze Persuasive Techniques 238, Critiquing Persuasive Arguments 696, Analyzing the Impact of the Media on the Democratic Process 1378; also see: Persuasion 169, 170, 171, 172, 177, 1227, 1231, 1235, R15, R20; Persuasive techniques 198–199; Evaluating : persuasive appeals 201, 210, a writer’s message 1163, 1167, 1170, 1174, 1176, 1178



PO 1. Generate ideas through a variety of activities (e.g., brainstorming, notes and logs, graphic organizers, record of writing ideas and discussion, printed material or other sources).

SE/TE: Prewriting (including choosing your topic, gathering details, narrowing your topic) 31, 86, 113, 229, 291, 437, 453, 457, 503, 515, 565, 589, 649, 685, 781, 923, 943, 953, 1009, 1057, 1073, 1249, 1361, 1369

TR: Skills Development Workbook; Skills Development Transparencies


WRITING STANDARD ARTICULATED BY GRADE LEVEL

STANDARD 2: WRITING

Concept 1: Prewriting

Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives. While all steps are needed and used by effective writers as they compose text, different skills may be emphasized in individual assignments. These steps may be used recursively as a piece moves toward completion. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress.

Strand 1: Writing Process

GRADE 11

Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.






PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece.




PO 3. Determine the intended audience of a writing piece.

SE/TE: Drafting : Anticipating opponents' arguments 420, Elaborating to support an argument 638, 1027, Providing context and background 225, Providing descriptive details 99, Providing elaboration 114, 230, 458, 686, 954, 1370, Providing internal documentation 771, Providing necessary background 802, Refuting an argument 337, Shaping your presentation 954; Revising: to add emotional appeal 831, for knowledge level of readers 1213



PO 4. Establish a controlling idea appropriate to the type of writing.

SE/TE: Charting to develop a thesis 226; Choosing your topic 113, 229, 457, 685, 953; Drafting : Creating a main impression 657, Elaborating to support an argument 638, 1027, Refuting an argument 337; Providing elaboration : Elaborating on an idea 879








PO 5. Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to plan writing.

SE/TE: Charting to develop a thesis 226; also see: Prewriting (including choosing your topic, gathering details, narrowing your topic) 31, 86, 113, 229, 291, 437, 453, 457, 503, 515, 565, 589, 649, 685, 781, 923, 943, 953, 1009, 1057, 1073, 1249, 1361, 1369



PO 6. Maintain a record (e.g., lists, journals, folders, notebooks) of writing ideas.

SE/TE: Reflecting/Assessing (journal/rubric) 119, 235, 463, 693, 959, 1375, R33; also see: Charting to develop a thesis 226; Listing to find a focus 1366; Using a cluster diagram to gather details 453



PO 7. Use time management strategies, when appropriate, to produce a writing product within a set time period.

SE/TE: Timed Writing Applications (including essay): 86, 90, 179, 193, 295, 355, 337, 377, 401, 420, 529, 542, 565, 589, 605, 617, 638, 681, 723, 763, 791, 802, 845, 909, 935, 943, 947, 1057, 1101, 1113, 1140, 1161, 1213, 1237, 1225, 1361, 1365



Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.

Concept 2: Drafting






PO 1. Use a prewriting plan to develop the main idea(s) with supporting details.

SE/TE: Prewriting (including choosing your topic, gathering details, narrowing your topic) 31, 86, 113, 229, 291, 437, 453, 457, 503, 515, 565, 589, 649, 685, 781, 923, 943, 953, 1009, 1057, 1073, 1249, 1361, 1369; also see: Writing Lesson (prewriting) 31, 51, 65, 86, 99, 109, 153, 167, 179, 189, 212, 225, 271, 291, 308, 337, 355, 375, 437, 453, 495, 503, 515, 529, 539, 565, 589, 605, 617, 638, 649, 657, 667, 723, 739, 763, 771, 781, 791, 802, 831, 859, 879, 895, 923, 995, 1009, 1027, 1047, 1073, 1087, 1129, 1161, 1180, 1195, 1249, 1341



PO 2. Sequence ideas into a cohesive, meaningful order.

SE/TE: Drafting : Organizing events in chronological order 167; Charting to develop a thesis 226; Charting to analyze similarities and differences 682; Creating an informal outline 1366; also see: Professional Model : Using research to achieve purpose 687, Using historical facts 1370; Drafting : Using relevant citations 401, Elaborating for information 763, Providing internal documentation 771; Prewriting : Gathering information 685, 1369; Using research to achieve purpose 687; Revising : to connect contradictory information 845; Citing sources and preparing manuscript, R27



Concept 3: Revising

Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)






PO 1. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency. (See Strand 2)

SE/TE: Revising 51, 116, 153, 212, 227, 232, 355, 460, 529, 539, 605, 617, 681, 683, 688, 723, 739, 791, 831, 845, 895, 909, 951, 956, 995, 1047, 1101, 1113, 1140, 1161, 1180, 1195, 1213, 1225, 1372; Shaping writing: 114, 230, 458, 686, 954, 1370; also see: Developing style: Vivid word choice 117, Using parallelism 233, Focus on commas 235, Consistent voice and tone 461, Focus on complete sentences 463, Integrating quotations and source materials 689, Focus on accuracy 692, Integrating media 957, Focus on printed material 959, Focus on spelling 1375, Using active voice 1373



PO 2. Add details to the draft to more effectively accomplish the purpose.

SE/TE: Gathering details 31, 86, 113, 229, 453, 457, 565, 649, 685, 781, 953, 1009, 1369; Providing elaboration 65, 114, 230, 458, 495, 638, 686, 763, 859, 879, 954, 1087, 1027, 1129, 1370



PO 3. Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose.

SE/TE: Revising : to add precise details 51, 1101, to use specific language 681, for brevity and clarity 739, to connect contradictory information 845, to include precise language 1180, to use quotations to support interpretation 1225



PO 4. Rearrange words, sentences, and paragraphs in the draft in order to clarify the meaning or to enhance the writing style.

SE/TE: Revising 51, 116, 153, 212, 227, 232, 355, 460, 529, 539, 605, 617, 681, 683, 688, 723, 739, 791, 831, 845, 895, 909, 951, 956, 995, 1047, 1101, 1113, 1140, 1161, 1180, 1195, 1213, 1225, 1372; Developing style: 117, 119, 233, 235, 461, 463, 689, 692, 957, 959, 1373, 1375








PO 5. Add transitional words and phrases to the draft in order to clarify meaning or enhance the writing style.

SE/TE: Drafting : Using transitions to show place 308, Choosing transitions 667; Revising : to smooth transitions 895, 956, to incorporate transitions for clarity 1161



PO 6. Use a variety of sentence structures (i.e., simple, compound, complex) to improve sentence fluency in the draft.

SE/TE: Revising: sentences for variety 460; Developing style: Focus on complete sentences 463; also see: Varying sentence openers 354; Varying sentence length 400; Varying sentence structure 1179



PO 7. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.

SE/TE: Revising 51, 116, 153, 212, 227, 232, 355, 460, 529, 539, 605, 617, 681, 683, 688, 723, 739, 791, 831, 845, 895, 909, 951, 956, 995, 1047, 1101, 1113, 1140, 1161, 1180, 1195, 1213, 1225, 1372; Reflecting/Assessing (journal/rubric) 119, 235, 463, 693, 959, 1375, R33



PO 8. Use resources and reference materials (e.g., thesaurus, dictionary) to select more effective and precise language.

SE/TE: Thesaurus, using, R7; Dictionary, using, R7








PO 1. Identify punctuation, spelling, and grammar and usage errors in the draft. (See Strand 2)

SE/TE: Vocabulary Lesson, Spelling Strategy & Grammar and Style Lesson (Build Language Skills): 30, 50, 64, 85, 98, 108, 152, 166, 178, 188, 211, 224, 270, 290, 307, 336, 354, 376, 400, 419, 436, 452, 494, 502, 514, 528, 538, 564, 588, 604, 616, 637, 648, 656, 666, 680, 722, 738, 762, 770, 780, 790, 801, 830, 844, 858, 878, 894, 908, 922, 934, 942, 994, 1008, 1026, 1046, 1056, 1072, 1086, 1100, 1112, 1128, 1139, 1160, 1179, 1194, 1212, 1224, 1236, 1248, 1289, 1313, 1341, 1360; Editing and Proofreading 119, 235, 463, 693, 959, 1375; Vocabulary Workshops : Recalling Information 120, Recalling and Using Text Details 236, Analyzing Information 464, Demonstrating Understanding 694, Recognizing Relationships 960, Determining the Value of Texts 1376; Grammar, Usage and Mechanics Handbook: R44–R49

TE: Assessment Practice: Grammar and Usage 1026, 1056, 1072, 1100, 1128, 1212, 1289; Assessment Practice: Using Commas Correctly 1341



PO 2. Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.

SE/TE: Thesaurus, using, R7; Dictionary, using, R7



Editing includes proofreading and correcting the draft for conventions.

Concept 4: Editing






PO 3. Apply proofreading marks to indicate errors in conventions.

SE/TE: Editing and Proofreading 119, 235, 463, 693, 959, 1375



PO 4. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.

SE/TE: Editing and Proofreading 119, 235, 463, 693, 959, 1375; Reflecting/Assessing (journal/rubric) 119, 235, 463, 693, 959, 1375, R33



PO 1. Prepare writing that follows a format appropriate for the purpose (e.g., for display, sharing with others, submitting to a publication).

SE/TE: Publishing/Presenting : Writing Workshops: Publishing and Presenting, Oral Presentation 119, Class Anthology 119, Newspaper opinion piece 235, Speech 235, Literary magazine 463, Oral presentation 463, Submission to a journal 693, Oral presentation 693, Oral presentation 959, Advertisement 959, Cover letter 1375, Job portfolio 1375



Concept 5: Publishing

Publishing involves formatting and presenting a final product for the intended audience.






PO 2. Include such techniques as principles of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.

SE/TE: Publishing/Presenting : Writing Workshops: Publishing and Presenting, Oral Presentation 119, Class Anthology 119, Newspaper opinion piece 235, Speech 235, Literary magazine 463, Oral presentation 463, Submission to a journal 693, Oral presentation 693, Oral presentation 959, Advertisement 959, Cover letter 1375, Job portfolio 1375



PO 3. Write legibly. SE/TE: Timed Writing Applications (including essay): 86, 90, 179, 193, 295, 355, 337, 377, 401, 420, 529, 542, 565, 589, 605, 617, 638, 681, 723, 763, 791, 802, 845, 909, 935, 943, 947, 1057, 1101, 1113, 1140, 1161, 1213, 1237, 1225, 1361, 1365; Publishing/Presenting : Writing Workshops: Publishing and Presenting, Oral Presentation 119, Class Anthology 119, Newspaper opinion piece 235, Speech 235, Literary magazine 463, Oral presentation 463, Submission to a journal 693, Oral presentation 693, Oral presentation 959, Advertisement 959, Cover letter 1375, Job portfolio 1375



Concept 1: Ideas and Content

This strand focuses on the elements of effective writing. Good writing instruction incorporates multiple performance objectives into an integrated experience of learning for the student. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress. The order of the concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many.

Strand 2: Writing Components

Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.






PO 1. Maintain a clear, narrow focus to support the topic.

SE/TE: Charting to develop a thesis 226; Choosing your topic 113, 229, 457, 685, 953; Drafting : Creating a main impression 657, Elaborating to support an argument 638, 1027, Refuting an argument 337; Providing elaboration : Elaborating on an idea 879



PO 2. Write with an identifiable purpose and for a specific audience.




PO 3. Provide sufficient, relevant, and carefully selected details for support.




PO 4. Demonstrate a thorough, balanced explanation of the topic.

SE/TE: Drafting : Building unity 109, Providing context and background 225, Using transitions to show place 308, Anticipating opponents' arguments 420, Elaborating to support an argument 638, 1027, Creating a main impression 657, Choosing transitions 667, Providing internal documentation 771, Providing necessary background 802, Refuting an argument 337, Shaping your presentation 954; Revising: to add emotional appeal 831, for knowledge level of readers 1213








PO 5. Include ideas and details that show original perspective and insights.




PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).

SE/TE: Writing About Literature (includes Prewriting, Model, Drafting, Revising and Editing, and Publishing and Presenting): Analyze Literary Periods 110–111, Analytic Essay: Evaluate Literary Themes 226–227, Compare and Contrast Literary Trends 454–455, Compare and Contrast Literary Themes 682–683, Evaluate Literary Trends 950–951, Analyzing Literary Themes 1366–1367; Writing Workshops : Narration: Autobiographical Narrative 112–119, Persuasion: Persuasive Essay 228–235, Narration: Reflective Essay 456–463, Research: Research Paper 684–693, Research: Multimedia Presentation 952–959, Workplace Writing: Job Portfolio and Résumé 1368–1375; Writing (Build Language Skills – includes Prewriting, Drafting, Revising and Model): 31, 51, 65, 86, 99, 109, 153, 167, 179, 189, 212, 225, 271, 291, 308, 337, 355, 377, 401, 420, 437, 453, 495, 503, 515, 529, 539, 565, 589, 605, 617, 638, 649, 657, 667, 681, 723, 739, 763, 771, 781, 791, 802, 831, 845, 859, 879, 895, 909, 923, 935, 943, 995, 1009, 1027, 1047, 1057, 1073, 1087, 1101, 1113, 1129, 1140, 1161, 1180, 1195, 1213, 1225, 1 1361


Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

Concept 2: Organization







PO 2. Include a strong beginning or introduction that draws in the reader.

SE/TE: Identifying beginning, middle, and end 291; Introduction to a poetry reading 781; Introduction to an anthology 895; Revising : elaborating for a stronger statement 1140; also see: Prewriting (including choosing your topic, gathering details, narrowing your topic) 31, 86, 113, 229, 291, 437, 453, 457, 503, 515, 565, 589, 649, 685, 781, 923, 943, 953, 1009, 1057, 1073, 1249, 1361, 1369



PO 3. Place details appropriately to support the main idea.




PO 4. Use effective transitions among all elements (sentences, paragraphs, and ideas).

SE/TE: Drafting : Using transitions to show place 308, Choosing transitions 667; Revising : to smooth transitions 895, 956, to incorporate transitions for clarity 1161



PO 5. Employ a variety of paragraphing strategies (e.g., topical, chronological, spatial) appropriate to application and purpose.

SE/TE: Revising: paragraphs 232, 688; Developing style: Using parallelism 233; Drafting: Building unity 109, Shaping your writing 114, 230, 458, 686, Organizing events in chronological order 167, Using transitions to show place 308, Choosing transitions 667








PO 6. Create an ending that provides a sense of resolution or closure.

SE/TE: Identifying beginning, middle, and end 291



PO 1. Show awareness of the audience through word choice, style, and an appropriate connection with, or distance from, the audience.

SE/TE: Drafting: with a persuasive tone 189, Refuting an argument 337, Anticipating opponents' arguments 420, Elaborating to support an argument 638, 1027, Providing necessary background 802; Revising: to add persuasive language 539, to add emotional appeal 831, to achieve a personal tone 1195, elaborating for a stronger statement 1140, for knowledge level of readers 1213, to use quotations to support interpretation 1225



PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to topic and type of writing.

SE/TE: Revising word choice: 116, 232, 688, 1372; Developing Style 117, 119, 233, 235, 461, 463, 689, 692, 957, 959, 1373, 1375



PO 3. Choose appropriate voice (e.g., formal, informal, academic discourse) for the application.

SE/TE: Drafting: with a persuasive tone 189; Revising: sentences for variety 460, to achieve a personal tone 1195; Developing style: Consistent voice and tone 461, Focus on complete sentences 463; also see: Revising Word choice 116, 232, 688, 1372


Concept 3: Voice

Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.







PO 4. Use engaging and expressive language that shows a commitment to the topic.

SE/TE: Elaborating for vividness 65; Vivid word choice 117; Extending/expanding to add details 458; Elaborating to support an argument 638, 1027; Elaborating for information 763; Elaborating on an idea 879; Keeping narration lively 954; Using active voice 1373; Elaborating to add emotional depth 1087; Elaborating for a stronger statement 1140; Providing elaboration 114, 230, 458, 686, 954, 1370; Revising word choice: 116, 232, 688, 1372



PO 5. Use language appropriate to purpose, topic, and audience.

SE/TE: Revising word choice: 116, 232, 688, 1372; Developing Style 117, 119, 233, 235, 461, 463, 689, 692, 957, 959, 1373, 1375



PO 1. Use accurate, specific, powerful words and phrases that effectively convey the intended message.

SE/TE: Elaborating for vividness 65; Vivid word choice 117; Elaborating for information 763; Keeping narration lively 954; Using active voice 1373; Elaborating to add emotional depth 1087; Elaborating for a stronger statement 1140



Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

Concept 4: Word Choice






PO 2. Use vocabulary that is original, varied, and natural.

SE/TE: Professional Model: Choosing the right word 115; Student Model: Keeping narration lively 954; Developing style: Consistent voice and tone 461, Vivid word choice 117; Drafting: Elaborating for vividness 65, Providing descriptive details 99, Providing elaboration 114, 230, 458, 686, 954, 1370, Using details to create a vivid character 859, Using details to create a vivid portrayal 1129, Using forceful language 179, Using precise details 495; Revising: sentences for variety 460



PO 3. Use words that evoke clear images. SE/TE: Description of a natural wonder 308; Developing Style: Vivid word choice 117; Drafting: Elaborating for vividness 65, Providing descriptive details 99, Using details to create a vivid character 859, Using details to create a vivid portrayal 1129, Using forceful language 179, Using precise details 495; Revising: to add precise details 51, 1101, to include precise language 1180








PO 4. Use literal and figurative language intentionally when appropriate.(See R09-S2C1-02, R10-S2C1-02, R11-S2C1-02, R12-S2C1-02)

SE/TE: Drafting: Anticipating opponents' arguments 420, Elaborating for information 763, Elaborating for vividness 65, Elaborating on an idea 879, Elaborating to add emotional depth 1087, Elaborating to support an argument 638, 1027, Providing context and background 225, Providing descriptive details 99, Providing elaboration 114, 230, 458, 686, 954, 1370, Providing necessary background 802, Refuting an argument 337, Updating a story 271, Using details to create a vivid character 859, Using details to create a vivid portrayal 1129, Using forceful language 179, Using precise details 495; Revising: for accuracy 723, to achieve a personal tone 1195, to add emotional appeal 831, to add evaluation 227, to add literary evidence 1047, to add persuasive language 539, to add precise details 51, 1101, to add quotations 212, to include precise language 1180, to incorporate quotations 529, 909, to use exact quotations 355, to use quotations to support interpretation 1225, to use specific language 681



PO 5. Use clichés only when appropriate to purpose.

Opportunities to address this standard may be found on the following pages: SE/TE: Professional Model: Choosing the right word 115; Using details to create a vivid character 859, Using details to create a vivid portrayal 1129, Using forceful language 179



PO 1. Use a variety of sentence structures (simple, compound, complex, and compound-complex) and lengths to reinforce relationships among ideas and to enhance the flow of the writing.


Concept 5: Sentence Fluency

Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.








PO 2. Show extensive variation in sentence beginnings, lengths, and patterns to enhance the flow of the writing.




PO 3. Demonstrate a flow that is natural and powerful when read aloud.

SE/TE: Keeping narration lively 954; Integrating quotations and source materials 689; Organizing events in chronological order 167; Shaping your writing 114, 230, 458, 686



PO 1. Use capitals correctly for:a. proper nouns: holidays place/regional names languages historical events organizations academic courses (e.g., algebra/Algebra I) product namesb. words used as names (e.g., Grandpa, Aunt Lyn)c. literary titles (book, story, poem, play, song)d. titles e. abbreviationsf. proper adjectives (e.g., German shepherd, Chinese restaurant)

SE/TE: Capitalization of proper nouns 564, R45


Concept 6: Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.







PO 2. Use commas to correctly punctuate:a. items in a seriesb. greetings and closings of lettersc. introductory words, phrases and clausesd. direct addresse. interruptorsf. compound sentencesg. appositivesh. dialogue

SE/TE: Commas after introductory words 1313; Commas in series 908; Commas, R46



PO 3. Use quotation marks to punctuate:a. dialogueb. titlesc. exact words from sources

SE/TE: Revising to use exact quotations 355; Punctuation of dialogue 830, of a quotation within aquotation 1112; Quotation Marks, R46



PO 4. Use underlining or italics to correctly identify titles and vessels (e.g., ships, spacecrafts, planes, trains).

SE/TE: Underlining and Italicizing, R47; also see: Capitalization of proper nouns 564, R45



PO 5. Use colons to punctuate business letter salutations and sentences introducing lists.

SE/TE: Business Letter model, R25; Colons, R46








PO 6. Use semicolons to punctuate compound and compound-complex sentences when appropriate.

SE/TE: Semicolons 224, 528, 878; also see: Compound sentences 30, 528, 604, 1179



PO 7. Use apostrophes to punctuate:a. contractionsb. singular possessivesc. plural possessives

SE/TE: Possessive nouns, singular and plural 85; Apostrophes, R47



PO 8. Use hyphens, dashes, parentheses, ellipses, and brackets correctly.

SE/TE: Dashes 762; Elliptical clauses 1086; Parentheses 780; Hyphens, dashes, R47



PO 9. Spell words correctly. SE/TE: Spelling Strategy, 30, 50, 64, 85, 98, 108, 152, 166, 178, 188, 211, 224, 270, 290, 307, 336, 354, 376, 436, 452, 494, 502, 514, 528, 538, 564, 588, 604, 616, 637, 648, 656, 666, 722, 738, 762, 770, 780, 790, 801, 830, 858, 878, 894, 922, 994, 1008, 1026, 1046, 1072, 1086, 1128, 1160, 1179, 1194, 1248, 1340; Writing Workshops: Editing and Proofreading, Spelling 119, 1375; also see: Vocabulary Workshops 120, 236, 464, 694, 960, 1376; High Frequency Academic Words: R7






Vocabulary Lesson (Build Language Skills): 30, 50, 64, 85, 98, 108, 152, 166, 178, 188, 211, 224, 270, 290, 307, 336, 354, 376, 400, 419, 436, 452, 494, 502, 514, 528, 538, 564, 588, 604, 616, 637, 648, 656, 666, 680, 722, 738, 762, 770, 780, 790, 801, 830, 844, 858, 878, 894, 908, 922, 934, 942, 994, 1008, 1026, 1046, 1056, 1072, 1086, 1100, 1112, 1128, 1139, 1160, 1179, 1194, 1212, 1224, 1236, 1248, 1289, 1313, 1341, 1360



PO 10. Use paragraph breaks to reinforce the organizational structure, including dialogue.

SE/TE: Revising: paragraphs 232, 688; Developing style: Using parallelism 233; Drafting: Building unity 109, Shaping your writing 114, 230, 458, 686, Organizing events in chronological order 167, Using transitions to show place 308, Choosing transitions 667



PO 11. Demonstrate control of grammar and usage in writing:a. parts of speechb. verb forms and tensesc. subject/verb agreementd. pronoun/antecedent agreemente. parallel structuref. comparative and superlative degrees of adjectivesg. modifier placementh. homonyms

SE/TE: Grammar and Style Lesson 98, 108, 152, 166, 178, 188, 211, 224, 270, 290, 307, 336, 354, 376, 436, 452, 494, 502, 514, 528, 538, 564, 588, 604, 616, 637, 648, 655, 666, 722, 738, 762, 770, 780, 790, 801, 1160, 1179; Writing Workshops: Editing and Proofreading 119, 235, 463, 693, 959, 1375; Grammar, Usage and Mechanics Handbook: R44–R49








PO 12. Use appropriate format, according to type ofwriting, to cite sources (e.g., Chicago, APA, MLA, UPI, any other recognized style manual).

SE/TE: Providing internal documentation 771; Developing style: Integrating quotations and source materials 689; Professional Model : Using historical facts 1370; Citing sources and preparing manuscript, R28–R30; also see: Drafting : Using relevant citations 401, Summary of research findings 529; Research and Technology Guide, R26–R27



PO 1. Write in a variety of expressive forms (e.g. poetry, short story, and/or drama) that:a. use voice and style appropriate to audience and purposeb. organize ideas in writing to ensure coherence, logical progression, and supportc. employ literary devices (e.g., irony, conceit, foreshadowing, symbolism) to enhance style and voice Example: Write a contemporary version of “The Raven” by Edgar Allan Poe.

SE/TE: Writing Workshops: Narration: Autobiographical Narrative 112–119, Narration: Reflective Essay 456–463; also see: Writing Lesson : Retelling of a story 31, 271, Journal, explorer's 51, Autobiographical narrative 112, Autobiographical account 153, Imitation of an author's style 453, Poem to honor a hero 657, Stream-of-consciousness monologue 859, Moment of inspiration 923, Journal, fictional 1195, Ghost story 1249



Writing skills particular to the applications listed here may be taught across the curriculum, although some applications may lend themselves more readily to specific content areas. It is imperative that students write in all content areas in order to increase their communication skills, and ultimately to improve their understanding of content area concepts. When appropriate, other content standards are referenced to show interdisciplinary connections.

Strand 3: Writing Applications

Expository writing includes non-fiction writing that describes, explains, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.

Concept 2: Expository

Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.

Concept 1: Expressive






PO 1. Write a multi-paragraph essay (e.g., compare/contrast, cause/effect, process) that: a. includes background information to establish the thesis (hypothesis, essential question), as appropriateb. states a thesis (hypothesis, essential question) with a narrow focusc. includes evidence in support of a thesis (hypothesis, essential question) in the form of details, facts, examples, or reasonsd. communicates information and ideas from primary and/or secondary sources accurately and coherently, as appropriatee. attributes sources of information, as appropriatef. includes a topic sentence for each body paragraphg. includes relevant factors and variables that need to be consideredh. includes visual aids to organize and record information on charts, data tables, maps and graphs, as appropriatei. includes an effective conclusion Example: Compose an essay on Alexis de Tocqueville’s 1830s observations on American political and social life. Examine other historical documents to determine how accurate the de Tocqueville’s analysis was, and how his views of society reflect the United States today.

SE/TE: Writing Workshops: Analyze Literary Periods 110–111, Analytic Essay: Evaluate Literary Themes 226–227, Compare and Contrast Literary Trends 454–455, Compare and Contrast Literary Themes 682–683, Research: Research Paper 684–693, Evaluate Literary Trends 950–951, Research: Multimedia Presentation 952–959, Analyzing Literary Themes 1366–1367; also see: Timed Writing Applications : Essay 529, 565, 589, 791, 802, 845, 943, 1140, 1161; Writing Applications : Essay 99, 110, 226, 454, 456, 503, 515, 649, 682, 771, 950, 1087, 1366, R37; Research and Technology : Presentation 167, 291, 355, 420, 515, 681, 895, 995, 1057, 1101, 1225, 1237, 1249; Reports 377, 437, 453, 589, 605, 649,657, 723, 763, 781, 791, 831, 845, 859, 879, 909, 943, 1009, 1073, 1113, 1129, 1180, 1195, 1213



PO 1. Write a work-related document (e.g., application, minutes, memo, cover letter, letter of application, speaker introduction, letter of recommendation, technical manual) that:a. presents information purposefully and succinctly to meet the needs of the intended audienceb. follows a conventional format Example: Complete a job application form for a part-time job and attach a memorandum outlining the particular skills you have that fit the job description.(See R11-S3C2)

SE/TE: Writing Workshops: Workplace Writing: Job Portfolio and Résumé 1368–1375; also see: Writing Lessons : Writing Applications : Explanation 193, Field report on hospital conditions 495, Booklet: on hypothermia 638, Deposition 995

Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.

Concept 3: Functional








PO 1. Write a persuasive composition (e.g. speech, editorial, letter to the editor, public service announcement) that:a. states a position or claimb. presents detailed evidence, examples, and reasoning to support effective arguments and emotional appeals c. attributes sources of information when appropriated. structures idease. acknowledges and refutes opposing arguments Example: Write a letter to the editor about a community issue (e.g., teen curfew laws, racial profiling, affirmative action).(See R11-S3C3)

SE/TE: Writing Workshops: Persuasion: Persuasive Essay 228–235; also see: Writing Lessons : Evaluation of persuasion 109, Proposal to the principal 179, Critical evaluation of a philosophical essay 401, Editorial 681, Critical review 605, 1101, 1365, Position paper on development 617, Editor's review of a manuscript 739, Critical review 879, Critical response 909, 1057, Advice column 1027, Critical response 1047, Book review 1213, Defense of a character's actions 1361



Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.

Concept 4: Persuasive

Literary response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature.

Concept 5: Literary Response






PO 1. Write a literary analysis that:a. evaluates the author’s use of literary elements (i.e., theme, point of view, characterization, setting, plot)b. interprets different elements of figurative language (i.e., simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery, extended metaphor/conceit) with emphasis on how the author’s use of language evokes readers’ emotionsc. analyzes the way in which the theme, or meaning of a selection, represents a view or comment on life, providing textual evidence for the identified themed. explains the writer’s use of irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selectione. analyzes an author’s development of time and sequence through the use of complex literary devices such as foreshadowing and flashbacks f. explains how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position) Example: Write an essay about F. Scott Fitzgerald’s use of symbolism in The Great Gatsby.(See R11-S2C1)

SE/TE: Writing Workshops: Analytic Essay: Evaluate Literary Themes 226–227, Compare and Contrast Literary Themes 682–683, Evaluate Literary Trends 950–951, Analyzing Literary Themes 1366–1367; Interpreting the story's theme 804–805; Assessment Workshops: Critical Reading: Summaries of Written Texts 121, Critical Reading: Cause–and–Effect Relationships 237, Critical Reading: Inferences and Generalizations 465; Timed Writing : Comparison of narratives 86, Response to a short story 355, Character study 377, Critical evaluation of a philosophical essay 401, Critical review 605, 1101, 1365, Literary analysis 638, 1225, Character analysis 723, 763, 1113, Critical response 909, 1057, Poetry comparison 935, Book review 1213, Defense of a character's actions 1361



Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product.

Concept 6: Research






PO 1. Write a research product that:a. incorporates evidence in support of a thesis or claimb. integrates information and ideas from multiple primary and secondary sourcesc. makes distinctions between the relative value and significance of specific data, facts, and ideasd. includes visual aids to organize and record information on charts, data tables, maps and graphs, as appropriatee. integrates direct quotesf. uses internal citationsg. includes a works cited, bibliography, or reference page Example: Choose a post-secondary institution and research its relevance to your future goals.

SE/TE: Writing Workshops: Research: Research Paper 684–693, Research: Multimedia Presentation 952–959; also see: Research and Technology 31, 51, 65, 86, 99, 109, 153, 167, 179, 189, 212, 225, 271, 291, 308, 337, 355, 375, 437, 453, 495, 503, 515, 529, 539, 565, 589, 605, 617, 638, 649, 657, 667, 723, 739, 763, 771, 781, 791, 802, 831, 859, 879, 895, 923, 995, 1009, 1027, 1047, 1073, 1087, 1129, 1161, 1180, 1195, 1249, 1341; Reading Informational Materials 87–89, 190–192, 292–294, 540–542, 944–946, 1362–1364; Professional Model : Using research to achieve purpose 687, Using historical facts 1370; Drafting : Using relevant citations 401, Elaborating for information 763, Providing internal documentation 771; Prewriting : Gathering information 685, 1369; Using research to achieve purpose 687; Revising : to connect contradictory information 845; Citing sources and preparing manuscript, R27



LS-P1. Deliver a polished speech that is organized and well suited to the audience and that uses resource materials to clarify and defend positions

SE/TE: Communications Workshops: Delivering a Speech 122; also see: Listening and Speaking : Oral report 109, 1289, Class improvement plan 153, Debate 167, 212, 420, 1225, News reports 179, Analysis of persuasive techniques 238, Public service announcement 401, Media analysis 466, Summary of research findings 529, Critique of persuasive arguments 696, Presentation 763, 935, 1009, Evaluation of communication methods 962, Evaluation of a film 1057, Media impact analysis 1378; Publishing/Presenting : Newspaper opinion piece 235

TE: Assessment Practice: Grammar and Usage 1026, 1056, 1072, 1100, 1128, 1212, 1289


Students know and are able to do all of the above and the following:

PROFICIENCY (Grades 9-12)

Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences.

STANDARD 3: LISTENING AND SPEAKING







LS-P2. Deliver an impromptu speech that is organized, addresses a particular subject and is tailored to the audience

SE/TE: Informal Debate 99, 739; Discussion 667, 781, 802

TR: Skills Development Workbook; Skills Development TransparenciesTECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD

LS-P3. Deliver oral interpretations of literary or original works

SE/TE: Communications Workshops: Delivering a Speech 122; also see: Dramatic reenactment 31; Oral report 109, 1289; Dramatic reading 189, 337, 565, 943, 1213; Enactment 271, 638; Dramatic reading 291; Poetry reading 437; Choral reading 503; Dramatic scene 878, 1313; Oral interpretation of a speech 617; Soliloquy 649; Oral interpretation of a poem 657; Radio play 1195



LS-P4. Conduct an interview, taking appropriate notes and summarizing the information learned

SE/TE: Interview 589, 771, 791, 1140, 1249



LS-P5. Evaluate the effectiveness of informal and formal presentations that use illustrations, statistics, comparisons and analogies

SE/TE: Rating System & Evaluation Forms: Analyze Persuasive Techniques 238, Analyzing Media 466, Critiquing Persuasive Arguments 696, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378TR: Skills Development Workbook; Skills Development Transparencies







LS-D1. Use clear and concise language when presenting analytical responses to literature, conveying technical information, and explaining complex concepts and procedures

SE/TE: Debate 99, 167, 212, 420, 739, 1225; Evaluation of a film 1057; Evaluation of communication methods 962; Interview 589, 771, 791, 1140, 1249; News reports 179; Opening statement for the defense 1161; Oral report 109, 1289; Presentation 65, 308, 495, 515, 763, 935, 1009; Speech 51, 86, 122, 923, 1073, 1180, 1237



LS-D2. Deliver creative and dramatic interpretations of literary or original works

SE/TE: Communications Workshops: Delivering a Speech 122; also see: Dramatic reenactment 31; Oral report 109, 1289; Dramatic reading 189, 337, 565, 943, 1213; Enactment 271, 638; Dramatic reading 291; Poetry reading 437; Choral reading 503; Dramatic scene 878, 1313; Oral interpretation of a speech 617; Soliloquy 649; Oral interpretation of a poem 657; Radio play 1195



LS-D3. Communicate information expressively, informatively and analytically through a variety of media to audiences inside or outside of school

SE/TE: Publishing/Presenting : Oral presentation 463, 692; Writing Workshops: Research: Multimedia Presentation 952–959; also see: Communications Workshops: Delivering a Speech 122; Multimedia Presentation : on literacy 515, on cultural emphasis on youth 1225, on civil rights protests 1237, on an African culture 1249; Multimedia Report: on Mississippi riverboats 589, on Dominican republic 1129




DISTINCTION (Honors)






LS-D4. Evaluate and improve personal communication skills

SE/TE: Communications Workshops: Analyzing Media 466, Critiquing Persuasive Arguments 696, Analyzing the Impact of the Media on the Democratic Process 1378; also see: Group activities : Debate 99, 167, 212, 420, 739, 1225; Discussion 667, 781, 802; discussion, class 667, 781, discussion, round–table 802, discussion, panel 1113; Tips for discussing literature, R19



VP-P1. Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

SE/TE: Communications Workshop : Analyzing Media 466, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378; Reading Informational Materials : Web Site 88–90; Writing Workshops: Research: Multimedia Presentation 952–959; Using the Internet for research, R26–R27



VP-P2. Plan, organize, develop, produce and evaluate an effective multimedia presentation, using tools such as charts, photographs, maps, tables, posters, transparencies, slides and electronic media

SE/TE: Writing Workshops: Research: Multimedia Presentation 952–959; Multimedia Presentation : on literacy 515, on cultural emphasis on youth 1225, on civil rights protests 1237, on an African culture 1249; Multimedia Report: on Mississippi riverboats 589, on Dominican republic 1129; also see: Reading Informational Materials: Web Site 88–90; Communications Workshops: Analyzing Media 466, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378



STANDARD 4: VIEWING AND PRESENTING

Students use a variety of visual media and resources to gather, evaluate and synthesize information and to communicate with others.

PROFICIENCY (Grades 9-12)







VP-P3. Analyze and evaluate the impact of visual media on the intended audience

SE/TE: Communications Workshops: Analyzing Media 466, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378; Reading Informational Materials: Web Site 88–90



VP-D1. Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

SE/TE: Communications Workshops: Analyzing Media 466, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378; Reading Informational Materials: Web Site 88–90



VP-D2. Expand abilities in developing multimedia presentations

SE/TE: Writing Workshops: Research: Multimedia Presentation 952–959; Multimedia Presentation : on literacy 515, on cultural emphasis on youth 1225, on civil rights protests 1237, on an African culture 1249; Multimedia Report: on Mississippi riverboats 589, on Dominican republic 1129; also see: Reading Informational Materials: Web Site 88–90; Communications Workshops: Analyzing Media 466, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378



VP-D3. Research ethical issues related to the laws, rules and regulations for the use of media

SE/TE: Communications Workshops: Analyze Persuasive Techniques 238, Analyzing Media 466, Critiquing Persuasive Arguments 696, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378



DISTINCTION (Honors)



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