| (i) organizing with purposeful structure, including
an introduction, transitions, coherence within and across paragraphs,
and a conclusion; and
(ii) developing an engaging idea reflecting depth of
thought with specific facts and details;
(C) revise drafts for clarity, development, organization,
style, word choice, and sentence variety;
(D) edit drafts using standard Spanish conventions,
including:
(i) complete complex sentences with subject-verb agreement
and avoidance of splices, run-ons, and fragments;
(ii) consistent, appropriate use of verb tenses;
(iii) conjunctive adverbs;
(iv) prepositions and prepositional phrases and their
influence on subject-verb agreement;
(v) pronouns, including personal, possessive, objective,
reflexive, prepositional, indefinite, and relative;
(vi) subordinating conjunctions to form complex sentences
and correlative conjunctions;
(vii) capitalization of proper nouns, including abbreviations,
initials, acronyms, and organizations;
(viii) punctuation marks, including commas in complex
sentences, transitions, and introductory elements; and
(ix) correct spelling, including commonly confused
terms; and
(E) publish written work for appropriate audiences.
(12) Composition: listening, speaking, reading, writing,
and thinking using multiple texts--genres. The student uses genre
characteristics and craft to compose multiple texts that are meaningful.
The student is expected to:
(A) compose literary texts such as personal narratives,
fiction, and poetry using genre characteristics and craft;
(B) compose informational texts, including multi-paragraph
essays that convey information about a topic, using a clear controlling
idea or thesis statement and genre characteristics and craft;
(C) compose multi-paragraph argumentative texts using
genre characteristics and craft; and
(D) compose correspondence that reflects an opinion,
registers a complaint, or requests information in a business or friendly
structure.
(13) Inquiry and research: listening, speaking, reading,
writing, and thinking using multiple texts. The student engages in
both short-term and sustained recursive inquiry processes for a variety
of purposes. The student is expected to:
(A) generate student-selected and teacher-guided questions
for formal and informal inquiry;
(B) develop and revise a plan;
(C) refine the major research question, if necessary,
guided by the answers to a secondary set of questions;
(D) identify and gather relevant information from a
variety of sources;
(E) differentiate between primary and secondary sources;
(F) synthesize information from a variety of sources;
(G) differentiate between paraphrasing and plagiarism
when using source materials;
(H) examine sources for:
(i) reliability, credibility, and bias; and
(ii) faulty reasoning such as hyperbole, emotional
appeals, and stereotype;
(I) display academic citations and use source materials
ethically; and
(J) use an appropriate mode of delivery, whether written,
oral, or multimodal, to present results.
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