| (E) identify and understand the use of literary devices,
including first- or third-person point of view;
(F) examine how the author's use of language contributes
to voice; and
(G) explain the purpose of hyperbole, stereotyping,
and anecdote .
(11) Composition: listening, speaking, reading, writing,
and thinking using multiple texts--writing process. The student uses
the writing process recursively to compose multiple texts that are
legible and uses appropriate conventions. The student is expected
to:
(A) plan a first draft by selecting a genre for a particular
topic, purpose, and audience using a range of strategies such as brainstorming,
freewriting, and mapping;
(B) develop drafts into a focused, structured, and
coherent piece of writing by:
(i) organizing with purposeful structure, including
an introduction, transitions, and a conclusion; and
(ii) developing an engaging idea reflecting depth of
thought with specific facts and details;
(C) revise drafts to improve sentence structure and
word choice by adding, deleting, combining, and rearranging ideas
for coherence and clarity;
(D) edit drafts using standard English conventions,
including:
(i) complete simple and compound sentences with subject-verb
agreement and avoidance of splices, run-ons, and fragments;
(ii) past tense of irregular verbs;
(iii) collective nouns;
(iv) adjectives, including their comparative and superlative
forms;
(v) conjunctive adverbs;
(vi) prepositions and prepositional phrases and their
influence on subject-verb agreement;
(vii) pronouns, including indefinite;
(viii) subordinating conjunctions to form complex sentences;
(ix) capitalization of abbreviations, initials, acronyms,
and organizations;
(x) italics and underlining for titles and emphasis
and punctuation marks, including quotation marks in dialogue and commas
in compound and complex sentences; and
(xi) correct spelling of words with grade-appropriate
orthographic patterns and rules and high-frequency words; 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 brief compositions
that convey information about a topic, using a clear central idea
and genre characteristics and craft;
(C) compose argumentative texts, including opinion
essays, using genre characteristics and craft; and
(D) compose correspondence that requests information.
(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 and clarify questions on a topic for formal
and informal inquiry;
(B) develop and follow a research plan with adult assistance;
(C) identify and gather relevant information from a
variety of sources;
(D) understand credibility of primary and secondary
sources;
(E) demonstrate understanding of information gathered;
(F) differentiate between paraphrasing and plagiarism
when using source materials;
(G) develop a bibliography; and
(H) use an appropriate mode of delivery, whether written,
oral, or multimodal, to present results.
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