(vi) subordinating conjunctions to form complex sentences
and correlative conjunctions such as either/or and neither/nor ;
(vii) correct capitalization;
(viii) punctuation, including commas to set off words,
phrases, and clauses, and semicolons; and
(ix) correct spelling, including commonly confused
terms such as its/it's, affect/effect, there/their/they're, and to/two/too;
and
(E) publish written work for appropriate audiences.
(11) 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.
(12) 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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