| (J) defend or challenge the authors' claims using relevant
text evidence.; and
(6) Multiple genres: listening, speaking, reading,
writing, and thinking using multiple texts--literary elements. The
student recognizes and analyzes literary elements within and across
increasingly complex traditional, contemporary, classical, and diverse
literary texts. The student is expected to:
(A) analyze how themes are developed through characterization
and plot in a variety of literary texts;
(B) analyze how authors develop complex yet believable
characters in works of fiction through a range of literary devices,
including character foils;
(C) analyze non-linear plot development such as flashbacks,
foreshadowing, subplots, and parallel plot structures and compare
it to linear plot development; and
(D) analyze how the setting influences the theme.
(7) Multiple genres: listening, speaking, reading,
writing, and thinking using multiple texts--genres. The student recognizes
and analyzes genre-specific characteristics, structures, and purposes
within and across increasingly complex traditional, contemporary,
classical, and diverse texts. The student is expected to:
(A) read and respond to American, British, and world
literature;
(B) analyze the structure, prosody, and graphic elements
such as line length and word position in poems across a variety of
poetic forms;
(C) analyze the function of dramatic conventions such
as asides, soliloquies, dramatic irony, and satire;
(D) analyze characteristics and structural elements
of informational texts such as:
(i) clear thesis, relevant supporting evidence, pertinent
examples, and conclusion; and
(ii) multiple organizational patterns within a text
to develop the thesis;
(E) analyze characteristics and structural elements
of argumentative texts such as:
(i) clear arguable claim, appeals, and convincing conclusion;
(ii) various types of evidence and treatment of counterarguments,
including concessions and rebuttals; and
(iii) identifiable audience or reader; and
(F) analyze characteristics of multimodal and digital
texts.
(8) Author's purpose and craft: listening, speaking,
reading, writing, and thinking using multiple texts. The student uses
critical inquiry to analyze the authors' choices and how they influence
and communicate meaning within a variety of texts. The student analyzes
and applies author's craft purposefully in order to develop his or
her own products and performances. The student is expected to:
(A) analyze the author's purpose, audience, and message
within a text;
(B) analyze use of text structure to achieve the author's
purpose;
(C) evaluate the author's use of print and graphic
features to achieve specific purposes;
(D) analyze how the author's use of language achieves
specific purposes;
(E) analyze the use of literary devices such as irony
and oxymoron to achieve specific purposes;
(F) analyze how the author's diction and syntax contribute
to the mood, voice, and tone of a text; and
(G) explain the purpose of rhetorical devices such
as understatement and overstatement and the effect of logical fallacies
such as straw man and red herring arguments.; and
(9) 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 use appropriate conventions. The student is expected to:
(A) plan a piece of writing appropriate for various
purposes and audiences by generating ideas through a range of strategies
such as brainstorming, journaling, reading, or discussing;
(B) develop drafts into a focused, structured, and
coherent piece of writing in timed and open-ended situations by:
(i) using an organizing structure appropriate to purpose,
audience, topic, and context; and
(ii) developing an engaging idea reflecting depth of
thought with specific details, examples, and commentary;
(C) revise drafts to improve clarity, development,
organization, style, diction, and sentence effectiveness, including
use of parallel constructions and placement of phrases and dependent
clauses;
(D) edit drafts using standard English conventions,
including:
(i) a variety of complete, controlled sentences and
avoidance of unintentional splices, run-ons, and fragments;
(ii) consistent, appropriate use of verb tense and
active and passive voice;
(iii) pronoun-antecedent agreement;
(iv) correct capitalization;
(v) punctuation, including commas, semicolons, colons,
and dashes to set off phrases and clauses as appropriate; and
(vi) correct spelling; and
(E) publish written work for appropriate audiences.
(10) 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 fiction and poetry
using genre characteristics and craft;
(B) compose informational texts such as explanatory
essays, reports, and personal essays using genre characteristics and
craft;
(C) compose argumentative texts using genre characteristics
and craft; and
(D) compose correspondence in a professional or friendly
structure.
(11) 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) develop questions for formal and informal inquiry;
(B) critique the research process at each step to implement
changes as needs occur and are identified;
(C) develop and revise a plan;
(D) modify the major research question as necessary
to refocus the research plan;
(E) locate relevant sources;
(F) synthesize information from a variety of sources;
(G) examine sources for:
(i) credibility and bias, including omission; and
(ii) faulty reasoning such as ad hominem, loaded language,
and slippery slope;
(H) display academic citations, including for paraphrased
and quoted text, and use source materials ethically to avoid plagiarism;
and
(I) use an appropriate mode of delivery, whether written,
oral, or multimodal, to present results.
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