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TITLE 19EDUCATION
PART 2TEXAS EDUCATION AGENCY
CHAPTER 110TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR ENGLISH LANGUAGE ARTS AND READING
SUBCHAPTER CHIGH SCHOOL
RULE §110.39English Language Arts and Reading, English IV (One Credit), Adopted 2017

    (J) defend or challenge the authors' claims using relevant text evidence.

  (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 relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;

    (B) analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;

    (C) critique and evaluate how complex plot structures such as subplots contribute to and advance the action; and

    (D) evaluate how the historical, social, and economic context of setting(s) influences the plot, characterization, and 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 analyze British literature across literary periods;

    (B) analyze the effects of sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods and cultures;

    (C) analyze and evaluate how the relationships among the dramatic elements advance the plot;

    (D) critique and evaluate characteristics and structural elements of informational texts such as:

      (i) clear thesis, effective supporting evidence, pertinent examples, commentary, summary, and conclusion; and

      (ii) the relationship between organizational design and author's purpose;

    (E) critique and evaluate characteristics and structural elements of argumentative texts such as:

      (i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;

      (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

      (iii) identifiable audience or reader; and

    (F) critique and evaluate the effectiveness of 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) evaluate the author's purpose, audience, and message within a text;

    (B) evaluate 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) critique and evaluate how the author's use of language informs and shapes the perception of readers;

    (E) evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;

    (F) evaluate how the author's diction and syntax contribute to the effectiveness of a text; and

    (G) analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.

  (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 strategic organizational structures appropriate to purpose, audience, topic, and context; and

      (ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;

    (C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;

    (D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; 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, resumes, and personal essays using genre characteristics and craft;

    (C) compose argumentative texts using genre characteristics and craft;

    (D) compose correspondence in a professional or friendly structure;

    (E) compose literary analysis using genre characteristics and craft; and

    (F) compose rhetorical analysis using genre characteristics and craft.

  (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, bias, and accuracy; and

      (ii) faulty reasoning such as straw man, false dilemma, faulty analogies, and non-sequitur;

    (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.


Source Note: The provisions of this §110.39 adopted to be effective November 12, 2017, 42 TexReg 6148; amended to be effective August 1, 2019, 44 TexReg 3812

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