| (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.
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