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EnglishLanguage Arts

College BoardStandards orCollege Success ™



© 2006 The College Board. All rights reserved. College Board, Advanced

Placement Program, AP, SAT, and the acorn logo are registered trademarks o

the College Board. connect to college success and SAT Readiness Program

are trademarks owned by the College Board. PSAT/NMSQT is a registered

trademark o the College Board and National Merit Scholarship Corporation.

All other products and services may be trademarks o their respective owners.Visit the College Board on the Web: www.collegeboard.com



Standards Outline ............................................ iii

Introduction to College Board Standardsor College Success .......................................... vi

Introduction to English Language Arts ......... xi

Reading Standards ............................................1

Writing Standards ...........................................37

Introduction to Communication ...................127

Speaking Standards ......................................131

Listening Standards ......................................153

Media Literacy Standards ............................. 171

Glossary .........................................................189

Re erences ......................................................197

Table o Contents

© 2006 The College Board



Following is an outline o the standards and

objectives that make up the English Language

Arts College Board Standards or College

Success ™.

Standards Outline iii

Standards Outline




Reading StandardsSTANDARD 1

Comprehension of Words, Sentences, and Components of Texts

Objectives

R1.1 Student comprehends the meaning o words and sentences.

R1.2 Student comprehends elements o literary texts.R1.3 Student comprehends organizational patterns, textual eatures, graphical representations,

and ideas in in ormational and literary texts.

STANDARD 2

Using Prior Knowledge, Context, and Understanding of Language to

Comprehend and Elaborate the Meaning of Texts

Objectives

R2.1 Student uses prior knowledge to comprehend and elaborate the meaning o texts.R2.2 Student uses context to comprehend and elaborate the meaning o texts.R2.3 Student uses knowledge o the evolution, diversity, and e ects o language to

comprehend and elaborate the meaning o texts.

STANDARD 3

Author’s Purpose, Audience, and Craft

Objectives

R3.1 Student rhetorically analyzes author’s purpose, intended audience, and goals.R3.2 Student interprets, analyzes, and critiques author’s use o literary and rhetorical devices,

language, and style.

STANDARD 4

Using Strategies to Comprehend Texts

Objectives

R4.1 Student uses strategies to prepare to read.R4.2 Student uses strategies to interpret the meaning o words, sentences, and ideas in texts.R4.3 Student uses strategies to go beyond the text.R4.4 Student uses strategies to organize, restructure, and synthesize text content.R4.5 Student monitors comprehension and reading strategies throughout the reading process.

Writing StandardsSTANDARD 1

Rhetorical Analysis and Planning

Objective

W1.1 Student analyzes components o purpose, goals, audience, and genre.

STANDARD 2

Generating Content

Objectives

W2.1 Student takes inventory o what he or she k nows and needs to know. W2.2 Student generates, selects, connects, and organizes in ormation and ideas.

STANDARD 3

Drafting

Objectives

W3.1 Student generates text to develop points within the preliminary organizational structure. W3.2 Student makes stylistic choices with language to achieve intended e ects.

STANDARD 4

Evaluating and Revising Texts

Objectives

W4.1 Student evaluates dra ted text or development, organization, and ocus. W4.2 Student evaluates dra ted text to determine the e ectiveness o stylistic choices.

STANDARD 5

Editing to Present Technically Sound Texts

Objectives

W5.1 Student edits or conventions o standard written E nglish and usage. W5.2 Student employs proo reading strategies and consults resources to correct errors in

spelling, capitalization, and punctuation. W5.3 Student edits or accuracy o citation and proper use o publishing guidelines. W5.4 Student prepares text or presentation/publication.

iv College Board Standards for College Success © 2006 The College Board



Speaking StandardsSTANDARD 1

Understanding the Communication Process

Objective

S1.1 Student understands the transactional nature o the communication process.

STANDARD 2

Speaking in Interpersonal Contexts

Objectives

S2.1 Student communicates in one-to-one contexts.S2.2 Student plans or and participates in group discussion.

STANDARD 3

Preparing and Delivering Presentations

Objectives

S3.1 Student analyzes purpose, audience, and context when planning a presentation orper ormance.

S3.2 Student gathers and organizes content to achieve purposes or a presentation orper ormance.

S3.3 Student rehearses and revises.S3.4 Student presents, monitors audience engagement, and adapts delivery.

Listening StandardsSTANDARD 1

Understanding the Communication Process

Objective

L1.1 Student understands the transactional nature o the communication process.

STANDARD 2

Managing Barriers to Listening

ObjectiveL2.1 Student manages barriers to listening.

STANDARD 3

Listening for Diverse Purposes

Objectives

L3.1 Student listens to comprehend.L3.2 Student listens to evaluate.L3.3 Student listens empathically.

Media Literacy StandardsSTANDARD 1

Understanding the Nature of Media

Objective

M1.1 Student understands the nature o media communication.

STANDARD 2

Understanding, Interpreting, Analyzing, and Evaluating Media

Communication

Objective

M2.1 Student understands, interprets, analyzes, and evaluates media communication.

STANDARD 3

Composing and Producing Media Communication

Objectives

M3.1 Student analyzes purpose, audience, and media channel when planning or a mediacommunication.

M3.2 Student develops and produces an in ormational or creative media communication.M3.3 Student evaluates and revises a media communication.

Standards Outline v© 2006 The College Board



The College Board has developed standards or Englishlanguage arts to help states, school districts, and schoolsprovide all students with the rigorous education that willprepare them or success in college, opportunity in theworkplace, and e ective participation in civic li e. TheCollege Board’s commitment to this project is ounded onthe belie that all students can meet high expectations

or academic per ormance when they are taught to highstandards by quali ed teachers.

College Board programs and services have supportedthe transition rom high school to college or morethan 100 years. Advanced Placement Program ® (AP®)courses enable students to transition into college-levelstudy when they are ready, even while still in highschool. The SAT ® Reasoning Test ™, the SAT SubjectTests ™, and the PSAT/NMSQT ® all measure contentknowledge and critical thinking and reasoning skillsthat are oundations or success in college. The CollegeBoard Standards or College Success makes explicitthese college readiness skills so that states, schooldistricts, and schools can better align their educationalprograms to clear de nitions o college readiness.

Preparing students or college before they graduaterom high school is critical to students’ completinga college degree. Most college students who takeremedial courses ail to earn a bachelor’s degree

(Adelman, 2004). To reduce the need or remediationin college, K–12 educational systems need clear andspeci c de nitions o the knowledge and skills thatstudents should develop by the time they graduate inorder to be prepared or college success. By align ingcurriculum, instruction, assessment, and pro essionaldevelopment to clear de nitions o college readiness,schools can help reduce the need or remediation incollege and close achievement gaps among studentgroups, ultimately increasing the likelihood that

students will complete a college degree.

The design o the College Board Standards orCollege Success refects the speci c purposes o thisramework—to vertically align curriculum, instruction,assessment, and pro essional development acrosssix levels beginning in middle school leading to APand college readiness. The College Board Standardsor College Success is, there ore, more speci c than

most standards documents because it is intended toprovide su cient guidance or curriculum supervisorsand teachers to design instruction and assessmentsin middle school and high school that lead towardAP and college readiness. The College Board usesthese rameworks to align its own curriculum andassessment programs, including SpringBoard ™, tocollege readiness. States and districts interested inintegrating SpringBoard and AP into a program o college readiness preparation can use the College

Board Standards or College Success as a guidingramework.

Development of the English LanguageArts College Board Standards for CollegeSuccess

The College Board initiated the e ort to developstandards or English language arts in 2003. To guidethe process, the College Board convened the EnglishLanguage Arts Standards Advisory Committee,comprising middle school and high school teachers,college aculty, subject matter experts, assessmentspecialists, teacher education aculty, and curriculumexperts w ith experience developing contentstandards or states and national pro essionalorganizations (see committee roster). The committeerst de ned the academic demands students willace in an AP or rst-year college course in Englishlanguage arts. This involved reviewing the assessmentrameworks or relevant AP exams, SAT, PSAT/NMSQT,

Introduction toCollege BoardStandards or

College Success

vi College Board Standards for College Success © 2006 The College Board



College-Level Examination Program ® (CLEP ®) exams,and selected university placement programs.

The committee also reviewed the results o severalsurveys and course content analyses conducted by theCollege Board to provide empirical validation o theemerging de nitions o college readiness.

In English language arts, a nationally representativesample o 1,044 English and humanities college acultyand 1,307 high school English teachers responded toa College Board survey designed to determine thereading and writing skills aculty and teachers eelare critical to success in rst-year college courses(Milewski, Glazer, Johnsen, & Kubota, 2005).

Further empirical data were developed through athree-year national study sponsored by the Associationo American Universities (AAU) and conducted bythe Center or Educational Policy Research (CEPR) atthe University o Oregon. This study surveyed morethan 400 college aculty and administrators at nineAAU universities throughout the nation to de nethe knowledge and skills necessary or success ulper ormance in entry-level college courses.

De nitions o college readiness gathered through thesesurveys, course analyses, and case studies representthe most rigorously researched, empirically validated

de nitions o college readiness available.

Having established clear and speci c de nitionso the knowledge and skills that students needto succeed in college, the committee art iculateda developmental progression o student learningobjectives across six levels that would lead allstudents to being prepared or AP or college-levelwork. Articulating learning objectives across sixlevels in English language arts entailed reviewingselected state content standards, selected districtcurriculum rameworks, textbooks, and assessment

rameworks or selected state exams, and theNational Assessment o Educational Progress (NAEP).The committee sought to align the College BoardStandards or College Success to these curriculumand assessment rameworks while also ensuringthat the developmental progression outlined inthe Standards would lead to the targeted college-

readiness expectations.Integral to th is process was reviewing other nationalcontent standards and guidelines. In English languagearts, the committee reviewed the Standards for the

English Language Arts published by the NationalCouncil o Teachers o English and the InternationalReading Association (1996); Beliefs About the Teaching

of Writing (NCTE, 2004); guidelines on languagediversity and on the teaching and assessment o writing published by the Con erence on CollegeComposition and Communication (NCTE, 1974); the

New Standards published by the National Centeron Education and the Economy and the Universityo Pittsburgh (1997); the American Diploma Project

Benchmarks published by Achieve, Inc. (2004); the K–

12 Speaking, Listening, and Media Literacy Standards

and Competency Statements published by the NationalCommunication Association (1998); and the Knowledge

and Skills for University Success published byStandards or Success (2003).

Finally, dra ts o the Standards were reviewed bynumerous pro essional organizations and individualreviewers who provided invaluable eedback on thecontent, rigor, ocus, coherence, progression, clarity,and overall design o the Standards. The College Boardwould like to acknowledge the ollowing nationalpro essional organizations and individual reviewerswho provided this eedback.

■ Achieve, Inc.■ American Speech-Language-Hearing Association

(ASHA)■ International Reading Association (IRA)■ National Communication Association (NCA)■ National Writing Project (NWP)

These organizations and reviewers represent keyconstituencies committed to improving K–12 andpostsecondary teaching and learning in Englishlanguage arts, and the College Board is grate ul tohave received input refecting each organization’sperspective, experience, and expertise. The CollegeBoard considered this valuable input while dra tingand revising the standards. However, the CollegeBoard is solely responsible or the nal versions o theEnglish Language Arts College Board Standards or

College Success and the reviews provided by theseorganizations do not represent an endorsement by theseorganizations o the Standards.

College Board English Language ArtsStandards Advisory Committee

Members o the College Board English LanguageArts Standards Advisory Committee convened ormore than a dozen working meetings throughoutthe course o this project and worked hundreds o additional hours to dra t, review, and revise theEnglish Language Arts College Board Standards orCollege Success. The College Board is g rate ul ortheir commitment and dedication to this e ort.

Introduction to College Board Standards for College Success vii© 2006 The College Board



English Language ArtsStandards AdvisoryCommittee

Mary BozikDepartment o Communication StudiesUniversity o Northern IowaCedar Falls, Iowa

Joan ConeEnglish TeacherEl Cerrito High SchoolBay Area Writing Project ConsultantEl Cerrito, Cali ornia

Gary CowanCoordinator o English Language Arts,K–12Nashville Public SchoolsNashville, Tennessee

Richard EnosRhetoric and CompositionDepartment o EnglishTexas Christian UniversityFort Worth, Texas

Linda Ferreira-BuckleyDivision o Rhetoric and WritingDepartment o EnglishUniversity o Texas at AustinAustin, Texas

Donna Ge nerSpeech and Hearing CenterSt. John’s UniversityQueens, New York

Art GraesserDepartment o PsychologyUniversity o MemphisMemphis, Tennessee

David Jolli eDepartment o EnglishUniversity o ArkansasChie Reader, AP English Languageand CompositionFayetteville, Arkansas

Jeanneine JonesDepartment o Middle, Secondary, andK–12 EducationUniversity o North Carolinaat CharlotteSAT Writing Test DevelopmentCommitteeCharlotte, North Carolina

John HeinemanOral Communication/Theater Teacher

Lincoln High SchoolLincoln, Nebraska

Jane MallisonEnglish TeacherTrinity SchoolNew York, New York

Danielle McNamaraDepartment o PsychologyUniversity o Memphis

Memphis, Tennessee

Judy MontgomerySchool o EducationChapman UniversityOrange, Cali ornia

Sherry MorrealeCommunication DepartmentUniversity o Colorado,Colorado SpringsFormer Associate Director,External A airsNational Communication Association

Colorado Springs, ColoradoCharles PetersSchool o EducationUniversity o MichiganSAT Reading Test DevelopmentCommitteeNAEP Reading Committee, 2005–2007Ann Arbor, Michigan

Cathy Roller

Director o Research and PolicyInternational Reading AssociationNewark, Delaware

Robert ScholesModern Culture and MediaBrown UniversityProvidence, Rhode Island

Deborah ShepardEnglish Teacher

Lincoln High SchoolTallahassee, Florida

Rebecca SipeDepartment o English Language andLiteratureEastern Michigan UniversityFormer Secondary Chair, NCTEYpsilanti, Michigan

JoEllen VictoreenRetired English TeacherSan Jose, Cali ornia

Nina WooldridgeEnglish Teacher and Literacy CoachLong Beach Uni ed School DistrictCo-Director, South Basin WritingProjectLong Beach, Cali ornia

College Board Staff

Elizabeth DanielContent EditorO ce o Academic Initiatives andTest Development

James DaubsSenior Reading Content SpecialistO ce o Academic Initiatives andTest Development

Joel HarrisWriting Content SpecialistO ce o Academic Initiatives andTest Development

Judson OdellAssociate DirectorO ce o Academic Initiatives andTest Development

Arthur VanderVeenSenior DirectorO ce o Academic Initiatives andTest DevelopmentCollege Board Standards or CollegeSuccess Project Director

viii College Board Standards for College Success © 2006 The College Board



English Language ArtsReviewers

Achieve, Inc.JoAnne T. EreshSenior AssociateWashington, District o Columbia

Sheila ByrdEducation Policy ConsultantAnnapolis, MD

Sandra MurphySchool o EducationUniversity o Cali ornia, DavisDavis, Cali ornia

American Speech-Language-Hearing Association

Lemmietta McNeillySpeech-Language PathologyRockville, Maryland

Kathy WhitmireDirector o SchoolsRockville, Maryland

International Reading AssociationDavid MooreCollege o Teacher Education and

LeadershipArizona State UniversityTempe, Arizona

Richard VaccaPro essor EmeritusKent State UniversityKent, Ohio

National CommunicationAssociationMelissa BeallDepartment o Communication StudiesUniversity o Northern IowaCedar Falls, Iowa

Reneé HobbsDirector, Media Education LabTemple UniversityFounder, Alliance or a Media LiterateAmericaPhiladelphia, Pennsylvania

David WendtCommunication TeacherKeokuk High SchoolKeokuk, Iowa

National Writing ProjectEllen BrinkleyDepartment o EnglishWestern Michigan UniversityDirector, Third Coast Writing ProjectKalamazoo, Michigan

Sarah RobbinsDepartment o EnglishKennesaw State University

Director, Kennesaw Mountain WritingProjectKennesaw, Georgia

Laura RoopDirector o OutreachUniversity o Michigan Schoolo EducationDirector, Oakland (MI) Writing ProjectAnn Arbor, Michigan

Individual Reviewers

George GaddaUCLA Writing DirectorChair o the Subject A ExaminationCommitteeLos Angeles, Cali ornia

George Hillocks, Jr.Department o English Language andLiteratureUniversity o ChicagoChicago, Illinois

Judith LangerDirector, National Research Center onEnglish Learning & AchievementState University o New York at AlbanyAlbany, New York

Susan McLeodWriting Program DirectorUniversity o Cali ornia,Santa BarbaraSanta Barbara, Cali ornia

Mary Jo PottsDean o Faculty and EnglishDepartment HeadWebb SchoolKnoxville, Tennessee

Sylvia SarrettEnglish TeacherHillsborough High SchoolTampa, Florida

Sue Schilsky6–12 Language Arts SpecialistVolusia County P ublic SchoolsDeLand, Florida

Ron SudolAssociate Provost and Pro essor o RhetoricOakland UniversityDirector, Meadow Brook Writing ProjectRochester, Michigan

Alice VensonAmerica’s Choice South TeamJacksonville, Florida

Karen WixsonDean, School o EducationUniversity o MichiganAnn Arbor, Michigan

Sandra WrightEnglish Teacher/FormerAssistant SuperintendentSt. Charles CU School DistrictSt. Charles, Illinois

The College Board would like toacknowledge the ollowing CollegeBoard sta who contributedsigni cant support to this project:

Marlene D. DunhamDirectorSpringBoard Implementation

Lola GreeneDirectorSpringBoard Pro essional Development

Edward HardinWriting Content SpecialistO ce o Academic Initiatives andTest Development

Introduction to College Board Standards for College Success ix© 2006 The College Board



Donovan HyltonCoordinatorO ce o Academic Initiativesand Test Development

Mitzie KimSenior DirectorSpringBoard and K–12 ProductDevelopment

Cynthia LyonExecutive DirectorSpringBoard Program

John MarzanoCoordinatorO ce o Academic Initiativesand Test Development

Brian PattersonAssistant StatisticianResearch and Analysis

Travis RamdawarProject ManagerO ce o Academic Initiativesand Test Development

Kathleen T. WilliamsVice President

O ce o Academic Initiativesand Test Development

x College Board Standards for College Success © 2006 The College Board




The English Language Arts College Board Standards or CollegeSuccess de nes rigorous expectations or student pro ciencyin reading, writing, speak ing, listening, and media literacy.Students are expected to

■ develop a repertoire o reading comprehension strategiesthat they can d raw on fexibly to comprehend, analyze, andcritique both literary and in ormational texts

■ develop a repertoire o writing strategies and a acility withcertain types o writing commonly taught in the classroom,including argumentative writing, research writing, literaryanalysis, and creative and refective writing

■ speak e ectively in interpersonal, g roup, and public contexts

■ become active and e ective listeners

■ view and produce media critically

Integrating instruction across these domains can be a dauntingtask. To be an e ective English language arts teacher requiresa deep understanding o reading, writing, speaking, listening,viewing, and representing, as well a s o literature, rhetoric,the English language, and, increasingly, technology. Englishlanguage arts teachers must also know how students learnin these domains and how to design e ective instruction tosca old students toward independence and mastery. Evenveteran English language arts teachers struggle to integrate

instruction and assessment across these areas into a balancedand coherent program o instruction.

Introductionto EnglishLanguage Arts

Introduction to English Language Arts xi




At the heart o English language arts i s a clustero interactive language and t hought processes thatare used to construct meaning. Figure 1 illustratesthe interrelationships among these language artsprocesses and depicts the expressive and receptivedimensions o each. Three processes are usedto initiate or express thought and language, and

three are used to receive or respond to thought andlanguage (College Board, 2006 [Ellen Brinkley, primaryauthor]).

The center column suggests that thought is alwaysshaped by language and the language structures thatgive thought orm. As we think and engage with thethoughts o others through language, we constructrepresentations o ideas that are meaning ul to us andto others. In the expressive/initiating processes, weconstruct those representations in writing, speaking,and visual media. In the receptive/respondingprocesses, we construct those representationsmentally while reading, listening, or viewing media.

These designations, though use ul, are more fuidthan the diagram suggests. When we speak, orexample, we are simultaneously watching ourlistener and anticipating a response. When welisten, we are o ten simultaneously constructing themeaning o and reacting to a speaker’s message,

con rming or resisting what we hear, and decidinghow or whether to respond. When we read, we maybe thinking about what we will write, and when wewrite, we may be continually monitoring what elsewe need to read. Whether initiating or responding totexts, messages, and media, we are actively engagedin constructing meaning. Moreover, as we engage inthese interactive processes, we always participatein larger social, cultural, and linguistic contexts thatinfuence how we convey and interpret meaning.

English Language Arts: Knowledge,Skills, Strategies, and Processes

In addition to these processes, the English languagearts also include several areas o practice that requirespeci c content knowledge, including the studyo literature, the study o rhetoric and writing, thestudy o language, and the study o communication.Whereas reading skills and strategies are relevantto constructing meaning rom all types o texts, thecritical reading o literature also requires knowledge

o literary and narrative elements. Comprehending

in ormational texts o ten requires knowledge o common text structures and organizational patternsused in those texts. Speaking and listening skillsare enhanced when students understand thetransactional nature o communication betweensenders and receivers o messages. And criticalinterpretation o media messages requires anunderstanding o how such messages are mediatedthrough complex, technological, and commercialmedia channels. Moreover, all o these activitiesdepend on students’ knowledge o and pro ciencywith the English language, including vocabulary,

S o c i a l , C u l t u r a l

,L i n g u i s t i c C o n t e x t

Expressive/InitiatingProcesses

CONSTRUCTINGMEANING

THOUGHT andLANGUAGE

Receptive/RespondingProcesses

CONSTRUCTINGMEANING

WritingThought and Written

LanguageReading

Speaking Listening

CreatingMedia Communication

Thought andImages/Multimedia

Viewing Mediaand Communication

andNonverbal Language

Thought and Spoken

Figure 1. English Language Arts Processes

xii College Board Standards for College Success




grammar, mechanics, and usage, as well as anunderstanding o how language constructs andrefects how people view the world.

English language arts teachers must try to balanceinstruction in all these areas. The English LanguageArts College Board Standards or College Successde nes rigorous expectations or the content

knowledge, skill s, and strategies students shoulddevelop to succeed in the English language ar ts.It also sets expectations or students to becomeindependent learners, using strategies to monitor,direct, and manage their learning.

Helping students develop their knowledge and skillsin the English language arts includes discerning anda rming the language skills that each student bringsto the classroom—language skills that may not refect

conventional expectations or mastery o standardAmerican English. To enable all students to succeedin our English language arts classrooms, it is essentialthat we recognize and a rm the diverse languageorms and home language practices that studentsbring to the classroom. E ective English languagearts teachers recognize that students who adjust theiruse o language orms and practices as they crossmultiple language contexts demonstrate sophisticatedskill w ith language. Teachers who recognize and

build upon these skills will be better able to help allstudents acquire competence in standard AmericanEnglish, which is a critical requirement or successin college and the workplace. The English LanguageArts College Board Standards or College Success,there ore, de nes expectations or understandingand a rming language diversity while also de ningclear expectations or students to develop masteryo standard American English in their studies andpractice o the English language arts.

Using the College Board Standards forCollege Success to Design Curriculumand Instruction in the English LanguageArts

The English Language Arts College Board Standardsor College Success describes a developmentallyappropriate continuum o student learning objectivesthat are anchored in the intellectual demands studentswill encounter in an AP or rst-year college course.This continuum o expectations is not intended toprescribe grade-speci c expectations. This pointis critical to using the ramework appropriately, asstudent pro ciency in applying content knowledge,skills, and strategies varies as students engage more-complex ideas, genres, texts, and tasks. Students ata given pro ciency level will be able to demonstrategreater sophistication in extracting and constructingmeaning rom simpler texts than they wil l with morecomplex texts, and, similarly, or simpler tasks thanthey will or more complex tasks. Accomplishedteachers recognize these interdependencies amongstudent, text, and task and engage students indevelopmentally appropriate activities that supportthe steady integration o skill s, strategies, and contentknowledge.

Because the levels designed in the English Language

Arts College Board Standards or College Success arenot grade speci c, teachers are encouraged to locatetheir students along the continuum and di erentiateinstruction to support and challenge students inways that are most productive or each student’sindividual growth. The standards are providedin matrix layout to oreground the developmentalprogression o expectations or a speci c skill orstrategy, or speci c content knowledge. Teachersare encouraged to look across levels within each

Per ormance Expectation Category to di erentiateinstruction skill by skill, student by student. The

speci city and examples provided are designed tosupport this di erentiation; the examples typicallychange rom middle school to high school toillustrate developmental growth in the complexityo knowledge, skills, and strategies to be expected.The examples are not meant to be an exhaustivelist, however, and they should not be interpreted as

complete speci cations or what should be taughtand/or assessed at a certain level. 1

1 The College Board would like to acknowledge that sections o this

introduction were taken rom The College Board English Language

Arts Framework (manuscript in preparation).

Introduction to English Language Arts xiii



2 College Board Standards for College Success © 2006 The College Board

by connecting the ideas in the text to the social,cultural, historical, and authorial context. Success ulreaders also recognize social, cultural, and historicaldi erences in language, and how those di erencescan a ect readers in di erent ways.

Standard 3 , Author’s Purpose, Audience, and Cra t ,describes the knowledge and skills necessary toanalyze, evaluate, and critique how authors cra ttexts to achieve speci c purposes and e ects,including how authors use literary and rhetoricaldevices, language, and style. Critical readerswho can analyze an author’s cra t develop deeperunderstandings o a text’s meaning.

Standard 4 , Using Strategies to Comprehend Texts ,describes a variety o strategies that success ulreaders use be ore, during, and a ter reading tomonitor and enhance their comprehension. Strategicreaders use strategies to prepare to read and toconsider their purposes and goals or reading.Strategic readers also draw on a repertoire ostrategies that help them interpret the meaningo words, sentences, and ideas in texts, makein erences that go beyond the text, and organize,restructure, and synthesize the textual content.Finally, but perhaps most importantly, success ulreaders monitor their comprehension and adjust theirreading processes when they are having di cultyunderstanding a text.

Although these standards were developed to guidereading instruction and assessment in the Englishlanguage arts classroom, students should receiveinstruction in reading comprehension across subjectareas. Students need to become amiliar with theways that di erent disciplines structure and organizeideas in texts. Schools should embrace a sustainedprogram o reading comprehension instruction acrossthe subject areas throughout middle school and highschool, helping students develop the higher-levelcritical reading skills they will need to read and learnindependently rom texts in college.



Reading Standards 3© 2006 The College Board

Students construct a coherent understanding o a varietyo literary and in ormational texts by comprehending thecomponents o text, including the words, sentences, narrativeelements, organizational patterns, graphical representations,and text eatures.

Objectives

R1.1 Student comprehends the meaning o words andsentences.

R1.2 Student comprehends elements o literary texts.

R1.3 Student comprehends organizational patterns*, textualeatures, graphical representations, and ideas inin ormational and literary texts.

ReadingStandardsStandard 1

Comprehension o Words, Sentences, andComponents o Texts

* Underlined words and phrases are de ned in the Glossary.




Objective R1.1

Studentcomprehends themeaning o wordsand sentences.

Student constructs a coherentunderstanding o the words andsentences in a text.

Per ormance Expectation Category Level 1 Level 2

R1.1.1 Uses the origins, history, and evolution owords and concepts to enhance understanding.

R1.1-1.1 Identi es roots, pre xes, and su xesin words.

R1.1-1.2 Uses knowledge o roots, pre xes,and su xes to understand words.

R1.1.2 Uses context to determine the meaningo words.

R1.1-2.1 Uses context o sentence to clari ythe meaning o unknown words.

R1.1-2.2 Uses context o sentence toclari y the meaning o unknown words ordi erentiate between primary and secondarymeanings o words.

R1.1.3 Integrates word meaning, grammar,syntax, and context to construct a coherentunderstanding o sections o text.

R1.1-3.1 Uses word knowledge, grammar (e.g.,subject, verb, pronoun re erence), and sentencestructure (e.g., clauses, phrases, compoundsentences) to determine the meaning o asentence.

R1.1-3.2 Uses word k nowledge, grammar(e.g., subject, verb, pronoun re erence),sentence structure (e.g., clauses, phrases,compound and complex sentences), andsurrounding sentences to determine themeaning o a sentence.




Level 3 Level 4 Level 5 Level 6

R1.1-1.3 Uses knowledge o Greek and Latinroots, pre xes, su xes, and cognate words indi erent languages to determine the meaningo words.

R1.1-1.4 Uses knowledge o Greek and Latinroots, pre xes, su xes, and cognate words indi erent languages to determine the meaningo words. Recognizes that knowledge o theorigins and history o word meanings enhancesunderstanding o a word’s meaning.

R1.1-1.5 Uses knowledge o Greek and Latinroots, pre xes, su xes, and cognate words indi erent languages to determine the meaningo words. Uses origins and history o wordmeanings to enhance understanding o aword’s meaning.

R1.1-1.6 Uses knowledge o Greek and Latinroots, pre xes, su xes, and cognate words indi erent languages to determine the meaningo words. Knows when, why, and how to usethe origins, history, and evolution o words andconcepts to enhance understanding.

R1.1-2.3 Uses context o sentence and largersections o text to clari y the meaning ounknown or ambiguous words.

R1.1-2.4 Uses context o sentenceand larger sections o text to clari y themeaning o unknown or ambiguous wordsand di erentiate among multiple possiblemeanings o words.

R1.1-2.5 Uses context o sentence and largersections o text to clari y the meaning ounknown or ambiguous words, detect nuances,in er connotations, and di erentiate amongmultiple possible meanings o words.

R1.1-2.6 Analyzes context o sentence andlarger sections o text to clari y the meaning ounknown or ambiguous words, detect nuances,in er connotations, and di erentiate amongmultiple possible meanings o words.

R1.1-3.3 Uses word knowledge, grammar(e.g., subject, verb, pronoun re erence),sentence structure (e.g., subordination,coordination), and context to understand therelationships among the actors, actions, andobjects implied by sentences to constructmeaning.

R1.1-3.4 Uses word knowledge, grammar,sentence structure (e.g., subordination,coordination, modi ying phrases and clauses),and context to understand the relationshipsamong the actors, actions, and objectsimplied by sentences; clari y meaning; resolveambiguity; and integrate ideas within andacross sentences.

R1.1-3.5 Uses word knowledge, grammar,sentence structure (e.g., subordination,coordination, parallelism, comparatives,superlatives, modi ying phrases and clauses),and context to understand the relationshipsamong the actors, actions, and objectsimplied by sentences; clari y meaning; resolveambiguity; detect nuance; in er connotativemeanings; and integrate ideas within andacross sentences.

R1.1-3.6 Analyzes the meanings o words,grammar, sentence structure, and contextto understand the relationships amongthe actors, actions, and objects implied bysentences; clari y meaning; resolve ambiguity;detect nuance; in er connotative meanings;and integrate ideas within and acrosssentences.




Objective R1.2

Studentcomprehendselements o literarytexts.

Student uses his or her understandingo the interrelationships amongnarrative, dramatic, and poeticelements to guide the comprehensiono literary texts.


R1.2.1 Uses understanding o setting and itsconnections to other narrative elements to guidecomprehension o literary texts.

R1.2-1.1 Understands that setting (i.e., locationand time) is an important element in the plotstructure and that it infuences other narrativeelements.

R1.2-1.2 Identi es aspects o setting (i.e.,location and time) and recognizes the infuenceso setting on other narrative elements.

R1.2.2 Uses understanding o plot and itsconnections to other narrative elements to guidecomprehension o literary texts.

R1.2-2.1 Recognizes exposition, confict, risingand alling action, climax, and resolution withinplot.

R1.2-2.2 Identi es and describes exposition,confict, rising and alling action, climax, andresolution within plot.

R1.2.3 Uses understanding o characterizationand its connections to other narrative elementsto guide comprehension o literary texts.

R1.2-3.1 Identi es how characterization(i.e., characters’ actions, dialogue, physicalattributes, thoughts, eelings, and interactionswith other characters) is used to portray round,fat, primary, and secondary characters.

R1.2-3.2 Identi es how characterization(i.e., characters’ actions, dialogue, physicalattributes, thoughts, eelings, and interactionswith other characters) is used to portray round,fat, static, dynamic, primary, and secondarycharacters; interprets characterization todescribe nuances o character and howcharacters change in response to events in theplot.

R1.2.4 Uses understanding o theme and itsconnections to other narrative elements to guidecomprehension o literary texts.

R1.2-4.1 Understands that a theme is anunderlying message an author conveys in astory; recognizes the di erence between story-level themes and abstract themes.

R1.2-4.2 Understands that themes aresuggested by connections among setting,characters, and plot; identi es story-level andabstract themes and describes their connectionsto setting, character development, and plot;recognizes the di erences between concepts(e.g., truth, airness, loyalty) and themes (e.g.,good riends are loyal to each other).

R1.2.5 Uses understanding o narrativeperspective and its connections to othernarrative elements to guide comprehension oliterary texts.

R1.2-5.1 Recognizes the use o rst- and third-person narrative point o view and understandsthat the narrative point o view infuences howthe story is told.

R1.2-5.2 Identi es use o rst- and third-personnarrative point o view and describes how thenarrative point o view infuences how the storyis told.

R1.2.6 Uses understanding o orm, elements,sound, gurative language, imagery, symbols,and allusions to guide comprehension o poetry.

R1.2-6.1 Recognizes the elements (e.g., lines,stanzas, rhythm, meter, rhyme) and orms (e.g.,ballad, haiku, ree verse) that infuence meaning inpoetry; understands that poetry relies on the soundo spoken language to communicate meaning;recognizes that poetry uses a range o gurativelanguage and imagery to communicate ideas.

R1.2-6.2 Interprets elements (e.g., lines,stanzas, rhythm, meter, rhyme), orms (e.g.,ballad, haiku, ree verse), and sound to derivemeaning rom poetry; recognizes how gurativelanguage and imagery infuence meaning.



Reading Standards © 2006 The College Board


R1.2-1.3 Interprets aspects o setting (i.e.,location and time) to gain deeper understandingo narrative elements.

R1.2-1.4 Analyzes how changes in setting (i.e.,location and time) rein orce developments incharacters, plot, and themes.

R1.2-1.5 Analyzes the social, cultural, andhistorical signi cance o settings to enhancecomprehension; analyzes how settings unctionas metaphor to rein orce themes.

R1.2-1.6 Analyzes the social, cultural, andhistorical signi cance o settings to deepencomprehension; analyzes how changes insetting (i.e., location and time) rein orcedevelopments in characters, plot, and themes;analyzes how settings unction as metaphor torein orce themes.

R1.2-2.3 Explains and illustrates howexposition, confict, rising and alling action,climax, and resolution unction within thenarrative and advance the plot.

R1.2-2.4 Analyzes how exposition, confict,rising and alling action, climax, and resolutionunction within the narrative and advancethe plot. Identi es use o fashbacks,oreshadowing, and subplots to structure theplot.

R1.2-2.5 Analyzes how exposition, confict,rising and alling action, climax, resolution,fashbacks, oreshadowing, and subplotsunction within and advance the plot; identi esuse o plot developments to produce internalconficts and psychological dilemmas orcharacters; understands that plot developmentsrefect social, cultural, and historical conficts.

R1.2-2.6 Analyzes how exposition, confict,rising and alling action, climax, resolution,fashbacks, oreshadowing, and subplotsunction within and advance the plot; analyzeshow plot developments produce internalconficts and psychological dilemmas orcharacters; explains how plot developmentsrefect social, cultural, and historical conficts.

R1.2-3.3 Explains and compares the di erentroles and unctions that characters play in anarrative (e.g., antagonist, protagonist, hero);interprets characters’ actions, dialogue, physicalattributes, thoughts, eelings, and interactionswith other characters to describe nuanceso character and how characters change inresponse to events in the plot.

R1.2-3.4 Analyzes the di erent roles andunctions that characters play in a narrative(e.g., antagonist, protagonist, oil, tragic hero);explains how relationships among characteractions, dialogue, physical attributes, thoughts,eelings, and other characters portray nuanceso character and advance the plot.

R1.2-3.5 Analyzes the di erent roles andunctions that characters play in a narrative(e.g., antagonist, protagonist, oil, tragic hero);analyzes how relationships among characteractions, dialogue, physical attributes, thoughts,eelings, and other characters portray nuanceso character (e.g., belie s, values, social class,and gender roles) and advance the plot.

R1.2-3.6 Analyzes the di erent roles andunctions that characters play in a narrative(e.g., antagonist, protagonist, oil, tragic hero);analyzes how relationships among characteractions, dialogue, physical attributes, thoughts,eelings, and other characters portraynuances o complex multilayered characters(e.g., belie s, values, social class, and genderroles) and advance the plot; analyzes theconsistency and credibility o character motives,character dialogue, and character actions.

R1.2-4.3 Explains how connections amongsetting, character traits, character development,and plot suggest story-level themes; developsabstract themes rom story-level themes;explains the di erences between concepts (e.g.,truth, airness, loyalty) and themes (e.g., goodriends are loyal to each other).

R1.2-4.4 Explains and illustrates howconnections among moti s, setting, charactertraits, character development, and plot suggeststory-level themes; develops abstract themesrom story-level themes.

R1.2-4.5 Analyzes how connections amongmoti s, setting, character traits, characterdevelopment, and plot suggest multiple levels othemes; compares treatment o themes acrosstexts; connects themes to social, cultural, andhistorical contexts.

R1.2-4.6 Analyzes how connections amongmoti s, setting, character traits, characterdevelopment, and plot suggest multiple levels othemes; analyzes and critiques themes acrosstexts and within various social, cultural, andhistorical contexts.

R1.2-5.3 Identi es use o third-person-omniscient and third-person-limited narrativepoints o view and explains how each narrativepoint o view provides di erent insights intoplots, characters, and themes.

R1.2-5.4 Explains use o third-person-omniscient and third-person-limited narrativepoints o view. Understands that multiplecharacters acting as narrators, each with alimited narrative perspective, infuence theinterpretation o events, characters, andthemes.

R1.2-5.5 Analyzes use o third-person-omniscient and third-person-limited narrativepoints o view. Analyzes how multiplecharacters acting as narrators, each witha limited and possibly unreliable narrativeperspective, infuence the interpretation oevents, characters, and themes. Connectsnarrative perspectives to social, cultural, orhistorical context.

R1.2-5.6 Analyzes use o third-person-omniscient and third-person-limited narrativepoints o view. Analyzes how multiple charactersacting as narrators, each with a limited andpossibly unreliable narrative perspective,infuence the interpretation o events, characters,and themes. Analyzes how narrative perspectivesare infuenced by social, cultural, and historicalcontexts.

R1.2-6.3 Interprets elements (e.g., lines,stanzas, rhythm, meter, rhyme), orms(e.g., ballad, haiku, ree verse), and soundto derive meaning rom poetry; interpretsgurative language and imagery to deepencomprehension.

R1.2-6.4 Compares how poems o the sameorm use elements, sound, gurative language,imagery, symbols, and allusions di erently toconvey meaning.

R1.2-6.5 Compares how di erent poeticorms (e.g., lyric, blank verse, epic, sonnet,dramatic poetry) use elements, sound, gurativelanguage, imagery, symbols, and allusions tocommunicate meaning.

R1.2-6.6 Analyzes elements, orms (e.g., lyric,blank verse, epic, sonnet, dramatic poetry), andsound to derive meaning rom poetry; analyzesgurative language, imagery, symbols, andallusions to deepen comprehension.



College Board Standards for College Success © 2006 The College Board

Objective R1.3

Studentcomprehendsorganizationalpatterns, textualeatures, graphicalrepresentations,and ideas inin ormational andliterary texts.

Student uses his or her understandingo the interrelationships amongorganizational patterns, textualeatures, graphical representations,and ideas to guide the comprehensiono in ormational and literary texts.


R1.3.1 Uses understanding o organizationalpatterns to guide the comprehension oin ormational texts.

R1.3-1.1 Understands that organizationalpatterns (e.g., chronological, compare-contrast,problem-solution, cause-and-e ect) are used tostructure in ormation in texts.

R1.3-1.2 Recognizes key words that signala variety o organizational patterns (e.g.,chronological, compare-contrast, problem-solution, cause-and-e ect) used to structurein ormation in texts; uses organizationalpatterns to guide interpretation o texts.

R1.3.2 Uses understanding o textual eaturesto guide the comprehension o texts.

R1.3-2.1 Recognizes a variety o textualeatures (e.g., tables o contents, headings,sidebars, marginal notes) and how theyacilitate comprehension o texts.

R1.3-2.2 Identi es a variety o textual eatures(e.g., tables o contents, headings, sidebars,marginal notes) and uses them to ocusattention on important in ormation in the text.

R1.3.3 Integrates understanding o graphicalrepresentations with in ormation presentedtextually to deepen comprehension o texts.

R1.3-3.1 Recognizes a variety o graphicalrepresentations (e.g., photographs, captions,maps, tables, timelines).

R1.3-3.2 Interprets a variety o graphicalrepresentations (e.g., photographs, captions,maps, tables, timelines) and connects them toin ormation in the text.

R1.3.4 Uses understanding o the meaning,coherence, validity, and relevancy o ideas toguide comprehension and make connectionswithin and across texts.

R1.3-4.1 Recognizes themes, key ideas, mainideas, and supporting ideas in texts.

R1.3-4.2 Identi es and paraphrases themes,key ideas, main ideas, and supporting ideas intexts.



Reading Standards © 2006 The College Board


R1.3-1.3 Identi es key words that signala variety o organizational patterns (e.g.,chronological, compare-contrast, problem-solution, cause-and-e ect); explains howvarious organizational pat terns structurein ormation di erently; uses organizationalpatterns to guide interpretation o texts.

R1.3-1.4 Interprets the components o multipleorganizational patterns (e.g., chronological,compare-contrast, problem-solution, cause-and-e ect) in a text to develop a globalunderstanding o texts.

R1.3-1.5 Analyzes the components o multipleorganizational patterns (e.g., chronological,compare-contrast, problem-solution, cause-and-e ect) in a text to develop a globalunderstanding o texts.

R1.3-1.6 Analyzes how organizational patterns(e.g., chronological, compare-contrast, problem-solution, cause-and-e ect) organize and relatemultiple levels o ideas in texts.

R1.3-2.3 Identi es a variety o tex tual eatures(e.g., tables o contents, headings, sidebars,marginal notes, playwright’s notes, stagedirections) and uses them to ocus attentionon important in ormation and to in er theorganization o the text.

R1.3-2.4 Identi es a variety o tex tual eatures(e.g., tables o contents, headings, sidebars,marginal notes, playwright’s notes, stagedirections) and uses them to ocus attention onimportant in ormation, in er the organization othe text, and make connections among ideas inthe text.

R1.3-2.5 Analyzes a variety o textual eatures(e.g., tables o contents, headings, sidebars,marginal notes, playwright’s notes, stagedirections) to evaluate the importance oin ormation, in er the organization o the text,and make connections among ideas in the text.

R1.3-2.6 Analyzes a variety o textual eatures(e.g., tables o contents, headings, sidebars,marginal notes, playwright’s notes, stagedirections) to evaluate the importance oin ormation, in er the organization o the text,and make connections among a variety o ideasin the text (e.g., themes, key ideas, main ideas,and supporting ideas).

R1.3-3.3 Interprets and explains a variety ographical representations (e.g., photographs,captions, maps, tables, timelines) withinthe context o the text and integrates thatin ormation with in ormation presentedtextually.

R1.3-3.4 Analyzes a variety o graphicalrepresentations (e.g., photographs, captions,maps, tables, timelines) within the context othe text and integrates that in ormation within ormation presented textually.

R1.3-3.5 Analyzes a variety o graphicalrepresentations (e.g., photographs, captions,maps, tables, timelines) in complex texts todeepen the understanding o important ideas inthe text.

R1.3-3.6 Analyzes a variety o graphicalrepresentations (e.g., photographs, captions,maps, tables, timelines) in complex texts andevaluates the relevance o that in ormation toin ormation presented textually.

R1.3-4.3 In ers, summarizes, and comparesthemes, key ideas, main ideas, and supportingideas within and across texts.

R1.3-4.4 Analyzes themes, key ideas, mainideas, and supporting ideas within and acrosscomplex texts.

R1.3-4.5 Analyzes themes, key ideas, mainideas, and supporting ideas within and acrosscomplex texts and analyzes the coherence,validity, and relevance o ideas, evidence, andarguments.

R1.3-4.6 Analyzes themes, key ideas, mainideas, and supporting ideas within and acrosscomplex texts and evaluates and critiques thecoherence, validity, and relevance o ideas,evidence, and arguments.





Using Prior Knowledge,Context, andUnderstanding o Language to Comprehend

and Elaborate theMeaning o Texts

Students make connections among their prior knowledge andexperiences; the social, cultural, and historical context; theauthor’s perspectives, attitudes, and belie s; and knowledgeo language to develop, extend, and elaborate multipleinterpretations o texts.

Objectives

R2.1 Student uses prior knowledge to comprehend andelaborate the meaning o texts.

R2.2 Student uses context to comprehend and elaborate themeaning o texts.

R2.3 Student uses knowledge o the evolution, diversity, and

e ects o language to comprehend and elaborate themeaning o texts.




Objective R2.1

Student usesprior knowledgeto comprehendand elaborate themeaning o texts.

Student draws on prior knowledgeand experiences to develop, extend,and elaborate multiple interpretationso texts.


R2.1.1 Uses prior knowledge and experiencesto guide the comprehension o events, ideas,and themes in texts.

R2.1-1.1 Makes connections to priorknowledge and experiences to understandevents, ideas, and themes in texts. Recognizeswhat he or she knows and needs to know tounderstand the text.

R2.1-1.2 Uses prior knowledge andexperiences to understand events, ideas, andthemes in texts and in ers connections amongthem. Identi es what he or she knows andneeds to know to understand the tex t.

R2.1.2 Uses prior knowledge and experiencesto extend and elaborate the meaning o texts.

R2.1-2.1 Draws on prior knowledge andexperiences to extend and elaborate themeaning o a text.

R2.1-2.2 Draws on prior knowledge andexperiences to extend and elaborate themeaning o events, ideas, and themes intexts (e.g., draws conclusions, recognizesconsequences and implications, determinespersonal signi cance).





R2.1-1.3 Uses prior knowledge andexperiences to understand events, ideas, andthemes in texts and in ers connections amongthem. Evaluates the relevance and adequacyo prior knowledge and experiences needed tounderstand the text.

R2.1-1.4 Uses prior knowledge andexperiences to guide interpretation o events,ideas, and themes in texts. E valuates therelevance and adequacy o prior knowledgeand experiences to guide and revise ongoinginterpretations o texts.

R2.1-1.5 Uses prior knowledge andexperiences to guide the analysis o events,ideas, and themes in complex texts. Evaluatesthe relevance and adequacy o prior knowledgeand experiences to guide and revise ongoinginterpretations o texts. Recognizes whenproblems in comprehension are due tomisconceptions.

R2.1-1.6 Uses prior knowledge andexperiences to guide the analysis o events,ideas, and themes in complex texts. Evaluatesthe relevance and adequacy o prior knowledgeand experiences to guide and revise ongoinginterpretations o texts. Identi es andresolves problems in comprehension due tomisconceptions.

R2.1-2.3 Draws on relevant prior knowledgeand experiences to extend and elaborate themeaning o events, key ideas, main ideas,supporting ideas, and themes in texts (e.g.,draws conclusions, recognizes consequencesand implications, explains personalsigni cance).

R2.1-2.4 Draws on relevant prior knowledgeand experiences to extend and elaborate themeaning o events, key ideas, main ideas,supporting ideas, and themes in texts (e.g.,draws conclusions, identi es underlyingassumptions and implications, recognizeshigher-level organizing categories andprinciples, evaluates personal signi cance).

R2.1-2.5 Draws on relevant prior knowledgeand experiences to extend, elaborate, andanalyze the meaning o events, key ideas, mainideas, supporting ideas, and themes in complextexts (e.g., draws conclusions, identi esunderlying assumptions and implications,recognizes higher-level organizing categoriesand principles, evaluates personal signi cance).

R2.1-2.6 Draws on relevant prior knowledgeand experiences to extend, elaborate, andevaluate the meaning o events, key ideas, mainideas, supporting ideas, and themes in complextexts (e.g., draws conclusions, identi esimplications, critiques underlying assumptions,ormulates higher-level organizing categoriesand principles, evaluates personal signi cance).




Objective R2.2

Student usescontext tocomprehend andelaborate themeaning o texts.

Student makes connections amongthe social, cultural, and historicalcontext, and the author’s perspectives,attitudes, and belie s to develop,extend, and elaborate multipleinterpretations o texts. Student

understands how personal, social,cultural, and historical contexts shapereaders’ interpretations o texts anduses this understanding to developmultiple interpretations o texts.


R2.2.1 Makes connections among a text; itssocial, cultural, and historical context; and theauthor’s perspectives, attitudes, and belie s toextend and elaborate the meaning o texts.

R2.2-1.1 Understands that a text refectsa social, cultural, and historical context.Recognizes explicit re erences to elements othe social, cultural, and historical context o thetext.

R2.2-1.2 Identi es explicit re erences toelements o the social, cultural, and historicalcontext and uses them to guide interpretationo texts.

R2.2.2 Understands how personal, social,cultural, and historical contexts shapereaders’ interpretations o texts and usesthis understanding to develop multipleinterpretations o texts.

R2.2-2.1 Recognizes what he or she likesor dislikes about a text and gives reasons.Recognizes that di erent readers have di erentopinions about texts.

R2.2-2.2 Describes what he or she likesor dislikes about a text and gives reasons.Understands that di erent readers responddi erently to texts and that their personalattitudes and belie s about events, ideas, andthemes in texts shape their comprehension otexts.





R2.2-1.3 Explains explicit and implicitre erences to elements o the social,cultural, and historical context and uses thatunderstanding to extend and elaborate themeaning o texts.

R2.2-1.4 Analyzes explicit and implicitre erences to elements o the social,cultural, and historical context and uses thatunderstanding to extend and elaborate themeaning o texts. Understands that an author’sperspective may di er rom the values,attitudes, and belie s o the larger social,cultural, historical context.

R2.2-1.5 Analyzes explicit and implicitre erences to elements o the social,cultural, and historical context and uses thatunderstanding to extend and elaborate themeaning o texts. Analyzes the text to identi ythe author’s attitudes, perspectives, andbelie s and compares these to the larger social,cultural, and historical context o the text.

R2.2-1.6 Analyzes explicit and implicitre erences to elements o the social,cultural, and historical context and uses thatunderstanding to ex tend and elaborate themeaning o texts. Analyzes the text to identi ythe author’s attitudes, perspectives, and belie sand critiques how these relate to the largersocial, cultural, and historical context o thetext.

R2.2-2.3 Identi es personal attitudes andbelie s about events, ideas, and themes in textsand explains how these attitudes and belie sshape his or her comprehension o texts.

R2.2-2.4 Recognizes that readers romdi erent social, cultural, and historical contextsread and interpret texts di erently. Considersalternative perspectives and uses these todevelop multiple interpretations o the events,ideas, and themes in complex texts.

R2.2-2.5 Analyzes how readers rom di erentsocial, cultural, and historical contexts read andinterpret texts di erently. Considers alternativeperspectives and uses these to develop multipleinterpretations o the events, ideas, and themesin complex texts.

R2.2-2.6 Analyzes and evaluates howreaders rom di erent social, cultural, andhistorical contexts read and interpret textsdi erently. Applies personal and ormal criticalperspectives (e.g., historical, psychoanalytical,economic, philosophical, eminist) to develop,analyze, and critique multiple interpretations o

the events, ideas, and themes in complex texts.




Objective R2.3

Student usesknowledge o the evolution,diversity, ande ects o languageto comprehendand elaborate themeaning o texts.

Student uses knowledge about theevolution and diversity o language to

guide comprehension o texts. Studentunderstands that language representsand constructs how readers perceiveevents, people, groups, and ideasand has both positive and negativeimplications that can a ect readers indi erent ways.


R2.3.1 Uses knowledge o the evolution anddiversity o language to guide comprehensiono texts.

R2.3-1.1 Understands that the Englishlanguage evolves and recognizes social,cultural, and historical di erences in languageacross a variety o texts.

R2.3-1.2 Understands that the Englishlanguage evolves and uses that knowledge tonote social, cultural, and historical di erencesin language across a variety o texts.

R2.3.2 Understands that language representsand constructs how readers perceive events,people, groups, and ideas and has both positiveand negative implications that can a ectreaders in di erent ways.

R2.3-2.1 Understands that languagerepresents and constructs how readersperceive events, people, groups, and ideas andhas both positive and negative implications thatcan a ect readers in di erent ways.

R2.3-2.2 Understands that languagerepresents and constructs how readersperceive events, people, groups, and ideas.Recognizes positive and negative implicationso language and identi es how it can a ectreaders in di erent ways.





R2.3-1.3 Understands that English languagevocabulary evolves as new words enter intocommon usage in response to contemporaryevents and inventions. Uses this knowledge toguide comprehension o texts.

R2.3-1.4 Understands that all languageschange over time, and that these changes cana ect vocabulary, spelling, grammar, standardso usage, and rules governing mechanics. Usesthis knowledge to guide comprehension otexts.

R2.3-1.5 Understands that all languageschange over time and that these changes cana ect vocabulary, spelling, grammar, standardso usage, and rules governing mechanics. Usesthis knowledge to situate texts within historicalor social contexts.

R2.3-1.6 Understands that variations invocabulary, spelling, grammar, standards ousage, and rules governing mechanics occurover time and across regions as speakers oEnglish have migrated and separated intodistinct language communities with distinctdialects. Uses this knowledge to situate textswithin historical or social contexts.

R2.3-2.3 Understands that languagerepresents and constructs how readersperceive events, people, groups, and ideas.Recognizes positive and negative implicationso language and explains how it can a ectreaders in di erent ways.

R2.3-2.4 Understands how languagerepresents and constructs how readersperceive events, people, groups, and ideas.Identi es positive and negative implicationso language and explains how it can a ectreaders in di erent ways depending on context.Recognizes that language conveys intended and

unintended meanings or readers.

R2.3-2.5 Explains how language representsand constructs how readers perceive events,people, groups, and ideas. Explains positive andnegative implications o language and how itcan a ect readers in di erent ways dependingon context. E xplains how language conveysintended and unintended meanings or readers

and how it refects etymological and historicalroots.

R2.3-2.6 Analyzes how language representsand constructs how readers perceive events,people, groups, and ideas. Analyzes andevaluates positive and negative implicationso language and how it can a ect readers indi erent ways depending on context. Analyzeshow language conveys intended and unintended

meanings or readers and how it relates toetymological and historical roots.





Author’s Purpose,Audience, and Cra t

Students analyze how authors use language, literary andstylistic devices, and genre elements to appeal to an audienceand achieve purposes and goals.

Objectives

R3.1 Student rhetorically analyzes author’s purpose, intendedaudience, and goals.

R3.2 Student interprets, analyzes, and critiques author’s use oliterary and rhetorical devices, language, and style.




Objective R3.1

Studentrhetoricallyanalyzes author’spurpose, intendedaudience, andgoals.

Student analyzes an author’s intendedaudience, purpose, and goals; theauthor’s appeals to the logic, emotion,values, and belie s o an audience;and the author’s use o speci c genre

elements to guide interpretation otexts.


R3.1.1 Analyzes an author’s intended audience,purpose, and goals to guide the interpretationo a text.

R3.1-1.1 Recognizes an author’s intendedaudience and purposes or writing.

R3.1-1.2 Identi es an author’s intendedaudience and purposes or writing to guide theinterpretation o a text.

R3.1.2 Analyzes how an author creates anauthorial persona, uses reasoning and evidence,and appeals to audience’s emotions, interests,values, and belie s to achieve speci c purposes.

R3.1-2.1 Understands the concept o voicein text. Recognizes how authors create adistinctive voice in a text. Understands thatauthors cra t texts to appeal to audienceemotions, interests, values, and belie s.

R3.1-2.2 Identi es de ning characteristicso voice in a text. Recognizes ways in whichauthors appeal to audience emotions, interests,values, and belie s in a text.

R3.1.3 Analyzes how an author uses speci cgenre elements to engage readers’ conventionalgenre expectations to achieve speci c e ects.

R3.1-3.1 Understands that genres haveconventional elements and characteristics andrecognizes an author’s use o them within a

variety o genres (e.g., science ction, myths,poetry, drama, essays, editorials).

R3.1-3.2 Identi es an author’s use o speci cgenre elements and relates them to conven-tional characteristics o a variety o genres

(e.g., science ction, myths, poetry, drama,essays, editorials).





R3.1-1.3 In ers speci c characteristics o anauthor’s intended audience and purposes orwriting to guide the interpretation o a text.

R3.1-1.4 Analyzes speci c characteristics oan author’s intended audience and the author’sexplicit purposes or writing to guide theinterpretation o a text.

R3.1-1.5 Analyzes speci c characteristics oan author’s intended audience and the author’sexplicit and implicit purposes or writing toguide the interpretation o a text. Analyzesauthor’s knowledge o the intended audienceand how the text corresponds to the author’spurposes or writing.

R3.1-1.6 Analyzes speci c characteristics oan author’s intended audience and the author’simplicit and explicit purposes or writing toguide the interpretation o a text. Analyzes andevaluates author’s knowledge o the intendedaudience and how the text corresponds to theauthor’s purposes or writing.

R3.1-2.3 Describes an author’s distinctivevoice and how it may be appropriate to purposeand audience. Describes how an author appealsto audience emotions, interests, values,and belie s. Describes how an author usesreasoning and evidence to achieve speci cpurposes or an intended audience.

R3.1-2.4 Explains how an author cra ts anauthorial persona to achieve an intendede ect on an audience; appeals to audienceemotions, interests, values, and belie s; anduses reasoning and evidence to achieve speci cpurposes or an intended audience.

R3.1-2.5 Analyzes how an author cra ts anauthorial persona to achieve an intendede ect on an audience; appeals to audienceemotions, interests, values, and belie s; anduses reasoning and evidence to achieve speci cpurposes or an intended audience.

R3.1-2.6 Critiques and evaluates how anauthor cra ts an authorial persona to achievean intended e ect on an audience; appealsto audience emotions, interests, values, andbelie s; and uses reasoning and evidence toachieve speci c purposes or an intendedaudience.

R3.1-3.3 Explains how an author uses speci cgenre elements to engage readers’ conventionalexpectations associated with a variety o

genres (e.g., science ction, myths, poetry,drama, essays, editorials).

R3.1-3.4 Explains and illustrates how authorsuse speci c genre elements to engage readers’conventional expectations associated with a

variety o genres (e.g., classical essays, tragedy,comedy/satire, parables, epics, periodicals/journals). Describes how an author deviatesrom genre norms to achieve speci c e ects.

R3.1-3.5 Analyzes how authors use speci cgenre elements to engage readers’ conventionalexpectations associated with a variety o

genres (e.g., classical essays, tragedy, comedy/satire, parables, epics, periodicals/journals).Analyzes how an author deviates rom genrenorms to achieve speci c e ects.

R3.1-3.6 Evaluates and critiques how authorsuse speci c genre elements to engage readers’conventional expectations associated with a

variety o genres (e.g., classical essays, tragedy,comedy/satire, parables, epics, periodicals/journals). Analyzes how an author crosses andblends genres to achieve speci c e ects.




Objective R3.2

Student interprets,analyzes, andcritiques author’suse o literary andrhetorical devices,language, andstyle.

Student analyzes how authors uselanguage, stylistic devices, literarydevices, and gurative language toachieve speci c e ects.


R3.2.1 Analyzes how authors use languageand stylistic devices to achieve speci c e ects.

R3.2-1.1 Understands that authors makespeci c word choices to achieve speci ce ects.

R3.2-1.2 Describes the e ects o an author’sspeci c word choices.

R3.2.2 Analyzes how authors use literarydevices and gurative language to achievespeci c e ects.

R3.2-2.1 Understands that authors use literarydevices and gurative language (e.g., sensorydetails, symbolism, oreshadowing, metaphor,hyperbole) to achieve speci c e ects.Recognizes their use in texts.

R3.2-2.2 Interprets the meaning and describesthe e ects o literary devices and gurativelanguage (e.g., sensory details, symbolism,oreshadowing, metaphor, hyperbole).





R3.2-1.3 Explains how an author’s speci cword choices and sentence structures achievespeci c e ects (e.g., ormal and in ormal tone,voice).

R3.2-1.4 Analyzes how an author’s speci cword choices and sentence structures achievespeci c e ects and support author’s purpose.

R3.2-1.5 Evaluates how an author’s speci cword choices and sentence structures shapethe intended meaning o the text, achievespeci c e ects (e.g., to convey author’s attitudetoward the reader and subject matter), andsupport author’s purpose.

R3.2-1.6 Critiques how an author’s speci cword choices and sentence structures shapethe intended meaning o the text, achievespeci c e ects (e.g., to convey author’s attitudetoward the reader and subject matter), andsupport author’s purpose.

R3.2-2.3 Explains the meaning and e ects oliterary devices and gurative language (e.g.,sensory details, symbolism, oreshadowing,metaphor, hyperbole).

R3.2-2.4 Analyzes how an author achievesspeci c e ects and purposes using literarydevices and gurative language (e.g.,understatement, mood, allusion, allegory,paradox, irony, tone).

R3.2-2.5 Analyzes and evaluates how anauthor achieves speci c e ects and purposesusing literary devices and gurative language(e.g., understatement, mood, allusion, allegory,paradox, irony, tone) and explains how literarydevices and gurative language are used torein orce key ideas, events, and themes andcreate multiple layers o meaning.

R3.2-2.6 Critiques how an author achievesspeci c e ects and purposes using literarydevices and gurative language (e.g.,understatement, mood, allusion, allegory,paradox, irony, tone) and analyzes how literarydevices and gurative language are used torein orce key ideas, events, and themes andcreate multiple layers o meaning.





Using Strategies toComprehend Texts

Students use pre-reading, during-reading, post-reading, andmetacognitive strategies to identi y purposes and goals orreading; identi y and elaborate key ideas; extend, elaborate, anddeepen comprehension; organize, restructure, and synthesizerepresentations o meaning; and monitor comprehension.Students adjust strategies based on the success or ailure ocomprehension.

Research shows that instruction in using strategies can be e ective when students learn to draw exibly rom a repertoire o strategies in response to the needs o the reading activity. While the categories o strategies presented in this standard are described separately, instruction should help students develop skills in selecting, coordinating, evaluating,and adjusting their use o strategies in response to their comprehension monitoring.

Objectives

R4.1 Student uses strategies to prepare to read.

R4.2 Student uses strategies to interpret the meaning owords, sentences, and ideas in texts.

R4.3 Student uses strategies to go beyond the text.

R4.4 Student uses strategies to organize, restructure, andsynthesize text content.

R4.5 Student monitors comprehension and reading strategiesthroughout the reading process.




Objective R4.1

Student usesstrategies toprepare to read.

Student prepares to read by identi yingpurposes and goals or reading and byusing pre-reading strategies. Preparingto read helps the student to developexpectations about the language andstructure o a particular text, and ithelps to guide the reading process.


R4.1.1 Identi es purposes and goals orreading to guide the reading process.

R4.1-1.1 Understands that having speci cpurposes or reading will help determine whatin ormation in a text is important and whatstrategies to use. Identi es purposes orreading (e.g., reading or enjoyment, to identi ythemes or main ideas, to write a summary, toollow instructions) and recognizes that reading

strategies will support these purposes.

R4.1-1.2 Identi es increasingly complexpurposes or reading (e.g., to identi y andevaluate sources or a report, to describeelements o author’s cra t, to understand andsolve problems) and considers how di erentreading strategies will support these purposes.

R4.1.2 Uses pre-reading strategies to developexpectations about the text and to guide thereading process.

R4.1-2.1 Uses pre-reading strategies, suchas generating basic questions to answerwhile reading, previewing sections o texts(e.g., title, introduction, headings, key words,gures, tables, conclusions), and activating priorknowledge (e.g., creating word and conceptlists).

R4.1-2.2 Uses pre-reading strategies, suchas generating basic questions to answerwhile reading, previewing sections o texts(e.g., title, introduction, headings, key words,gures, tables, conclusions), and activating priorknowledge (e.g., creating word and conceptlists). Recognizes that these pre-readingstrategies help to develop expectations aboutthe text and to guide the reading process.





R4.1-1.3 Identi es increasingly complexpurposes or reading (e.g., to identi y andevaluate sources or a report, to describeelements o author’s cra t, to understand andsolve problems) and uses reading strategiesthat support these purposes.

R4.1-1.4 Identi es increasingly complexpurposes or reading (e.g., to identi y andevaluate sources or a report, to describeelements o author’s cra t, to understand andsolve problems) and re ers to these purposes toguide the reading process and the selection ostrategies both during and a ter reading.

R4.1-1.5 Identi es and re nes increasinglycomplex purposes or reading (e.g., to analyzeelements o author’s cra t; to analyze a thesisand how it structures an argument; to analyzeand compare personal, social, cultural, andhistorical perspectives) and re ers to thesepurposes to guide the reading process and the

selection o strategies both during and a terreading.

R4.1-1.6 Identi es and re nes increasinglycomplex purposes or reading (e.g., to analyzemultiple perspectives, authors, genres, ideas,or values; to critique elements o author’s cra t;to evaluate the credibility and authority o anauthor; to conduct research) and re ers to thesepurposes to guide the reading process and the

selection o strategies both during and a terreading.

R4.1-2.3 Uses pre-reading strategies, such asgenerating questions and previewing, activatingand evaluating prior knowledge, scanning,and skimming texts. Uses these pre-readingstrategies to develop expectations about thetext and to guide the reading process.

R4.1-2.4 Selects pre-reading strategies,such as generating questions and previewing,activating and evaluating prior knowledge,scanning, and skimming texts. Uses thesepre-reading strategies to develop expectationsabout the text and to guide the reading process.

R4.1-2.5 Selects and prioritizes appropriatepre-reading strategies, such as generatingquestions and previewing, activating andevaluating prior knowledge, scanning, andskimming texts. Uses in ormation gainedrom these pre-reading strategies to developexpectations about the text, guide the readingprocess, and select appropriate readingstrategies used both during and a ter reading.

R4.1-2.6 Knows when, why, and how to useappropriate pre-reading strategies, such asgenerating questions, activating and evaluatingprior knowledge, previewing, scanning, andskimming texts. Uses in ormation gainedrom these pre-reading strategies to developexpectations about the text, guide the readingprocess, and select appropriate readingstrategies used both during and a ter reading.




Objective R4.2

Student usesstrategies tointerpret themeaning o words,sentences, andideas in texts.

Student knows when, why, and how touse text-processing strategies duringreading to identi y and elaboratekey ideas and resolve problems incomprehension.


R4.2.1 Uses text- ocused strategies (e.g., re-reading, paraphrasing, chunking, close reading)to better understand texts, improve globalunderstanding, and in er implied meanings othe text.

R4.2-1.1 Re-reads and paraphrases sentencesand chunks di cult words and sentences tobetter understand texts and improve globalunderstanding. Uses close reading (e.g.,examines the meaning o words, sentences, andparagraphs) to interpret texts.

R4.2-1.2 Re-reads and paraphrases sentencesand chunks di cult words and sentencesto better understand texts and improveglobal understanding, particularly whencomprehension problems are encountered. Usesclose reading (e.g., examines the meaning owords, sentences, and paragraphs) to interpret

texts.R4.2.2 Marks and annotates texts and takesnotes during or a ter reading to identi y andelaborate key ideas.

R4.2-2.1 Marks and annotates texts to ocusattention on the reading task and to identi y keyconcepts.

R4.2-2.2 Marks and annotates texts and takesnotes during or a ter reading to identi y keyconcepts.

R4.2.3 Makes intentional bridging in erencesand connections back to previous sentencesand ideas across larger sections o text toresolve problems in comprehension.

R4.2-3.1 Makes intentional bridgingconnections back to previous sentencesand ideas in the text to resolve problems incomprehension.

R4.2-3.2 Makes intentional bridgingin erences and connections back to previoussentences and ideas across larger sectionso text or in conceptually and stylisticallyless amiliar texts to resolve problems incomprehension.

R4.2.4 Uses text structures to makeconnections among ideas and improvecomprehension.

R4.2-4.1 Understands that knowledge o theorganization and structure o narratives andin ormational texts helps to guide reading.

R4.2-4.2 Uses knowledge o how narrativesand in ormational texts are typically organizedto guide reading.





R4.2-1.3 Knows when to use text- ocusedstrategies (e.g., re-reading, paraphrasing,chunking) to better understand texts andimprove global understanding. Uses closereading (e.g., interprets semantic nuances olanguage and author’s cra t) to in er impliedmeanings o texts.

R4.2-1.4 Knows when, why, and how touse text- ocused strategies (e.g., re-reading,paraphrasing, chunking) to bet ter understandtexts and improve global understanding. Usesclose reading (e.g., analyzes semantic nuanceso language and author’s cra t) to in er impliedmeanings o texts.

R4.2-1.5 Knows when, why, and how touse text- ocused strategies (e.g., re-reading,paraphrasing, chunking) to better understandtexts and improve global understanding. Knowswhen to use close reading (e.g., analyzessemantic, syntactic, and stylistic nuances olanguage) to in er implied meanings o texts.

R4.2-1.6 Knows when, why, and how touse text- ocused strategies (e.g., re-reading,paraphrasing, chunking) to better understandtexts and improve global understanding, andto use close reading (e.g., analyzes semantic,syntactic, and stylistic nuances o language) toin er implied meanings o texts.

R4.2-2.3 Marks and annotates texts and takesnotes during or a ter reading to identi y keyconcepts, issues, principles, and points to bere-read, elaborated, and retained.

R4.2-2.4 Marks and annotates texts andtakes notes during or a ter reading to identi ykey concepts, issues, principles, and points tobe re-read, elaborated, and retained, to makeconnections among ideas, and to question thetext.

R4.2-2.5 Marks and annotates texts andtakes notes during or a ter reading to identi ypoints to be re-read or elaborated, to makeconnections among ideas, to question thetext, and to generate and revise ongoinginterpretations.

R4.2-2.6 Knows when, why, and how toe ciently mark and annotate texts and takenotes during or a ter reading to identi ypoints to be re-read or elaborated, to makeconnections among ideas, to question thetext, and to generate and revise ongoinginterpretations.

R4.2-3.3 Makes intentional bridgingin erences and connections back to previoussentences and ideas across larger sectionso text, in conceptually and stylistically lessamiliar texts, or in more-complex texts, toresolve problems in comprehension.

R4.2-3.4 Makes intentional bridgingin erences and connections back to previoussentences and ideas across larger sectionso text, in conceptually and stylistically lessamiliar texts, or in more-complex texts, usingadditional strategies to help achieve thesegoals to resolve problems in comprehension.

R4.2-3.5 Makes intentional bridging in erencesand connections back to previous sentencesand implied ideas across larger sections o text,in conceptually and stylistically less amiliartexts, or in more-complex texts, and to impliedorganizational patterns to resolve problems incomprehension, using additional strategies toachieve these goals.

R4.2-3.6 Knows when to make intentionalbridging in erences and connections back toprevious sentences and implied ideas acrosslarger sections o text, in conceptually andstylistically less amiliar texts, or in more-complex texts, and to implied organizationalpatterns to resolve problems in comprehension,coordinating the use o additional strategies toachieve these goals.

R4.2-4.3 Applies knowledge o the structureo narrative texts to guide reading and tomake predictions and elaborations. Appliesknowledge o ty pical organizational patternsobserved in in ormational texts to search orrelationships among ideas and to guide the

reading process.

R4.2-4.4 Applies knowledge o the structureo narrative texts to guide reading and tomake predictions and elaborations. Appliesknowledge o t ypical organizational patternsobserved in in ormational texts to chunk thetext, search or relationships among ideas, and

guide the reading process.

R4.2-4.5 Applies knowledge o a varietyo complex structures o narrative texts toguide reading and to make predictions andelaborations. Applies knowledge o a varietyo typical organizational patterns observed inin ormational texts to chunk the text, search

or relationships among ideas, and guide thereading process.

R4.2-4.6 Applies knowledge o a varietyo complex structures o narrative textsto guide reading and to make predictionsand elaborations, noting where narrativesollow or deviate rom conventionalpatterns. Applies knowledge o a variety o

complex organizational patterns observed inin ormational texts to chunk the text, searchor relationships among ideas, and guide thereading process.




Objective R4.4

Student usesstrategiesto organize,restructure, andsynthesize textcontent.

Student uses strategies to organize,restructure, and synthesizerepresentations o meaning generatedthrough reading texts to improvecomprehension o texts.


R4.4.1 Uses graphic organizers andreading guides to map relationships amongideas generated during reading to improvecomprehension o texts.

R4.4-1.1 Recognizes the utility o graphicorganizers (e.g., diagrams, story maps, conceptmaps, or pictures about content) and readingguides or mapping relationships among theideas generated while reading texts.

R4.4-1.2 Uses graphic organizers (e.g.,diagrams, story maps, concept maps, tables)and reading guides to map relationships amongthe ideas generated while reading.

R4.4.2 Develops summaries and writes tolearn in order to delineate the relationshipsamong ideas and construct the gist o texts.

R4.4-2.1 Summarizes short, simple texts toidenti y relevant and important in ormation,main ideas, and the theme.

R4.4-2.2 Summarizes texts to betterunderstand the main ideas and the theme,identi ying and selecting relevant andimportant in ormation.





R4.4-1.3 Uses graphic organizers (e.g.,diagrams, fow charts, story maps, outlines,concept maps, tables) and reading guides tomap relationships among more-complex ideasgenerated while reading.

R4.4-1.4 Selects graphic organizers (e.g.,diagrams, fow charts, story maps, outlines,concept maps, tables) and reading guides tomap relationships among more-complex ideasgenerated while reading. Evaluates the utility ovarious graphic organizers and modi es them tomeet personal goals.

R4.4-1.5 Generates and uses graphicorganizers (e.g., diagrams, fow charts, outlines,concept maps, tables) and reading guidesto guide analysis o content and rhetoricaldimensions o complex texts. Evaluatesthe utility o various graphic organizers andmodi es them to meet personal goals.

R4.4-1.6 Knows when, why, and how togenerate and use a variety o graphic organizers(e.g., diagrams, fow charts, outlines, conceptmaps, tables) and interactive reading guidesto guide analyses o content and rhetoricaldimensions o complex texts. Evaluatesthe utility o various graphic organizers and

modi es them to meet personal goals.R4.4-2.3 Develops structured mental, oral,or written summaries o texts and writes tolearn in order to delineate the hierarchicalrelationships among supporting ideas, keyideas, and themes.

R4.4-2.4 Develops structured mental, oral, orwritten summaries o texts and writes to learnin order to delineate complex relationshipsamong supporting ideas, key ideas, and themes.

R4.4-2.5 Develops concise, well-organizedmental, oral, or written summaries o texts andwrites to learn in order to delineate complexrelationships among ideas and to evaluatecomprehension o complex texts.

R4.4-2.6 Develops concise, well-organizedmental, oral, or written summaries o textsand writes to learn in order to delineatecomplex relationships among ideas, to evaluatecomprehension o complex texts, and tocompare multiple texts.




Objective R4.5

Student monitorscomprehension andreading strategiesthroughout thereading process.

Student uses metacognitive strategiesto monitor comprehension whilereading and assess comprehensiona ter reading. Student assesses theappropriateness o particular readingstrategies and adjusts strategiesbased on the success or ailure ocomprehension.


R4.5.1 Monitors comprehension whilereading by generating questions to determinelevel o understanding, by participating indiscussions about the text, by noting points omisunderstanding, and by trying to establishconnections among ideas in the text and toprior knowledge. Adjusts reading strategies to

improve comprehension.

R4.5-1.1 Monitors comprehension o words,sentences, and paragraphs while readingby generating questions to determinelevel o understanding, by participatingin discussions about the text, by notingpoints o misunderstanding, and by trying toestablish connections among ideas in the text.

Recognizes that reading strategies can improvecomprehension.

R4.5-1.2 Monitors comprehension o words,sentences, and paragraphs while readingby generating questions to determinelevel o understanding, by participating indiscussions about the text, by noting points omisunderstanding, and by trying to establishconnections among ideas in the text. Selects

rom provided reading strategies to improvecomprehension and to achieve the purposes orreading.

R4.5.2 Assesses post-reading comprehension,memory, and learning and adjusts readingstrategies to improve comprehension.

R4.5-2.1 Understands the importance omonitoring comprehension a ter reading.Assesses post-reading comprehension (e.g., bydetermining the ability to answer various typesand levels o questions). Selects rom providedreading strategies to adjust reading.

R4.5-2.2 Assesses post-readingcomprehension (e.g., by answering questions,participating in discussion, retrievingkeywords). Selects rom provided readingstrategies to adjust reading.





R4.5-1.3 Monitors comprehension o textswhile reading by generating questionsto determine level o understanding, byparticipating in discussions about the text,by noting points o misunderstanding, and bytrying to establish connections among ideas inthe text and to prior knowledge. Uses reading

strategies to improve comprehension and toachieve the purposes or reading.

R4.5-1.4 Monitors comprehension o textswhile reading by generating questionsto determine level o understanding, byparticipating in discussions about the text,by noting points o misunderstanding, and bytrying to establish connections among ideasin the text and to prior knowledge. Responds

to the perceived di culty o the text, theachievement o reading purposes, and thequality o comprehension by adjusting readingstrategies.

R4.5-1.5 Monitors comprehension, includingthe accuracy o previous predictions andelaborations, while reading. Assesses thecoherence o connections among ideas inthe text and connections to prior knowledge.Responds to the perceived di culty o the text,the achievement o reading purposes, and the

quality o comprehension by evaluating andadjusting reading strategies.

R4.5-1.6 Knows when, why, and how to usemetacognitive processes to actively monitorcomprehension, assessing whether the readingprocess is success ul given the purposes.Adjusts reading strategies while reading.

R4.5-2.3 Assesses post-readingcomprehension, memory, and learning (e.g.,by generating and answering questions,participating in discussion, retrieving keywords,or recalling text a ter a delay). Understandsthe need to adjust reading strategies according

to the quality o post-reading comprehensionand the purpose or reading and selects romprovided strategies to improve comprehension.

R4.5-2.4 Assesses post-readingcomprehension, memory, and learning (e.g.,by generating and answering questions,participating in discussion, retrieving keywords,or recalling text a ter a delay). Adjusts readingstrategies according to the quality o post-

reading comprehension and purpose orreading.

R4.5-2.5 Assesses post-readingcomprehension, memory, and learning (e.g.,by answering sel -generated questions,participating in discussion, retrieving keywords,or recalling text a ter a delay). Adjusts readingstrategies according to the quality o post-

reading comprehension and purpose orreading.

R4.5-2.6 Knows when, why, and how toassess post-reading comprehension, memory,and learning (e.g., by answering sel -generatedquestions, participating in discussion, retrievingkeywords, or recalling text a ter a delay).Adjusts reading strategies according to the

quality o post-reading comprehension andpurpose or reading.



d d W iti i i Alth h t h ti




Writing Standards Writing is a recursive process. Although teachers sometimesteach writing as a linear process to sca old writing instruction,experienced writers do not usually ollow a linear progressiono stages as they compose a text. Rather, research revealsthat experienced writers are fexible in how they approacha writing situation, drawing on a variety o strategies to

carry out and manage the numerous complex tasks involvedin composing. There are no set ormulas or making thesedecisions; experienced writers adjust their processes accordingto particular tasks, genres, and purposes. They ollow aninternalized sense o what is working and what is not workingto guide their writing. To develop this elt sense, novice writersmust learn and practice e ective writing strategies andreceive regular eedback on their writing so that they developa repertoire o strategies to call upon. Di erent writers willdo this in various ways, and e ective instruction supports thisvariety.

Writers must manage myriad complex tasks when composing.They manage these tasks throughout the writing activity, not ina linear progression o stages but fexibly and constantly. Theyde ne their goals or writing in relation to audience interests,

values, assumptions, and knowledge; select strategiesappropriate or selected genres; develop a writing plan orachieving their goals; brainstorm ideas and generate contentrelated to the topic, the audience, and their writing goals; dra tand evaluate the emerging text—paragraph by paragraph,line by line, minute by minute—to determine whether it isollowing their plan and achieving their goals. Experiencedwriters monitor and orchestrate these processes constantly,

Writing Standards 3

ll i g th i h t i ki g d h t hi h b th d t i h it l d d t d th t t k l dg




ollowing their sense o what is working and whatis not, reconsidering and revising their goals andadjusting their writing plans while they write.Monitoring and orchestrating these processes arecomplex and demanding activities.

Helping students develop these complex skills is nota simple task. Learning to write is hard work; novicewriters require e ective instruction, good eedback,and clear models i they are to learn to managethese processes independently. Helping students ndthe motivation to learn these skills can be enhancedby enabling students to generate their own topics,develop their own research questions, decide the

kinds o data they want to collect, and determinehow to present the in ormation. Moreover, studentwriters should be encouraged to write outside oschool, using the power o writing to discover anddeepen their sense o sel and to understand andengage their world. Students should be encouraged,as o ten as possible, to write or real audiences,including audiences beyond the classroom. Enabling

novice writers to experience writing in theseauthentic and personal ways will help them nd thatwriting can be “liberating, satis ying, even joy ul”(National Commission on Writing, 2003).

Despite romantic notions o the solitary writerconceiving original ideas ree o outside infuences,writing is always social, in that writers work

within their social, cultural, and linguistic contexts,

which both empower and constrain how writersconstruct and represent meaning. Experiencedwriters work out their ideas through dialogue andcorrespondence with trusted riends, colleagues, andeditors, and draw on the expertise o proo readersand publishers. In more pragmatic ways, writers

requently must respond to the requirements o anassigned task and address the expectations o agiven audience. Experienced writers consider all othese dimensions—o ten unconsciously—as theycompose.

The interconnections and interdependencies amongreading, writing, speaking, listening, viewing, and

representing require that students engage writing inconnection to the other English language arts. Novicewriters should have ample opportunity throughcritical reading, listening, and viewing to experienceand analyze how other communicators cra t andconvey meaning so that they may draw on thosemodels when writing, speaking, and representing.By exploring both the power and the constraints

o these various media, writers develop a richerrepertoire o strategies and skills. They also learnthat real-world communication contexts o ten call orproductions that incorporate several language arts toconstruct and communicate meaning.

Opportunities to write should be provided across thecurriculum, not only to provide more time to write,

but also to draw on the power o writing to engage,

analyze, and understand the content knowledgeo subject areas outside the English language artsclassroom.

Although many processes o writing are commonacross subject areas and genres, research also

establishes that writing in speci c disciplines,subject areas, and genres involves knowledgeo discipline-speci c writing conventions andstrategies. The English Language Arts College BoardStandards or College Success, there ore, describeper ormance expectations speci c to certain typeso writing requently expected o college studentsand taught in the K–12 classroom. Readers will

note that Standards 1 and 5 are common to allwriting activities described in this document,while Standards 2, 3, and 4 have been describedspeci cally or argumentative writing (A), researchwriting (R), literary analysis (L), and creative andrefective writing (CR). This list is not exhaustive;the absence o a type o writing should not beinterpreted as signaling its unimportance. Moreover,

the types o writing listed here are not mutuallyexclusive; or example, a research paper can be anargument; a literary analysis is o ten an argument.In act, good writing o ten resists limiting itsel towhat have o ten been re erred to as genres becausewriters draw on and blend a variety o genres andresources that best shape the emerging text.

Argumentative Writing (A) Creative and Refective




Argumentative Writing (A)Argumentative writing takes many orms (e.g.,editorial, persuasive letter, persuasive essay,speech). Argumentative writing emerges rom aprocess o investigation, deliberation, reasoning, andconsideration o strategic appeals.

Research Writing (R)Research writing takes many orms (e.g., I-Search,ormal research papers, research brie s, multi-genreresearch papers, presentations). Research writingemerges rom a process o investigation, deliberation,reasoning, and consideration o strategic appeals.Authentic research is an integral part o everyday li e,and all levels o the research process are complex.

Literary Analysis (L)Literary analysis may take di erent orms (e.g.,essays, ormal research papers, presentations,diary entries, or personal letters written rom the

perspective o a character). Literary texts—poems,short stories, novels, drama, literary non ction—arecomplex, and an attentive reader who care ully anddeliberately examines and analyzes these texts canhelp others to understand and appreciate them.Literary analysis requires skills in analytical closereading, amiliarity with ormal critical perspectives,and knowledge o literary elements.

Creative and RefectiveWriting (CR)Creative and refective writing may take a varietyo orms by which writers share insights andobservations (e.g., narratives, poems, personalessays). This type o writing draws upon a variety osources (e.g., personal experiences, interviews withothers, secondary sources) and upon imaginativethinking. It provides rich opportunities or recollectiono past, present, or imagined experiences andthought ul refection on these experiences.

Writing Standards 3



Writers determine their purpose* or writing (e g to exploreW i i S d d




Writers determine their purpose* or writing (e.g., to explore,to in orm, to express, to persuade, to entertain, to share anexperience or emotion) and consider possible audiences andgenres. They analyze rhetorical tasks in a variety o ways andwith an emerging sense o audience. In doing so, they refecton, explore, de ne, and organize their thoughts in order to set

goals about how best to accomplish the writing tasks. Thisprocess is recursive, not linear: writers rede ne their goals andstrategies in light o audience and context. Depending upon thetask and upon their experiences, writers may compose writtenor mental lists, engage in ast writes, or even per orm thisprocess tacitly.

Though writers o ten begin with analysis and planning,

sometimes they choose to plunge directly into dra ting. Content,a sense o audience and purpose, organization, and style may emerge organically through dra ting. As they dra t, writers may become aware o areas needing more deliberate planning and research. Accomplished writers may internalize strategies and skills such that they plan and organize almost unconsciously.

Objective

W1.1 Student analyzes components o purpose, goals,audience, and genre.

Writing StandardsStandard 1

Rhetorical Analysis and

Planning

Writing Standards 41

*Underlined words and phrases are de ned in the Glossary.

Obj ti W1 1




Objective W1.1

Student analyzescomponents o purpose, goals,audience, and

genre.

Student considers his or her purposesand goals or writing, identi espossible audiences, and understandshow genre guides decision making.


W1.1.1 Makes decisions about purposes andgoals to be achieved in the writing.

W1.1-1.1 Considers speci ed purposes orwriting (e.g., to refect, to in orm, to explain, topersuade, to entertain, to share an experienceor emotion), choosing one, and considersspeci c goals to be achieved.

W1.1-1.2 Considers speci ed purposes orwriting (e.g., to refect, to in orm, to explain, topersuade, to entertain, to share an experienceor emotion), choosing one, and considersspeci c goals to be achieved.

W1.1.2 Identi es audiences appropriate tothe writing task.

W1.1-2.1 Considers who the speci edaudience is or the writing task.

W1.1-2.2 Understands the characteristics oa speci c audience or the writing task (e.g.,sel or others).

W1.1.3 Uses knowledge o genre to guidedecisions about topic, audience, organizationalstructure, and authorial persona.

W1.1-3.1 Recognizes that di erent genrescan be used or the same purpose.

W1.1-3.2 Recognizes that a genre can beused or di erent purposes.



© 2006 The College Board Writing Standards 43


W1.1-1.3 Decides on the purpose or writing(e.g., to refect, to in orm, to explain, topersuade, to entertain, to share an experienceor emotion, to make a social statement) andidenti es speci c goals to be achieved.

W1.1-1.4 Decides on the purpose or writing(e.g., to refect, to in orm, to explain, topersuade, to entertain, to share an experienceor emotion, to make a political or socialstatement) and identi es speci c goals to beachieved.

W1.1-1.5 Evaluates potential purposes orwriting (e.g., to refect, to in orm, to explain, topersuade, to entertain, to share an experienceor emotion, to make a political or socialstatement) and determines speci c goals to beachieved.

W1.1-1.6 Makes in ormed and sophisticateddecisions about purposes and goals to beachieved in the writing.

W1.1-2.3 Identi es possible audiences,considers characteristics o each audience(e.g., interests, belie s, backgroundknowledge), and selects an appropriateaudience or the writing task.

W1.1-2.4 Analyzes the writing task,considers potential audiences (i.e., analyzesassumptions, values, and backgroundknowledge o intended audience), and decideson an intended audience.

W1.1-2.5 Analyzes the rhetorical situation,evaluates multiple possible audiences (i.e.,analyzes assumptions, values, and backgroundknowledge o each audience), and selects anappropriate audience.

W1.1-2.6 Makes in ormed and sophisticateddecisions about audiences appropriate to thewriting task.

W1.1-3.3 Understands that a genre (sel -selected or selected by others) can achieve avariety o purposes and selects a genre thatsupports the purpose or writing.

W1.1-3.4 Considers possible genres andselects one, understanding that the choice ogenre will guide the treatment o the topic, thedevelopment o a stance toward the audience,and the organizational structure.

W1.1-3.5 Selects a genre rom amongpossible genres and analyzes how the selectedgenre will guide the treatment o the topic, thedevelopment o a stance toward the audience,and the organizational structure.

W1.1-3.6 Selects a genre rom amongpossible genres and analyzes how the selectedgenre will guide the treatment o the topic, thedevelopment o a stance toward the audience,the organizational structure, and the creationo an authorial persona.



Students consider what they already know and need to know inW iti g St d d E




Students consider what they already know and need to know inorder to guide exploration o the topic. They gather in ormation(e.g., probe personal experiences and imagination, conductprimary research, conduct secondary research) to deepentheir understanding o their topic and guide and supporttheir development o a point o view. In addition, they use

organizational structures and consider expectations o thechosen genre as they represent ideas, make connections, anddevelop a structure or dra ting. They know how to evaluate,react to, and build upon the ideas o other writers and how totrack sources.

For some genres and purposes, writers may eel less need to ormally probe experiences and research external resources

when generating content. Sometimes the act o generating content may be less ormal, more automatic, and concurrent to dra ting. Whereas novice writers may not ully appreciate the need or planning, generating, and developing content be ore writing, skilled writers appreciate the importance o planning,even though they may plan and generate content intuitively,revisiting their planning a ter they have substantially developed their text.

Objectives

W2.1 Student takes inventory o what he or she knows andneeds to know.

W2.2 Student generates, selects, connects, and organizesin ormation and ideas.


Generating Content

Argumentative


A R G U M E N T A T I V E



ELe el 3 Le el 4 Le el 5 Le el 6





Writing Standards 4


W2.1-1.3A Trans orms a working issue into aworking thesis claim; identi es, organizes, andconsiders the relevance o known in ormation;and determines the need or urther research.

W2.1-1.4A Formulates a working thesisclaim; identi es, organizes, and considersthe relevance o known in ormation; anddetermines whether current in ormation issu cient or urther research is needed.

W2.1-1.5A Re nes a working thesisclaim based on his or her exploration andorganization o existing in ormation andconsideration o various perspectives,identi ying the need or urther research.

W2.1-1.6A Re nes a working thesisclaim based on his or her exploration andorganization o existing in ormation andconsideration o various perspectives,identi ying areas or urther research.

W2.1-2.3A Identi es and evaluates avariety o primary and secondary sourceso in ormation (e.g., student-generateddata, such as interviews, observations, andsurveys; appropriate Internet sources; books;magazines; newspapers) that present di erentperspectives on the issue and uses a systemor tracking sources.

W2.1-2.4A Identi es, evaluates, and analyzesa variety o primary and secondary sourceso in ormation (e.g., student-generated data,such as interviews with experts in a eld,observations, and surveys; appropriateInternet sources; books; magazines;newspapers; documentaries) that presentdi erent perspectives on the issue and uses asystem or tracking sources.

W2.1-2.5A Identi es, evaluates, andanalyzes a variety o primary and secondarysources o in ormation (e.g., student-generateddata, such as interviews with experts in aeld, observations, and surveys; appropriateInternet sources; books; magazines;newspapers; documentaries) that presentmultiple perspectives on the issue and uses asystem or tracking sources.

W2.1-2.6A Identi es, evaluates, and analyzesa variety o primary and secondary sourceso in ormation (e.g., student-generateddata, such as interviews with experts in aeld, observations, and surveys; appropriateInternet sources; research bibliographies;electronic databases; books; pro essionaljournals; periodicals; documentaries) thatanalyze multiple perspectives on the issueand independently uses a system or trackingsources.

A Objective W2.2 Per ormance Expectation Category Level 1 Level 2




AR

G UME NT AT I VE

Objective W2.2

Student generates,selects, connects,and organizesin ormation and

ideas.

Student generates content byactivating prior knowledge and byusing outside source materials anddevelops a system or tracking sources.Student uses organizational structuresand expectations o the chosen genreto represent ideas, make connections,and develop an organizational structureor dra ting.

Argumentative


W2.2 .1 Uses a variety o strategies to guidethe generation o content by activating priorknowledge.

W2.2-1.1A Uses a variety o strategies toguide the generation o content by activatingprior knowledge (e.g., brainstorming aloneand with others, idea mapping, ree writing,journaling, sel -questioning—what is myopinion and why?) and developing relevantexamples and supporting details.

W2.2-1.2A Uses a variety o strategies toguide the generation o content by activatingprior knowledge (e.g., brainstorming aloneand with others, idea mapping, ree writing,journaling, sel -questioning—what is myopinion and why?); developing relevantreasons, examples, and details; and

considering di erent points o view.

W2.2 .2 Uses a variety o strategies to guidethe generation o content by using outsidesource materials.

W2.2-2.1A Uses a variety o strategies togenerate notes and content through readingin ormational texts (e.g., gathering examplesand acts, de ning key terms, comparing, andreporting what others have said about thetopic).

W2.2-2.2A Uses a variety o strategies togenerate notes and content through readingin ormational texts (e.g., gathering relevantreasons, examples, and acts; de ning keyterms; comparing; identi ying relationshipssuch as cause and e ect; summarizingdi erent points o view).

W2.2 .3 Re nes the topic by consideringpersonal relevance, audience, purpose,goals, limits o the assignment, and availableresources.

W2.2-3.1A Focuses the issue based on theresearch and activation o prior knowledge byconsidering whether the topic is personallyrelevant, interesting, and meaning ul; isconnected to purposes and goals; is logical;and can be answered or supported withinlimits o assignment and available resources.

W2.2-3.2A Focuses the working topicbased on the research and activation oprior knowledge by considering whether thetopic is personally relevant, interesting, andmeaning ul; is relevant and interesting toaudience; is connected to purposes and goals;is logical; and can be answered or supportedwithin limits o assignment and availableresources.

W2.2 .4 Uses conventional organizationalstructures and expectations o the chosengenre to select content, represent ideas, makeconnections, and develop an organizationalstructure or dra ting.

W2.2-4.1A Uses conventional structuresand expectations o the chosen persuasive/argumentative genre (e.g., problem-solution,cause-and-e ect) to select content, representideas, make connections, generate newinsights, and develop an organizationalstructure or dra ting.

W2.2-4.2 A Uses conventional structuresand expectations o the chosen persuasive/argumentative genre (e.g., problem-solution,cause-and-e ect) to select content, representideas, make connections, generate newinsights, and develop an organizationalstructure or dra ting.

ELevel 3 Level 4 Level 5 Level 6





Writing Standards 4


W2.2-1.3A Uses a variety o strategies toguide the generation o content by activatingprior knowledge (e.g., brainstorming, ideamapping, ree writing, journaling, sel -questioning—what is my opinion and why?);developing and selecting major ideas, relevantreasons, supporting examples, and details; and

considering di erent points o view.

W2.2-1.4A Uses a variety o strategies toguide the generation o content by activatingprior knowledge (e.g., sel -questioning—whatis my opinion and why?); developing andselecting major ideas, relevant reasons,supporting examples, and details; analyzingstrengths and weaknesses o his or her

position; de ning multiple points o view; andanticipating counterarguments and consideringre utations.


position; de ning multiple points o view; andanticipating counterarguments and addressingre utations.


position; de ning multiple points o view; andanticipating counterarguments and addressingre utations.

W2.2-2.3A Uses a variety o strategies togenerate notes and content through readingprimary and secondary sources (e.g., gatheringrelevant reasons, examples, and acts; de ningkey terms; setting up comparisons; identi yingrelationships such as cause and e ect;summarizing di erent points o view).

W2.2-2.4A Uses a variety o strategiesto generate notes and content throughreading primary and secondary sources (e.g.,de ning key terms; setting up comparisons;explaining relationships such as causeand e ect; considering connections topast events; anticipating uture outcomes;considering various points o view; anticipatingcounterarguments).

W2.2-2.5A Uses a variety o strategiesto generate notes and content throughreading primary and secondary sources (e.g.,de ning key terms; setting up comparisons;explaining relationships such as cause ande ect; explaining connections to past events;predicting uture outcomes; consideringmultiple points o view, listing the strengthsand weaknesses o each and identi ying bias;anticipating and re uting counterarguments).

W2.2-2.6A Uses a variety o strategiesto generate notes and content throughreading primary and secondary sources (e.g.,de ning key terms; setting up comparisons;analyzing relationships such as cause ande ect; analyzing connections to past events;predicting uture outcomes; analyzing multiplepoints o view, listing the strengths andweaknesses o each and identi ying bias;anticipating and re uting counterarguments).

W2.2-3.3A Focuses the thesis claim basedon the research and activation o priorknowledge by considering whether theclaim is personally relevant, interesting, andmeaning ul; is relevant and meaning ul toaudience; is aligned with purposes and goals;is logical; and can be answered or supportedwithin limits o assignment and availableresources.

W2.2- 3.4A Focuses the thesis claim duringresearch, activation o prior knowledge, andthe generation o content by consideringwhether the thesis claim is personallyrelevant, interesting, and meaning ul; isrelevant and meaning ul to audience; isaligned with purposes and goals; is logical;can be answered or supported within limitso assignment and available resources; andacknowledges competing points o view.

W2.2-3.5A Re nes the thesis claim duringresearch, activation o prior knowledge, andthe generation o content by consideringwhether the thesis claim is personallyrelevant, interesting, and meaning ul; isrelevant and meaning ul to audience; isaligned with purposes and goals; is logical;can be answered or supported within limits oassignment and available resources; and holdsup against competing points o view.

W2.2-3.6A Re nes the thesis claim duringresearch, activation o prior knowledge, andthe generation o content by consideringwhether the thesis claim is personallyrelevant, interesting, and meaning ul; isrelevant and meaning ul to audience; isaligned with purposes and goals; is logical;can be answered or supported within limitso the assignment and available resources;holds up against competing points o view; andcontributes to a larger conversation.


W2.2- 4.4A Uses conventional structuresand expectations o the chosen persuasive/argumentative genre (e.g., problem-solution,cause-and-e ect) to select content, representideas, make connections, generate newinsights, and develop an organizationalstructure or dra ting.





EWriting Standards Writers employ a variety o technologies (e.g., pencil, pen,




A R G U M E N T A T I V EWriting Standards

Standard 3

Dra ting

Argumentative

computer) to compose sentences and paragraphs, lines andstanzas, and larger units o text, starting at various placeswithin the preliminary organizational structure. As they dra t,writers consider how the emerging text ts with their goals anddevelops their topic, revisiting their analyses and developing

new content as needed. As they compose, they considerstylistic choices, grammar, and usage; evaluate the relevance,quality, and reliability o in ormation; and attend to the ethicso writing.

Dra ting is highly recursive. Many experienced writers continuously revise and edit as they dra t. For example, they may compose a paragraph, read what they have written, and

make changes immediately be ore dra ting additional text. As they compose, writers requently identi y a need or additional in ormation that may lead to urther re ection or research.

Objectives

W3.1 Student generates text to develop points within thepreliminary organizational structure.

W3.2 Student makes stylistic choices with language to achieveintended e ects.




V ELevel 3 Level 4 Level 5 Level 6




A R G U M E N T A T I V


W3.1-1.3A Dra ts text to present a clearthesis claim, includes supporting ideas,supports opinions with reasons, examples,and acts, incorporates source materialsto strengthen the argument, and draws anappropriate conclusion.

W3.1-1.4A Dra ts text to present a clearthesis claim, develops a coherent andsmooth progression o ideas, supports claimsand opinions with evidence (i.e., reasons,examples, and acts), incorporates sourcematerials to strengthen the argument, anddraws an appropriate conclusion.

W3.1-1.5A Dra ts text to present a clearthesis claim, develops a coherent andsmooth progression o ideas, supports claimsand opinions with evidence (i.e., reasons,examples, and acts), incorporates variedsource materials to strengthen the argument,and draws a persuasive conclusion.

W3.1-1.6A Dra ts a clear and substantivethesis claim, develops a coherent and smoothprogression o ideas, strategically includessupporting ideas, supports claims and opinionswith evidence (i.e., reasons, examples, andacts), incorporates varied source materials,and draws a persuasive conclusion.

W3.1-2.3A Understands the di erencesbetween paraphrasing and directly quotingsource texts and generally uses both correctlyin writing.

W3.1-2.4A Understands the di erencesbetween paraphrasing and directly quotingsource texts and uses both correctly ande ectively in writing.

W3.1-2.5A Appropriately uses sourcematerials in a variety o ways (e.g.,directly quoting words, phrases, andsentences; paraphrasing), demonstrating anunderstanding o the ethics o writing.

W3.1-2.6A Strategically incorporates sourcematerials in a variety o ways (e.g., directlyquoting words, phrases, and sentences;paraphrasing), demonstrating a sophisticatedunderstanding o the ethics o writing.

W3.1-3.3A Uses appropriate rhetoricalappeals (e.g., considers audience interests,values, and opinions; establishes his or her

credibility; establishes the soundness o theclaim; identi es possible counterarguments)and conventional organizational patterns (e.g.,description, problem-solution, question-answer, compare-and-contrast, cause-and-e ect) to persuade the intended audience.

W3.1-3.4A Uses appropriate rhetoricalappeals (e.g., considers audience interests,values, and opinions; establishes his or her

credibility; establishes the soundness o theclaim; considers possible counterarguments)and appropriate organizational patterns (e.g.,description, problem-solution, question-answer, compare-and-contrast, cause-and-e ect) to persuade the intended audience.

W3.1-3.5A Uses appropriate rhetoricalappeals (e.g., considers audience interests,values, opinions, and background knowledge;

establishes a credible voice appropriate topoint o view; establishes the soundnesso the claim; anticipates and re utespossible counterarguments) and e ectiveorganizational patterns (e.g., description,problem-solution, question-answer, compare-and-contrast, cause-and-e ect) to persuadethe intended audience.

W3.1-3.6A Uses appropriate rhetoricalappeals (e.g., considers audience interests,values, opinions, background knowledge,

norms; establishes credibility o his or herauthorial voice; establishes the soundness othe claim; re utes possible counterarguments)and e ective organizational patterns (e.g.,description, problem-solution, question-answer, compare-and-contrast, cause-and-e ect) to persuade the intended audience.

A Objective W3.2 Per ormance Expectation Category Level 1 Level 2




AR

G UME NT AT I VE

Student makesstylistic choiceswith language toachieve intended

e ects.

As a student composes, he or shemakes stylistic choices about dialect,tone, voice, diction, detail, gurativelanguage, word choice, and sentencestructure with an awareness opurpose, audience, and the ethics owriting.

Argumentative

p g y

W3.2 .1 Selects precise vocabulary,compelling verbs, and gurative language toachieve intended e ects and appeal to theaudience.

W3.2-1.1A Uses vocabulary, strong verbs,and gurative language (e.g., metaphors,similes) to create tone and voice and appeal tothe audience.

W3.2-1.2 A Uses vocabulary, strong verbs,and gurative language (e.g., metaphors,similes, personi cation) to create ormal orin ormal tone and voice and to appeal to theaudience.

W3.2 .2 Uses a variety o sentence structuresto create speci c e ects.

W3.2-2.1A Uses a variety o sentencestructures (e.g., simple and compoundconstructions, sentences o varying lengths,declarative and interrogative sentences);establishes actors, actions, objects, andindirect objects; signals relations betweenpronouns and antecedents; and uses activevoice to create e ects.

W3.2-2.2A Uses a variety o sentencestructures (e.g., simple, coordinate,subordinate, and compound; sentences ovarying lengths; declarative and interrogativesentences); clearly establishes actors, actions,objects, and indirect objects; clearly signalsrelations between pronouns and antecedents;and uses active voice to create speci ce ects.

W3.2 .3 Uses topic sentences to establishthe ocus o paragraphs, uses transition wordsto signal progression o ideas within andbetween paragraphs, and uses appropriatewords and phrases to signal organizationalpatterns.

W3.2-3.1A Uses topic sentences to establishthe ocus o paragraphs, transition wordsto signal progression o ideas within andbetween paragraphs, and appropriate wordsand phrases to signal organizational patterns(e.g., description, question-answer).

W3.2-3.2A Uses clear topic sentences toestablish the ocus o paragraphs, transitionwords and phrases (e.g.,as a result , in contrast , because o ) to signal progressiono ideas within and between paragraphs,and appropriate words and phrases to signalorganizational patterns (e.g., description,question-answer, compare-contrast, problem-

solution).

W3.2 .4 Chooses language care ully toavoid negative labels, stereotypes, orcharacterizations that exclude other people.

W3.2-4.1A Understands that the use owords and phrases can negatively characterizeother people.

W3.2- 4.2A Care ully chooses languageto avoid negative labels, stereotypes, orcharacterizations that exclude others.

V ELevel 3 Level 4 Level 5 Level 6






W3.2-1.3A Selects vocabulary, strong verbs,rhetorical questions, and gurative language(e.g., metaphors, similes, personi cation)to achieve intended e ects (e.g., ormal orin ormal tone, credible voice) and to appeal tothe audience.

W3.2-1.4A Selects precise vocabulary (e.g.,technical terms, appropriate use o standardand nonstandard words), compelling verbs,gurative language (e.g., metaphor, wordplay)to achieve intended e ects (e.g., ormal orin ormal tone, credible voice), to supportposition, and to appeal to the audience.

W3.2-1.5A Selects precise vocabulary(technical terms, appropriate use o standardand nonstandard words, regionalisms),compelling verbs, gurative language (e.g.,metaphor, irony, wordplay, puns) to achieveintended e ects (e.g., ormal or in ormal tone,credible voice, mood), to support position, and

to appeal to the audience.

W3.2-1.6A Selects precise vocabulary,compelling verbs, gurative language (e.g.,metaphors, images, rhetorical questions,connotation/denotation, irony, wordplay andpuns, symbols) to establish credibility andauthority, suggest an attitude toward subjectmatter, create mood, and appeal to the

audience.

W3.2-2.3A Uses a variety o sentencestructures (e.g., parallel structure; simple,coordinate, subordinate, compound, andcomplex constructions; questions as topicsentences; sentences o varying lengthand type —declarative and interrogative);clearly establishes actors, actions, objects,and indirect objects; clearly signals relationsbetween pronouns and antecedents; andconsistently uses active voice to createspeci c e ects.

W3.2-2 .4A Uses a variety o sentencestructures (e.g., parallel structures; simple,coordinate, subordinate, compound, complex,and compound-complex constructions;questions as topic sentences; rhetoricalquestions; appositives; varying sentencelength and type—declaratives, interrogatives,exclamations); clearly establishes actors,actions, objects, indirect objects, and pronounantecedents; and consistently uses active orpassive voice to achieve speci c e ects.

W3.2-2.5A Selects a variety o sentencestructures (e.g., parallel structures; simple,coordinate, subordinate, compound, complexand compound-complex constructions;questions as topic sentences; rhetoricalquestions; ragments; appositives; varyingsentence length, complexity, and ty pe—declaratives, interrogatives, exclamations);clearly establishes actors, actions, objects,indirect objects, and pronoun antecedents; andconsistently uses active or passive voice toachieve speci c e ects.

W3.2-2.6A Strategically selects a varietyo sentence structures (e.g., parallelstructures; simple, coordinate, subordinate,compound, complex, and compound-complexconstructions; questions as topic sentences;rhetorical questions; ragments; appositives);selects active or passive voice; variessentence length, type, and complexity tocreate speci c nuanced e ects.

W3.2- 3.3A Uses clear topic sentences toestablish the ocus o paragraphs, transitionwords and phrases to signal progression oideas within and between paragraphs, andappropriate words and phrases to signalorganizational patterns (e.g., description,question-answer, compare-contrast, problem-solution, cause-and-e ect).

W3.2-3.4A Uses a variety o types otopic sentences to establish the ocus oparagraphs, varies the position o topicsentences within paragraphs, uses transitionwords and phrases to signal progression oideas within and between paragraphs, anduses appropriate words and phrases to signalorganizational patterns (e.g., description,

question-answer, compare-contrast, problem-solution, cause-and-e ect).

W3.2-3.5A Uses clear, varied, and engagingtopic sentences to establish the ocus oparagraphs; varies the position o topicsentences within paragraphs; uses transitionwords and phrases to signal progression oideas within and between paragraphs; anduses appropriate words and phrases to signalorganizational patterns (e.g., description,


W3.2-3.6A Strategically ocuses paragraphsby using a variety o techniques (e.g., buildingtoward a concluding topic sentence, writingtopic sentences as questions, building tensionor suspense that is explained or resolvedin the concluding sentence), uses transitionwords and phrases to signal progression oideas within and between paragraphs, and

uses appropriate words and phrases to signalorganizational patterns (e.g., description,question-answer, compare-contrast, problem-solution, cause-and-e ect).

W3.2- 4.3A Care ully selects language thatavoids negative characterizations o groupso people or individuals, or that excludesor includes certain groups or individuals innegative ways.

W3.2- 4.4A Care ully selects language thatavoids negative characterizations o groups opeople or individuals, that excludes or includescertain groups or individuals in negativeways, or that generalizes about individuals asmembers o groups.

W3.2-4.5A Care ully selects languagethat provides balanced and thought ulrepresentations o others, and that avoidso ensive language, stereotypes, or exclusions,even in its nuances.

W3.2- 4.6A Strategically cra ts languagethat provides balanced and thought ulrepresentations o others, and that avoidso ensive language, stereotypes, or exclusions,even in its nuances.



IV EWriting Standards Students critique written dra ts and revise accordingly. They




A R G U M E N T A T I VWriting Standards

Standard 4

Evaluating and

Revising TextsArgumentative

evaluate dra ts in light o rhetorical goals and eedbackrom sel , peers, and others to determine whether overalldevelopment and organization convey a coherent, consistentmessage. They also evaluate the dra t or e ectiveness ostylistic choices.

Experienced writers engage in both local and global revision.Local revision occurs when writers stop o ten, sometimes a ter dra ting a ew sentences, to re-read and make changes in their text or reasons o clarity or style. Global revision occurs when a piece o text is more ully developed and writers can consider overarching issues, including organization, development, ocus,and consistency o voice. Global revision may involve moving,

eliminating, or adding sections o text, potentially leading writers to revisit aspects o planning and dra ting.

Objectives

W4.1 Student evaluates dra ted text or development,organization, and ocus.

W4.2 Student evaluates dra ted text to determine thee ectiveness o stylistic choices.

Writing Standards 5

AR

Objective W4.1 Per ormance Expectation Category Level 1 Level 2




R G UME NT AT I VE

Student evaluatesdra ted text ordevelopment,organization,

and ocus.

Student evaluates his or her dra tor clarity o ocus, progression oideas, development, organization, andappropriateness o conclusion in orderto identi y areas requiring urtherinvention and research.

Argumentative

W4.1 Evaluates the dra t or clarity o ocus,progression o ideas, development, organiza-tion, and appropriateness o conclusion inorder to identi y areas requiring urther inven-tion and research.

W4.1-1.1A Uses provided strategies (e.g.,reading the dra t aloud, asking a peer oreedback) to determine whether his or herposition on the issue is clear and is supportedby ideas and acts; whether the organizationis clear; and whether the conclusion isappropriate, in order to guide ongoing dra ting.

W4.1-1.2A Uses strategies (e.g., readingthe dra t aloud, asking a peer or group oreedback, using a provided rubric) to determinewhether his or her position on the issue isclear and is supported by ideas, acts, andexamples; whether organization is clear; andwhether the conclusion is appropriate, in order

to guide ongoing dra ting.

IV ELevel 3 Level 4 Level 5 Level 6





Writing Standards 5

W4.1-1.3A Uses a variety o strategies (e.g.,reading the dra t aloud; asking a peer oreedback; using a provided rubric, an outline,or an organizational map) to evaluate whetherthe organization o the dra t is e ective andadequately developed; whether the thesisclaim is clear and aligned with the purpose

and goals; whether opinions are supportedby reasons, examples, and acts; whetherpossible counterarguments are considered;and whether the conclusion is appropriate, inorder to guide ongoing dra ting.

W4.1-1.4A Uses a variety o strategies (e.g.,reading the dra t aloud; asking a peer oreedback; using a provided rubric, outline, ororganizational map; reading the dra t romthe perspective o the intended audience)to evaluate whether the organization o thedra t is e ective, su ciently supported, and

adequately developed; whether the thesisclaim is clear and aligned with the purposeand goals; whether opinions are supportedby reasons, examples, and acts; whetherpossible counterarguments are considered;and whether the conclusion is appropriate, inorder to guide ongoing dra ting.

W4.1-1.5A Uses a variety o strategies (e.g.,reading the dra t aloud, seeking eedbackrom a reviewer, capturing and evaluatingthe organization o the dra t in an outline ororganizational map, reading the dra t romthe perspective o the intended audience) toevaluate whether the thesis claim is clear

and aligned with the purpose and goals;whether the progression o ideas is smoothand coherent; whether claims and opinionsare supported by evidence (i.e., reasons,examples, and acts); whether his or heropinions and/or use o sources displays bias;whether counterarguments are anticipatedand addressed; whether audience “pressurepoints” (i.e., interests, values, opinions, andbackground knowledge) are appealed to;whether organizational patterns are clearand developed; and whether the conclusion is

appropriate, in order to guide ongoing dra ting,including identi cation o areas requiringurther invention and research.

W4.1-1.6A Uses a variety o strategies (e.g.,reading the dra t aloud, seeking eedbackrom a reviewer, capturing and evaluatingthe organization o the dra t in an outline ororganizational map, reading the dra t romthe perspective o the intended audience) toevaluate whether the thesis claim is clear

and substantive; whether the progressiono ideas is coherent and smooth; whetherclaims and opinions are supported by evidence(i.e., reasons, examples, and acts); whetherhis or her opinions and/or use o sourcesdisplays bias; whether counterargumentsare anticipated and addressed; whetheraudience “pressure points” (i.e., interests,values, opinions, background knowledge,norms, and attitudes) are appealed to;whether organizational patterns are clearand developed; and whether the conclusion

is appropriate, persuasive, and compelling,in order to guide ongoing dra ting, includingidenti cation o areas requiring urtherinvention and research.

AR

Objective W4.2 Per ormance Expectation Category Level 1 Level 2




R G UME NT AT I VE

Student evaluatesdra ted text todetermine thee ectiveness o

stylistic choices.

A ter composing, student evaluatesstylistic choices—dialect, tone, voice,and diction; detail, gurative language,word choice; sentence and paragraphorganization and structure—with anawareness o purpose and audience.

Argumentative

W4.2 Evaluates stylistic choices—dialect,tone, voice, and diction; detail, gurativelanguage, word choice; sentence andparagraph organization and structure—withan awareness o purpose and audience.

W4.2-1.1A Uses a variety o strategies (e.g.,reading the dra t aloud, asking a peer oreedback) to determine whether vocabularyis e ective and verbs are active; whetheractors, actions, objects, and indirect objectsare clearly established; whether languageavoids negative labels, stereotypes, or

characterizations that exclude; whethersentence structures are varied and pronounre erences are clear; whether topic sentencesare clear, transitions within and betweenparagraphs are well signaled, and overallorganizational patterns are clear, in order toachieve his or her purposes or writing to theintended audience.

W4.2-1.2A Uses a variety o strategies(e.g., reading the dra t aloud, asking a peeror group or eedback, using a providedrubric) to determine whether vocabularyis precise, verbs are active, and gurativelanguage is used e ectively; whetheractors, actions, objects, and indirect objects

are clearly established; whether languageavoids negative labels, stereotypes, orcharacterizations that exclude; whethersentence structures are varied in t ype, length,and complexity; whether pronoun re erencesare clear; whether topic sentences, transitionswithin and between paragraphs, and overallorganizational patterns are clear, in order toachieve his or her purposes or writing to theintended audience.

I V ELevel 3 Level 4 Level 5 Level 6




A R G U M E N T A T I


W4.2-1.3A Uses a variety o strategies (e.g.,reading the dra t aloud; seeking eedbackrom a reviewer; using a rubric, outline, ororganizational map to track and check thedevelopment o the dra t) to evaluate whethervocabulary is precise, active verbs are usedconsistently, and gurative language is used

e ectively; whether actors, actions, objects,and indirect objects are clearly established;whether language avoids negative labels,stereotypes, or characterizations that exclude;whether sentence structures are varied intype, length, and complexity; whether pronounre erences are clear; whether topic sentences,transitions within and between paragraphs,and overall organizational patterns are clear, inorder to achieve his or her purposes or writingto the intended audience.

W4.2-1.4A Uses a variety o strategies (e.g.,reading the dra t aloud; seeking eedbackrom a reviewer; using a rubric, outline,or organizational map to track and checkthe development o the dra t; reading thedra t rom the perspective o the intendedaudience) to evaluate whether vocabulary

is precise, verb use is compelling, gurativelanguage is e ective, and voice is credible;whether actors, actions, objects, and indirectobjects are clearly established; whetherlanguage avoids negative labels, stereotypes,or characterizations that exclude; whethersentence structures are varied in t ype, length,and complexity; whether pronoun re erencesare clear; whether topic sentences, transitionswithin and between paragraphs, and overallorganizational patterns are clear, in order toachieve his or her purposes or writing to the

intended audience.

W4.2-1.5A Uses a variety o strategies (e.g.,reading the dra t aloud; seeking eedbackrom a reviewer; using a rubric, outline,or organizational map to track and checkthe development o the dra t; reading thedra t rom the perspective o the intendedaudience) to evaluate whether vocabulary is

precise, verbs are compelling, and gurativelanguage is varied and e ective; whetherlanguage is ino ensive and inclusive; whethervoice is distinctive and tone and mood areappropriate; whether actors, actions, objects,and indirect objects are clearly established;whether sentence structures are varied anduse o active and passive voice is appropriate;and whether the ocus o paragraphs isclear, transitions among ideas within andbetween paragraphs are well marked, andorganizational patterns are clear and well

signaled, in order to achieve his or herpurposes or writing to the intended audience.

W4.2-1.6A Strategically uses a varietyo strategies (e.g., reading the dra t aloud;seeking eedback rom a reviewer; using arubric, outline, or organizational map to trackand check the development o the dra t;reading the dra t rom the perspective othe intended audience) to evaluate whether

vocabulary is precise, verbs are compelling,and gurative language is varied and e ective;whether language is ino ensive and inclusive;whether voice is distinctive and credible andtone and mood are appropriate; whetheractors, actions, objects, and indirect objectsare clearly established; whether sentencelength, type, and complexity are varied anduse o active and passive voice is appropriate;and whether the ocus o paragraphs isclear, transitions among ideas within andbetween paragraphs are well marked, and

organizational patterns are clear and wellsignaled, in order to achieve his or herpurposes or writing to the intended audience.



Writing Standards Students consider what they already know and need to know inorder to guide exploration o the topic They gather in ormation




R E S E A R C H


Generating Content

Research

order to guide exploration o the topic. They gather in ormation(e.g., probe personal experiences and imagination, conductprimary research, conduct secondary research) to deepentheir understanding o their topic and guide and supporttheir development o a point o view. In addition, they use

organizational structures and consider expectations o thechosen genre as they represent ideas, make connections, anddevelop a structure or dra ting. They know how to evaluate,react to, and build upon the ideas o other writers and how totrack sources.

For some genres and purposes, writers may eel less need to ormally probe experiences and research external resources

when generating content. Sometimes the act o generating content may be less ormal, more automatic, and concurrent to dra ting. Whereas novice writers may not ully appreciate the need or planning, generating, and developing content be ore writing, skilled writers appreciate the importance o planning,even though they may plan and generate content intuitively,revisiting their planning a ter they have substantially developed their text.

Objectives



Objective W2.1

S d kPer ormance Expectation Category Level 1 Level 2




R E

S E AR

CH

Student takesinventory o whathe or she knowsand needs to know.

Student considers what he or sheknows and needs to know about a topicto guide additional research.

Research

W2.1.1 Selects a topic, identi es what he orshe knows about the topic, and determines theneed or additional in ormation.

W2.1-1.1R Identi es a topic, inventories andorganizes what he or she knows about thetopic, and identi es areas or urther research.

W2.1-1.2R Trans orms working topic intoa working research question, explores andorganizes what he or she knows, and identi esareas or urther research.

W2.1.2 Identi es a variety o primary andsecondary sources o in ormation and uses asystem or tracking sources.

W2.1-2.1R Identi es primary and secondarysources o in ormation (e.g., student-generateddata, such as interviews, observations, andsurveys; classroom speakers; eld trips;Internet sources; encyclopedias; almanacs)and uses a system or tracking sources.

W2.1-2.2R Identi es a variety o primaryand secondary sources o in ormation (e.g.,student-generated data, such as interviews,observations, and surveys; classroomspeakers; eld trips; Internet sources;encyclopedias; almanacs) that presentdi erent perspectives on the issue and uses asystem or tracking sources.





R E S E A R C H

W2.1-1.3R Formulates a working researchquestion, and identi es, organizes, and con-siders the relevance o known in ormation inorder to guide urther research.

W2.1-1.4R Formulates a working researchquestion; identi es, organizes, and con-siders the relevance o known in ormation;and determines whether current in ormation issu cient or requires urther research.

W2.1-1.5R Re nes a working researchquestion based on his or her explorationand organization o existing in ormationand consideration o various perspectives,identi ying the need or urther research.

W2.1-1.6R Independently re nes a workingresearch question based on his or herexploration and organization o existingin ormation and consideration o variousperspectives, identi ying areas or urtherresearch.

W2.1-2.3R Identi es and evaluates avariety o primary and secondary sourceso in ormation (e.g., student-generateddata, such as interviews, observations, andsurveys; appropriate Internet sources; books;magazines; newspapers) that present di erentperspectives on the issue and uses a systemor tracking sources.

W2.1-2.4R Identi es, evaluates, and analyzesa variety o primary and secondary sourceso in ormation (e.g., student-generateddata, such as interviews with experts in aeld, observations, and surveys; appropriateInternet sources; books; magazines;newspapers; documentaries) that presentdi erent perspectives on the issue and uses asystem or tracking sources.

W2.1-2.5R Identi es, evaluates, and analyzesa variety o primary and secondary sourceso in ormation (e.g., student-generateddata, such as interviews with experts in aeld, observations, and surveys; appropriateInternet sources; books; magazines;newspapers; documentaries) that presentmultiple perspectives on the issue and uses asystem or tracking sources.

W2.1-2.6R Identi es, evaluates, and analyzesa variety o primary and secondary sourceso in ormation (e.g., student-generateddata, such as interviews with experts in aeld, observations, and surveys; appropriateInternet sources; research bibliographies;electronic databases; books; pro essionaljournals; periodicals; documentaries) thatanalyze multiple perspectives on the issueand independently uses a system or trackingsources.

Objective W2.2

St d t g tPer ormance Expectation Category Level 1 Level 2




R E

S E AR

CH

Student generates,selects, connects,and organizesin ormation and

ideas.Student generates content byactivating prior knowledge and byusing outside source materials anddevelops a system or tracking sources.Student uses organizational structuresand expectations o the chosen genreto represent ideas, make connections,

and develop an organizational structureor dra ting.

Research

W2.2 .1 Uses a variety o strategies to guidethe generation o content by activating priorknowledge.

W2.2-1.1R Uses a variety o strategies toguide the generation o content by activatingprior knowledge (e.g., brainstorming; ideamapping; ree writing; outlining; journaling;asking journalist’s questions—who, what,when, where, why, and how) and developingrelevant examples and supporting details.

W2.2-1.2R Uses a variety o strategies toguide the generation o content by activatingprior knowledge (e.g., brainstorming; ideamapping; ree writing; outlining; journaling;asking journalist’s questions—who, what,when, where, why, and how) and developingrelevant reasons, examples, and details.


W2.2-2.1R Uses a variety o strategies togenerate notes and content through readingin ormational texts (e.g., gathering examplesand acts, de ning key terms, comparing, andreporting what others have said about thetopic).

W2.2-2.2R Uses a variety o strategies togenerate notes and content through readingin ormational texts (e.g., gathering relevantreasons, examples, and acts; de ning keyterms; comparing; identi ying relationshipssuch as cause and e ect; reporting whatothers have said about the topic).


W2.2-3.1R Focuses the research questionbased on the research and activation oprior knowledge by considering whether theresearch question is personally relevant,interesting, and meaning ul; is connectedto purposes and goals; is logical; and canbe answered or supported within limits oassignment and available resources.

W2.2-3.2R Focuses the research questionbased on the research and activation oprior knowledge by considering whether theresearch question is personally relevant,interesting, and meaning ul; is relevantand interesting to audience; is connectedto purposes and goals; is logical; and canbe answered or supported within limits oassignment and available resources.


W2.2-4.1R Uses conventional structuresand expectations o the chosen researchgenre (e.g., question-answer, claim-evidence)to select content, represent ideas, makeconnections, generate new insights, anddevelop an organizational structure or

dra ting.


dra ting.





R E S E A R C H

W2.2-1.3R Uses a variety o strategies toguide the generation o content by activatingprior knowledge (e.g., brainstorming; ideamapping; ree writing; outlining; journaling;asking journalist’s questions—who, what,when, where, why, and how) and developingand selecting major ideas, relevant reasons,supporting examples, and details.

W2.2-1.4R Uses a variety o strategies toguide the generation o content by activatingprior knowledge (e.g., brainstorming; ideamapping; ree writing; outlining; journaling;asking journalist’s questions—who, what,when, where, why, and how); developingand selecting major ideas, relevantreasons, supporting examples, and details;analyzing strengths and weaknesses ohis or her ndings; and considering varyinginterpretations o the ndings.

W2.2-1.5R Uses a variety o strategies toguide the generation o content by activatingprior knowledge (e.g., brainstorming; ideamapping; ree writing; outlining; journaling;asking journalist’s questions—who, what,when, where, why, and how); developingand selecting major ideas, relevant reasons,supporting examples, and details; analyzingstrengths and weaknesses o his or herndings; and considering and addressingvarying interpretations o the ndings.

W2.2-1.6R Uses a variety o strategies toguide the generation o content by activatingprior knowledge (e.g., brainstorming; ideamapping; ree writing; outlining; journaling;asking journalist’s questions—who, what,when, where, why, and how); developingand selecting major ideas, relevant reasons,supporting examples, and details; analyzingstrengths and weaknesses o his or herndings; and anticipating and addressingvarying interpretations o the ndings.

W2.2-2.3R Uses a variety o strategies togenerate notes and content through readingprimary and secondary sources (e.g., gatheringrelevant reasons, examples, and acts; de ningkey terms and ideas; setting up comparisons;identi ying relationships such as cause ande ect; summarizing in ormation).

W2.2-2.4R Uses a variety o strategies togenerate notes and content through readingprimary and secondary sources (e.g., gatheringrelevant reasons, examples, and acts; de ningkey terms and ideas; setting up comparisons;explaining relationships such as cause ande ect; considering connections to past events;anticipating uture outcomes; summarizing

in ormation rom multiple sources).

W2.2-2.5R Uses a variety o strategies togenerate notes and content through readingprimary and secondary sources (e.g., gatheringrelevant reasons, examples, and acts; de ningkey terms and ideas; setting up comparisons;explaining relationships such as cause ande ect; explaining connections to p ast events;predicting uture outcomes; summarizing

in ormation rom multiple sources; de ningmultiple points o view, listing the strengthsand weaknesses o each and identi ying bias).

W2.2-2.6R Uses a variety o strategiesto generate notes and content throughreading primary and secondary sources(e.g., gathering relevant reasons, examples,and acts; de ning key terms; setting upcomparisons; analyzing relationships suchas cause and e ect; analyzing connectionsto past events; predicting uture outcomes;

summarizing, analyzing, comparing, andevaluating in ormation rom multiple sources;summarizing, analyzing, comparing, andevaluating multiple points o view, listingthe strengths and weaknesses o each andidenti ying bias).

W2.2-3.3R Focuses the research questionbased on the research and activation oprior knowledge by considering whether theresearch question is personally relevant,interesting, and meaning ul; is relevant andmeaning ul to audience; is aligned withpurposes and goals; is logical; and can beanswered or supported within limits oassignment and available resources.

W2.2-3.4R Focuses the research questionduring research and activation o priorknowledge by considering whether the thesisclaim is personally relevant, interesting, andmeaning ul; is relevant and meaning ul toaudience; is aligned with purposes and goals;is logical; can be answered or supportedwithin limits o assignment and availableresources; and acknowledges competingpoints o view.

W2.2-3.5R Re nes the research questionduring research and activation o priorknowledge by considering whether the thesisclaim is personally relevant, interesting, andmeaning ul; is relevant and meaning ul toaudience; is aligned with purposes and goals;is logical; can be answered or supportedwithin limits o assignment and availableresources; and holds up against competingpoints o view.

W2.2- 3.6R Re nes the research questionduring research and activation o priorknowledge by considering whether the thesisclaim is personally relevant, interesting, andmeaning ul; is relevant and meaning ul toaudience; is aligned with purposes and goals;is logical; can be answered or supportedwithin limits o the assignment and availableresources; holds up against competingpoints o view; and contributes to a largerconversation.


dra ting.

W2.2- 4.4R Uses conventional structuresand expectations o the chosen researchgenre (e.g., question-answer, claim-evidence)to select content, represent ideas, makeconnections, generate new insights, anddevelop an organizational structure or

dra ting.


dra ting.

W2.2- 4.6R Uses conventional structuresand expectations o the chosen researchgenre (e.g., question-answer, claim-evidence)to select content, represent ideas, makeconnections, generate new insights, anddevelop an organizational structure or

dra ting.



Writing Standards Writers employ a variety o technologies (e.g., pencil, pen,computer) to compose sentences and paragraphs, lines and




R E S E A R C H

gStandard 3

Dra ting

Research

p ) p p g p ,stanzas, and larger units o text, starting at various placeswithin the preliminary organizational structure. As they dra t,writers consider how the emerging text ts with their goals anddevelops their topic, revisiting their analyses and developing

new content as needed. As they compose, they considerstylistic choices, grammar, and usage; evaluate the relevance,quality, and reliability o in ormation; and attend to the ethics owriting.

Dra ting is highly recursive. Many experienced writers continuously revise and edit as they dra t. For example, they may compose a paragraph, read what they have written, and

make changes immediately be ore dra ting additional text. As they compose, writers requently identi y a need or additional in ormation that may lead to urther re ection or research.

Objectives



Objective W3.1

Student generatesPer ormance Expectation Category Level 1 Level 2




R E

S E AR

CH

Student generatestext to developpoints withinthe preliminary

organizationalstructure.

Student composes text that developsand supports the topic.

Research

W3.1.1 Dra ts text that presents a coherentand smooth progression o ideas, includessupporting details, incorporates sourcematerials as appropriate, and reaches asatis actory conclusion.

W3.1-1.1R Develops a dra t ocused onthe research question, supports researchquestion with examples and acts, useslimited source materials, and draws anappropriate conclusion.

W3.1-1.2R Develops a dra t ocused on theresearch question, includes supporting ideas,supports research question with examples andacts, uses source materials to develop thetopic, and draws an appropriate conclusion.

W3.1.2 Incorporates source materialsin a variety o ways, demonstrating anunderstanding o the ethics o writing.

W3.1-2.1R Uses direct quotations correctly inwriting in order to avoid plagiarism.

W3.1-2.2R Correctly combines directquotations with own paraphrases in writing inorder to avoid plagiarism.

W3.1.3 Uses rhetorical appeals andorganizational structures to establish a

credible voice.

W3.1-3.1R Uses rhetorical appeals (e.g.,considers audience background knowledge

and interests, establishes his or her credibility,establishes the soundness o the research)and conventional organizational patterns(e.g., description, problem-solution, question-answer) to in orm the intended audience.


and interests, establishes his or her credibility,establishes the soundness o the research)and conventional organizational patterns(e.g., description, problem-solution, question-answer, compare-and-contrast, cause-and-e ect) to in orm the intended audience.


3 1 1 3 l d d h 3 1 1 4 d h 3 1 1 d h 3 1 1 6 d d b i




R E S E A R C H

W3.1-1.3R Develops a dra t ocused on theresearch question; includes supporting ideas;supports research question with explanations,examples, and acts; incorporates sourcematerials to develop the topic; and draws anappropriate conclusion.

W3.1-1.4R Dra ts a ocused researchquestion, develops a coherent and smoothprogression o ideas, supports researchquestion with evidence (i.e., explanations,examples, and acts), incorporates sourcematerials to s trengthen the treatment o thetopic, and draws an appropriate conclusion.

W3.1-1.5R Dra ts a ocused researchquestion; develops a coherent and smoothprogression o ideas; includes supportingideas, explanations, examples, and acts rommultiple sources to strengthen the treatmento the topic, refecting multiple perspectives;and draws an e ective conclusion.

W3.1-1.6R Dra ts a ocused and substantiveresearch question; develops a coherent andsmooth progression o ideas; strategicallyweaves together e ective reasoning withsupporting ideas, explanations, examples,and acts rom multiple sources to strengthenthe treatment o the topic, refecting multipleperspectives; and draws an e ectiveconclusion.

W3.1-2.3R Understands the di erencesbetween paraphrasing and directly quotingsource texts and generally uses both correctlyin writing in order to avoid plagiarism.

W3.1-2.4R Understands the di erencesbetween paraphrasing and directly quotingsource texts and uses both correctly ande ectively in writing in order to avoidplagiarism.

W3.1-2.5R Appropriately uses sourcematerials in a variety o ways (e.g.,directly quoting words, phrases, andsentences; paraphrasing), demonstrating anunderstanding o the ethics o writing.

W3.1-2.6R Strategically incorporates sourcematerials in a variety o ways (e.g., directlyquoting words, phrases, and sentences;paraphrasing), demonstrating a sophisticatedunderstanding o the ethics o writing.


and interests, establishes his or her credibility,establishes the soundness o the research andthe reliability o sources) and conventionalorganizational patterns (e.g., description,problem-solution, question-answer, compare-and-contrast, cause-and-e ect) to in orm theintended audience.

W3.1-3.4R Uses appropriate rhetoricalappeals (e.g., considers audience background

knowledge and interests, establishes his orher credibility, establishes the soundness othe research and the reliability o sources,identi es competing research claims) ande ective organizational patterns (e.g.,description, problem-solution, question-answer, compare-and-contrast, cause-and-e ect) to in orm the intended audience.


knowledge and interests; establishes his orher credibility; establishes the soundness othe research and the reliability o sources,refecting multiple perspectives; considerscompeting research claims; establishes acredible voice) and e ective organizationalpatterns (e.g., description, problem-solution,question-answer, compare-and-contrast,cause-and-e ect) to in orm the intendedaudience.


knowledge and interests; establishes his orher credibility; establishes the soundness othe research and the reliability o sources,refecting multiple perspectives; addressescompeting research claims; establishescredibility o his or her authorial voice) ande ective organizational patterns (e.g.,description, problem-solution, question-answer, compare-and-contrast, cause-and-e ect) to in orm the intended audience.

Objective W3.2

Student makesPer ormance Expectation Category Level 1 Level 2

W3 2 1 S l i b l W3 2 1 1R U b l b W3 2 1 2R U b l b




R E

S E AR

CH

Student makesstylistic choiceswith language toachieve intended

e ects.As a student composes, he or shemakes stylistic choices about dialect,tone, voice, diction, detail, gurativelanguage, word choice, and sentencestructure with an awareness opurpose, audience, and the ethics owriting.

Research

W3.2 .1 Selects precise vocabulary,compelling verbs, and gurative language toachieve intended e ects and appeal to theaudience.

W3.2-1.1R Uses vocabulary, strong verbs,and gurative language (e.g., metaphors,similes) to create ormal or in ormal tone andvoice and to appeal to the audience.

W3.2-1.2R Uses vocabulary, strong verbs,and gurative language (e.g., metaphors,similes, personi cation) to create ormal orin ormal tone and voice and to appeal to theaudience.


W3.2-2.1R Uses a variety o sentencestructures (e.g., simple and compoundconstructions, sentences o varying lengths,declarative and interrogative sentences);establishes actors, actions, objects, andindirect objects; signals relations betweenpronouns and antecedents; and uses activevoice to create speci c e ects.

W3.2-2.2R Uses a variety o sentencestructures (e.g., simple, coordinate,subordinate, and compound constructions;sentences o varying lengths; declarative andinterrogative sentences); clearly establishesactors, actions, objects, and indirect objects;clearly signals relations between pronouns andantecedents; and uses active voice to createspeci c e ects.


W3.2-3.1R Uses topic sentences to establishthe ocus o paragraphs, transition wordsto signal progression o ideas within andbetween paragraphs, and appropriate wordsand phrases to signal organizational patterns(e.g., description, question-answer).

W3.2-3.2R Uses clear topic sentences toestablish the ocus o paragraphs, transitionwords and phrases (e.g.,as a result , in contrast , because o ) to signal progressiono ideas within and between paragraphs,and appropriate words and phrases to signalorganizational patterns (e.g., description,question-answer, compare-contrast, problem-

solution).


W3.2-4.1R Understands that the use owords and phrases can negatively characterizeother people.

W3.2- 4.2R Care ully chooses languageto avoid negative labels, stereotypes, orcharacterizations that exclude others.


W3 2 1 3R S l t b l t g b W3 2 1 4R S l t i b l ( g W3 2 1 5R S l t i b l W3 2 1 6R S l t i b l




R E S E A R C H

W3.2-1.3R Selects vocabulary, strong verbs,rhetorical questions, and gurative language(e.g., metaphors, similes) to achieve intendede ects (e.g., a ormal or in ormal tone asappropriate, credible voice), to in orm, and toappeal to the intended audience.

W3.2-1.4R Selects precise vocabulary (e.g.,technical terms, appropriate use o standardand nonstandard words and phrases),compelling verbs, and gurative language (e.g.,metaphor) to achieve intended e ects ( ormalor in ormal tone, credible voice), to developcredibility o voice, to support ndings, and tocommunicate to the audience.

W3.2-1.5R Selects precise vocabulary(e.g., technical terms, appropriate use ostandard and nonstandard words and phrases,compelling verbs), gurative language (e.g.,illustrative metaphors, similes), rhetoricalquestions, and detailed images and examplesto develop credibility o voice, to supportndings, and to communicate in ormationclearly.

W3.2-1.6R Selects precise vocabulary,compelling verbs, gurative language, anddetailed images and examples to present acredible, reasoned approach to subject matterand to communicate in ormation clearly.

W3.2-2.3R Uses a variety o sentencestructures (e.g., parallel structure; simple,coordinate, subordinate, compound, andcomplex constructions; questions as topicsentences; sentences o varying lengthand types —declarative and interrogative);clearly establishes actors, actions, objects,and indirect objects; clearly signals relationsbetween pronouns and antecedents; andconsistently uses active voice to createspeci c e ects.

W3.2-2 .4R Uses a variety o sentencestructures (e.g., parallel structure; simple,coordinate, subordinate, compound, complex,and compound-complex constructions;questions as topic sentences, rhetoricalquestions, appositives; varying sentencelength and type—declaratives, interrogatives,exclamations); clearly establishes actors,actions, objects, indirect objects, and pronounantecedents; and consistently uses active orpassive voice to achieve speci c e ects.

W3.2-2.5R Selects a variety o sentencestructures (e.g., parallel structure; simple,coordinate, subordinate, compound, complex,and compound-complex constructions;rhetorical questions; ragments; appositives);selects active or passive voice; variessentence length, type, and complexity; anduses a variety o ways to achieve speci ce ects.

W3.2-2.6R Strategically selects a varietyo sentence structures (e.g., parallelstructure; simple, coordinate, subordinate,compound, complex, and compound-complexconstructions; rhetorical questions; ragments;appositives); selects active or passive voice;varies sentence length, type, and complexity;and implicitly and explicitly establishes theocus o the paragraphs to create speci cnuanced e ects.

W3.2- 3.3R Uses clear topic sentences toestablish the ocus o paragraphs, transitionwords and phrases to signal progression oideas within and between paragraphs, andappropriate words and phrases to signalorganizational patterns (e.g., description,question-answer, compare-and-contrast,problem-solution, cause-and-e ect).

W3.2-3.4R Uses a variety o types otopic sentences to establish the ocus oparagraphs, varies the position o topicsentences within paragraphs, uses transitionwords and phrases to signal progression oideas within and between paragraphs, anduses appropriate words and phrases to signalorganizational patterns (e.g., description,


W3.2-3.5R Uses clear, varied, and engagingtopic sentences to establish the ocus oparagraphs, varies the position o topicsentences within paragraphs, uses transitionwords and phrases to signal progression oideas within and between paragraphs, anduses appropriate words and phrases to signalorganizational patterns (e.g., description,


W3.2-3.6R Strategically ocuses paragraphsby using a variety o techniques (e.g., buildingtoward a concluding topic sentence, writingtopic sentences as questions, building tensionor suspense that is explained or resolved inconcluding sentence), uses transition wordsand phrases to signal progression o ideaswithin and between paragraphs, and uses

appropriate words and phrases to signalorganizational patterns (e.g., description,question-answer, compare-contrast, problem-solution, cause-and-e ect).

W3.2- 4.3R Care ully selects language thatavoids negative characterizations o groupso people or individuals, or that excludesor includes certain groups or individuals innegative ways.

W3.2- 4.4R Care ully selects language thatavoids negative characterizations o groups opeople or individuals, that excludes or includescertain groups or individuals in negativeways, or that generalizes about individuals asmembers o groups.

W3.2-4.5R Care ully selects languagethat provides balanced and thought ulrepresentations o others, and that avoidso ensive language, stereotypes, or exclusions,even in its nuances.

W3.2- 4.6R Strategically cra ts languagethat provides balanced and thought ulrepresentations o others, and that avoidso ensive language, stereotypes, or exclusions,even in its nuances.



Writing Standards Students critique written dra ts and revise accordingly. Theyevaluate dra ts in light o rhetorical goals and eedback




R E S E A R C H

Standard 4

Evaluating and

Revising TextsResearch

rom sel , peers, and others to determine whether overalldevelopment and organization convey a coherent, consistentmessage. They also evaluate the dra t or e ectiveness ostylistic choices.

Experienced writers engage in both local and global revision.Local revision occurs when writers stop o ten, sometimes a ter dra ting a ew sentences, to re-read and make changes in their text or reasons o clarity or style. Global revision occurs when a piece o text is more ully developed and writers can consider overarching issues, including organization, development, ocus,and consistency o voice. Global revision may involve moving,eliminating, or adding sections o text, potentially leading writers to revisit aspects o planning and dra ting.

Objectives






W4 1-1 3R Uses a variety o strategies (e g W4 1-1 4R Uses a variety o strategies (e g W4 1-1 5R Uses a variety o strategies W4 1-1 6R Uses a variety o strategies (e g



© 2006 The College Board Writing Standards

R E S E A R C H

W4.1 1.3R Uses a variety o strategies (e.g.,reading the dra t aloud, asking a peer oreedback, using a provided rubric, outline,or organizational map) to evaluate whetherthe organization o the dra t is e ective andadequately developed; whether the dra tincludes supporting ideas, examples, andacts rom multiple sources; and whether theconclusion is appropriate, in order to guideongoing dra ting.

W4.1 1.4R Uses a variety o strategies (e.g.,reading the dra t aloud; asking a peer oreedback; using a provided rubric, outline, ororganizational map; reading the dra t romthe perspective o the intended audience)to evaluate whether the organization o thedra t is e ective, su ciently supported,and adequately developed; whether thedra t includes su cient and appropriatesupporting ideas, examples, and acts romvaried sources; and whether the conclusion isappropriate, in order to guide ongoing dra ting.

W4.1 1.5R Uses a variety o strategies(e.g., reading the dra t aloud, seekingeedback rom a reviewer, capturing andevaluating the organization o the dra t in anoutline or organizational map, reading thedra t rom the perspective o the intendedaudience) to evaluate whether the dra t isocused on the research question; whetherthe progression o ideas is coherent andsmooth; whether the dra t includes su cientsupporting ideas, reasons, examples, andacts rom multiple sources; whether his orher reasoning and/or use o sources displaysbias; whether organizational patterns are clearand developed; and whether conclusion isappropriate, in order to guide ongoing dra ting,including identi cation o areas requiringurther research.

W4.1 1.6R Uses a variety o strategies (e.g.,reading the dra t aloud, seeking eedbackrom a reviewer, capturing and evaluatingthe organization o the dra t in an outline ororganizational map, reading the dra t romthe perspective o the intended audience)to evaluate whether the text adequatelyresponds to the research question byweaving together e ective reasoning withsupporting ideas, examples, and actsrom multiple sources; whether his or herauthorial voice is credible; whether his or herreasoning and/or use o sources display bias;whether organizational patterns are clearand developed; and whether conclusion isappropriate and substantive, in order to guideongoing dra ting, including identi cation oareas requiring urther research.

Objective W4.2

Student evaluatesPer ormance Expectation Category Level 1 Level 2

W4.2 Evaluatesstylistic choices—dialect, W4.2-1.1R Uses a variety o strategies W4.2-1.2R Uses a variety o strategies




R E

S E AR

CH

dra ted text todetermine thee ectiveness o

stylistic choices.A ter composing, student evaluatesstylistic choices—dialect, tone, voice,and diction; detail, gurative language,word choice; sentence and paragraphorganization and structure—with anawareness o purpose and audience.

Research

W4.2 Evaluates stylistic choices dialect,tone, voice, and diction; detail, gurativelanguage, word choice; sentence andparagraph organization and structure—withan awareness o purpose and audience.

W4.2 1.1R Uses a variety o strategies(e.g., reading the dra t aloud, asking a peeror eedback) to determine whether theresponse to the research question is clearand supported; whether vocabulary is preciseand verbs are active; whether actors, actions,objects, and indirect objects are clearlyestablished; whether language avoids negativelabels, stereotypes, or characterizationsthat exclude; whether sentence structuresare varied and pronoun re erences are clear;whether topic sentences are clear, transitionswithin and between paragraphs are wellsignaled, and overall organizational patternsare clear, in order to achieve his or herpurposes or writing to the intended audience.

W4.2 1.2R Uses a variety o strategies(e.g., reading the dra t aloud, asking a peer orgroup or eedback, using a provided rubric)to determine whether the response to theresearch question is clear and supported;whether vocabulary is precise, verbs areactive, and gurative language is usede ectively; whether actors, actions, objects,and indirect objects are clearly established;whether language avoids negative labels,stereotypes, or characterizations that exclude;whether sentence structures are varied intype, length, and complexity; whether pronounre erences are clear; whether topic sentences,transitions within and between paragraphs,and overall organizational patterns are clear, inorder to achieve his or her purposes or writingto the intended audience.



Objective W2.1

Student takesPer ormance Expectation Category Level 1 Level 2

W2.1.1 Selects a topic, identi es what he or W2.1-1.1L Creates his or her personal W2.1-1.2L Creates his or her personal




L I T E R AR Y ANAL Y

S I S

inventory o whathe or she knowsand needs to know.

Student considers what he or sheknows and needs to know about atopic to guide additional research.

Literary Analysis

she knows about the topic, and determines theneed or additional in ormation.

working interpretation o the literary text,exploring and organizing what he or she knowsabout the text, and identi es areas or urtherresearch.

working interpretation o the literary text,exploring and organizing what he or she knowsabout the text, and identi es areas or urtherresearch.


W2.1-2.1L Identi es a variety o primaryand secondary sources o in ormation (e.g.,re-reading parts o the text; consulting anotherreader; using a dictionary, encyclopedia,or Internet source) to help understand themeaning o the literary text and uses a systemor tracking sources.

W2.1-2.2L Identi es a variety o primaryand secondary sources o in ormation (e.g.,re-reading parts o the text; consulting otherreaders; using a dictionary, encyclopedia,or Internet source; reading other books) todeepen understanding o the literary text anduses a system or tracking sources.


W2.1-1.3L Formulates a working W2.1-1.4L Cra ts a working interpretation W2.1-1.5L Re nes a working interpretation W2.1-1.6L Analyzes and re nes a working




L I T E R A R Y A N A

L Y S I S

interpretation o the literary text, consideringand organizing what he or she knows aboutthe text, understanding that the interpretationmay change during the process o re-readingor urther research.

o the literary text, considering whether whathe or she knows about the text is su cient,organizes this in ormation, and understandsthat the interpretation may change during theprocess o re-reading or urther research.

based on his or her exploration andorganization o in ormation about the literarytext. Uses this in ormation to guide urtheranalysis o the text, knowing that theinterpretation may change during the processo re-reading, analysis, and urther research.

interpretation and uses it to guide urtheranalysis o the literary text, knowing that theinterpretation may change during the process.

W2.1-2.3L Identi es and evaluates avariety o primary and secondary sources oin ormation (e.g., re-reading parts o the text;consulting other readers; using a dictionary,encyclopedia, or Internet source; reading otherbooks) that present a di erent perspective onthe working interpretation o the literary textand uses a system or tracking sources.

W2.1-2.4L Identi es, evaluates, and analyzesa variety o primary and secondary sourceso in ormation (e.g., close re-reading o thetext; in ormation rom a scholar in the eld;appropriate Internet sources, books, articles,dictionaries; discussions with peers or ateacher) that present di erent perspectiveson the interpretation o the text and uses asystem or tracking sources.

W2.1-2.5L Identi es, evaluates, and analyzesa variety o primary and secondary sources oin ormation (e.g., close re-reading o the text;in ormation rom a scholar or critical source;appropriate Internet sources, dictionaries, orother print resources; discussions with others)that provide multiple perspectives on theliterary text and uses a system or trackingsources.

W2.1-2.6L Identi es, evaluates, and analyzesa variety o primary and secondary sources oin ormation (e.g., close re-reading; consultingscholars or works o literary criticism;appropriate Internet sources, journals, books;discussions with others), analyzes multipleperspectives on the interpretation o theliterary text, and uses a system or trackingsources.

Objective W2.2

Student generates,Per ormance Expectation Category Level 1 Level 2

W2.2 .1 Uses a variety o strategies to guideh i b i i i

W2.2-1.1L Uses a variety o strategies toid h i b i i

W2.2-1.2L Uses a variety o strategies toid h i b i i





S I S

selects, connects,and organizesin ormation and



Literary Analysis

the generation o content by activating priorknowledge.

guide the generation o content by activatingprior knowledge (e.g., idea mapping, outlining,ree writing, journaling, talking with peers inreader-response groups or group discussions)and developing relevant examples andsupporting details.

guide the generation o content by activatingprior knowledge (e.g., idea mapping, outlining,ree writing, journaling, talking with peers inreader-response groups or group discussions)and developing reasons, relevant examples,and supporting details.


W2.2-2.1L Uses a variety o strategies toguide the generation o content (e.g.,re-reading text; ree writing; journaling; talkingwith peers in reader-response groups orgroup discussions; using dictionaries or otherresources to de ne un amiliar vocabulary;creating a context or the text).

W2.2-2.2L Uses a variety o strategies toguide the generation o content (e.g.,re-reading text; ree writing; journaling; talkingwith peers in reader-response groups orgroup discussions; using dictionaries or otherresources to de ne un amiliar vocabulary;situating the text in its historical and

geographical context).


W2.2-3.1L Focuses the interpretive claimas the understanding o the text develops byconsidering whether the interpretive claim ismeaning ul and can be supported within limitso assignment and available resources.

W2.2- 3.2L Focuses the interpretive claimas the understanding o the text develops byconsidering whether the interpretive claim isrelevant and meaning ul and can be supportedwithin limits o assignment and availableresources.


W2.2-4.1L Uses conventional structures andexpectations or literary analysis to selectcontent, represent ideas, make connections,generate new insights, and develop anorganizational structure or dra ting.

W2.2- 4.2L Uses conventional structures andexpectations or literary analysis to selectcontent, represent ideas, make connections,generate new insights, and develop anorganizational structure or dra ting.


W2.2-1.3L Uses a variety o strategies tog id th g ti t t b ti ti g







L I T E R A R Y A N A

L Y S I S

guide the generation o content by activatingprior knowledge (e.g., idea mapping, outlining,dialectical journaling) and developing andselecting major ideas, relevant reasons,supporting examples, and details.

guide the generation o content by activatingand elaborating prior knowledge (e.g., ideamapping, outlining, dialectical journaling);developing and selecting major ideas, relevantreasons, supporting examples, and details;analyzing strengths and weaknesses o his orher interpretations; and considering varyinginterpretations rom others.

guide the generation o content by activatingand elaborating prior knowledge (e.g., ideamapping, outlining, dialectical journaling, smallgroup discussions); developing and selectingmajor ideas, relevant reasons, supportingexamples, and details; analyzing strengthsand weaknesses o his or her interpretations;and considering and addressing varyinginterpretations rom others.

guide the generation o content by activatingand elaborating prior knowledge (e.g., ideamapping, outlining, dialectical journaling, smallgroup discussions); developing and selectingmajor ideas, relevant reasons, supportingexamples, and details; analyzing strengthsand weaknesses o his or her interpretations;and considering and addressing varyinginterpretations rom others.

W2.2-2.3L Uses a variety o strategiesto guide the generation o content (e.g.,close reading o primary text; ree writing;journaling; talking with peers in reader-response groups or group discussions; usingdictionaries or other resources to de neun amiliar vocabulary; situating the text in its

historical, geographical, and cultural context).


historical, cultural, geographical, and socialcontext; considering interpretations o critics).


political, historical, cultural, geographical, andsocial context; addressing interpretations ocritics).

W2.2-2.6L Uses a variety o strategiesto guide the generation o content (e.g.,close reading o primary text; ree writing;journaling, talking with peers in reader-response groups or group discussions; readingo secondary sources; situating the text inits political, historical, cultural, geographical,

and social context; analyzing and addressinginterpretations o critics).

W2.2- 3.3L Focuses the interpretive claimas the interpretation develops by consideringwhether the interpretive claim is relevant,interesting, and meaning ul and can besupported within limits o assignment andavailable resources.

W2.2-3.4L Re nes the interpretive claim asthe interpretation develops by consideringwhether it is substantive, relevant, interesting,and meaning ul and can be supported withinlimits o assignment and available resources;considers other interpretations.

W2.2-3.5L Re nes the interpretive claim asthe analysis develops by considering whetherit is substantive, relevant, interesting, andmeaning ul and can be supported withinlimits o assignment and available resources;anticipates alternative interpretations.

W2.2- 3.6L Re nes the interpretive claim byconsidering whether it is substantive, relevant,interesting, and meaning ul; can be supportedwithin limits o the assignment and availableresources; and holds up against alternativeinterpretations.







Writing Standards Writers employ a variety o technologies (e.g., pencil, pen,computer) to compose sentences and paragraphs, lines andstanzas and larger units o text starting at various places




L I T E R A R Y A N A L Y S I S

Standard 3

Dra ting

Literary Analysis

stanzas, and larger units o text, starting at various placeswithin the preliminary organizational structure. As they dra t,writers consider how the emerging text ts with their goals anddevelops their topic, revisiting their analyses and developingnew content as needed. As they compose, they considerstylistic choices, grammar, and usage; evaluate the relevance,quality, and reliability o in ormation; and attend to the ethicso writing.

Dra ting is highly recursive. Many experienced writers continuously revise and edit as they dra t. For example, they may compose a paragraph, read what they have written, and make changes immediately be ore dra ting additional text. As they compose, writers requently identi y a need or additional in ormation that may lead to urther re ection or research.

Objectives



Objective W3.1

Student generatesPer ormance Expectation Category Level 1 Level 2

W3.1.1 Dra ts text that presents a coherentd th g i id i l d

W3.1-1.1L Dra ts an interpretative claim,id ti g id th

W3.1-1.2L Dra ts a clear interpretativel i id ti g id th





S I S

text to developpoints withinthe preliminary



Literary Analysis

and smooth progression o ideas, includessupporting details, incorporates sourcematerials as appropriate, and reaches asatis actory conclusion.

provides supporting evidence rom thetext (e.g., direct quotations and examples),develops main and supporting ideas, anddraws a conclusion.

claim, provides supporting evidence rom thetext (e.g., direct quotations, summaries, andexamples), develops main and supportingideas, and draws an appropriate conclusion.


W3.1-2.1L Uses direct quotations correctly inwriting in order to avoid plagiarism.

W3.1-2.2L Correctly combines directquotations with own paraphrases in writing inorder to avoid plagiarism.

W3.1.3 Uses rhetorical appeals andorganizational structures to establish a

credible voice.

W3.1-3.1L Uses rhetorical appeals (e.g.,considers audience amiliarity with the

text, establishes his or her knowledge othe text, establishes the soundness o theinterpretation) and conventional organizationalpatterns to in orm the intended audience.

W3.1-3.2L Uses rhetorical appeals (e.g.,considers audience knowledge o the text,

establishes his or her understanding othe text, establishes the soundness o theinterpretation) and conventional organizationalpatterns to in orm the intended audience.




W3.2-1.3L Selects vocabulary, strong verbs,rhetorical questions and gurative language

W3.2-1.4L Selects precise vocabulary (e.g.,appropriate literary terms appropriate use o

W3.2-1.5L Selects precise vocabulary (e.g.,appropriate literary terminology compelling

W3.2-1.6L Selects precise literaryterminology to establish credibility and





rhetorical questions, and gurative language(e.g., metaphors, similes, appropriate idiomaticexpressions) to achieve intended e ects (e.g.,ormal or in ormal tone, credible voice) and toin orm and appeal to the intended audience.

appropriate literary terms, appropriate use ostandard or nonstandard words or phrases),compelling verbs, and gurative language (e.g.,metaphor, appropriate idiomatic expressions)to achieve intended e ects ( ormal or in ormaltone, credible voice), with an awareness oaudience.

appropriate literary terminology, compellingverbs, gurative language including illustrativemetaphors and similes, rhetorical questions,detailed images, and examples) to developcredibility o voice, to support interpretationo the text, and to communicate in ormationclearly.

terminology to establish credibility andauthority, to support interpretation o the text,and to appeal to the audience’s interests.

W3.2-2.3L Uses a variety o sentencestructures (e.g., parallel structure; simple,coordinate, subordinate, compound, andcomplex constructions; questions as topicsentences; sentences o varying lengthand t ype—declarative, interrogative,exclamatory); clearly establishes actors,actions, objects, and indirect objects; clearlysignals relations between pronouns andantecedents; and consistently uses activevoice to create speci c e ects.

W3.2-2 .4L Uses a variety o sentencestructures (e.g., parallel structure; simple,coordinate, subordinate, compound, complex,and compound-complex constructions;questions as topic sentences; appositives;varying sentence length and type); usesrhetorical questions; clearly establishes actors,actions, objects, indirect objects, and pronounantecedents; and consistently uses active orpassive voice to achieve speci c e ects.

W3.2-2.5L Selects a variety o sentencestructures (e.g., parallel structure; simple,coordinate, subordinate, compound, complex,and compound-complex constructions;questions as topic sentences; ragments;appositives); uses rhetorical questions;establishes actors, actions, objects, indirectobjects, and pronoun antecedents; selectsactive or passive constructions or emphasis;varies sentence length, type, and complexity tocreate desired e ects.

W3.2-2.6L Strategically selects a varietyo sentence structures (e.g., parallelstructure; simple, coordinate, subordinate,compound, complex, and compound-complexconstructions; ragments; appositives); usesrhetorical questions; establishes actors,actions, objects, indirect objects, and pronounantecedents; selects active or passiveconstructions or emphasis; varies sentencelength, type, and complexity to create desirede ects.

W3.2- 3.3L Uses clear topic sentences toestablish the ocus o paragraphs, transitionwords and phrases to signal progressiono ideas within and between paragraphs,appropriate words and phrases to signalorganizational patterns (e.g., description,question-answer, compare-and-contrast,problem-solution, cause-and-e ect).

W3.2-3.4L Uses a variety o types otopic sentences to establish the ocus oparagraphs, varies the position o topicsentences within paragraphs, uses transitionwords and phrases to signal progression oideas within and between paragraphs, anduses appropriate words and phrases to signalorganizational patterns (e.g., description,question-answer, compare-contrast, problem-solution, cause-and-e ect).

W3.2-3.5L Uses clear, varied, and engagingtopic sentences to establish the ocus oparagraphs; varies the position o topicsentences within paragraphs; uses transitionwords and phrases to signal progression oideas within and between paragraphs (e.g.,building toward a concluding topic sentence,writing topic sentences as questions orexclamations, building tension or suspensethat is explained or resolved in concludingsentence); uses appropriate words andphrases to signal organizational patterns (e.g.,description, question-answer, compare-and-contrast, problem-solution, cause-and-e ect).

W3.2-3.6L Strategically ocuses paragraphsby using a variety o techniques (e.g., buildingtoward a concluding topic sentence, writingtopic sentences as questions or exclamations,building tension or suspense that is explainedor resolved in concluding sentence); usestransition words and phrases to signalprogression o ideas within and betweenparagraphs; uses appropriate words andphrases to signal organizational patterns(e.g., description, question-answer, compare-contrast, problem-solution, cause-and-e ect);and implicitly and explicitly establishesshaping paragraphs to create speci c nuancede ects.

W3.2- 4.3L Care ully selects language thatavoids negative characterizations o groupso people or individuals, or that excludesor includes certain groups or individuals innegative ways.

W3.2- 4.4L Care ully selects language thatavoids negative characterizations o groups opeople or individuals, that excludes or includescertain groups or individuals in negativeways, or that generalizes about individuals asmembers o groups.

W3.2-4.5L Care ully selects languagethat provides balanced and thought ulrepresentations o others, and that avoidso ensive language, stereotypes, or exclusions,even in its nuances.

W3.2- 4.6L Strategically cra ts languagethat provides balanced and thought ulrepresentations o others, and that avoidso ensive language, stereotypes, or exclusions,even in its nuances.



Writing Standards Students critique written dra ts and revise accordingly. Theyevaluate dra ts in light o rhetorical goals and eedbackrom sel , peers, and others to determine whether overall





Standard 4

Evaluating and Revising

TextsLiterary Analysis

, p ,development and organization convey a coherent, consistentmessage. They also evaluate the dra t or e ectiveness ostylistic choices.


Objectives



Objective W4.1

Student evaluatesd t d t t


W4.1 Evaluates the dra t or clarity o ocus,progression o ideas, development, organiza-

W4.1-1.1L Uses provided strategies (e.g.,reading the dra t aloud, asking a peer

W4.1-1.2L Uses provided strategies (e.g.,reading the dra t aloud, asking a peer or





S I S

dra ted text ordevelopment,organization,

and ocus.Student evaluates his or her dra tor clarity o ocus, progression oideas, development, organization, andappropriateness o conclusion in orderto identi y areas requiring urtherinvention and research.

Literary Analysis

p og ess o o deas, deve op e t, o ga ation, and appropriateness o conclusion inorder to identi y areas requiring urther inven-tion and research.

ead g t e d a t a oud, as g a peeor eedback) to determine whether theorganization is clear, and whether theconclusion is appropriate, in order to guideongoing dra ting.

ead g t e d a t a oud, as g a pee ogroup or eedback, using a provided rubric)to determine whether the explication andclaims are supported (i.e., with reasons,examples, and textual evidence); whetherthe organization is clear; and whether theconclusion is appropriate, in order to guideongoing dra ting.


W4.1-1.3L Uses a variety o strategies(e.g., reading the dra t aloud; seeking

W4.1-1.4L Uses a variety o strategies(e.g., reading the dra t aloud; asking a peer

W4.1-1.5L Uses a variety o strategies (e.g.,reading the dra t aloud, seeking eedback

W4.1-1.6L Uses a variety o strategies (e.g.,reading the dra t aloud, seeking eedback





( g , g ; geedback rom a peer reviewer; using arubric, outline, or organizational map) toevaluate whether the organizational patternis clear, e ective, and adequately developed;whether the development o the explicationis coherent; whether interpretations andclaims are supported by appropriate andsu cient evidence (i.e., reasons, examples,and textual evidence); whether sources areused e ectively to support the developmento ideas (e.g., avoids excessive relianceon quotations); and whether conclusionis appropriate, in order to guide ongoinginvestigation and dra ting.

( g , g ; g por eedback; using a rubric, outline, ororganizational map; reading the dra t romthe perspective o the intended audience)to evaluate whether the organization o thedra t is e ective, su ciently supported, andadequately developed; whether the explicationis coherent; whether interpretations andclaims are supported by appropriate andsu cient evidence (i.e., reasons, examples,textual evidence, evidence rom outsidesources); whether sources are used e ectivelyto support the development o ideas (e.g.,avoids excessive reliance on quotations); andwhether conclusion is appropriate, in order toguide ongoing investigation and dra ting.

g , grom a reviewer, capturing and evaluatingthe organization o the dra t in an outline ororganizational map, reading the dra t romthe perspective o the intended audience)to evaluate whether the organization o thedra t is e ective, su ciently supported,and adequately developed; whether theinterpretative claim is clear and substantive;whether the development o the explicationis coherent; whether interpretations andclaims are supported by appropriate andsu cient evidence (i.e., reasons, examples,and textual evidence); whether sources areused e ectively to support the developmento ideas (e.g., avoids excessive reliance onquotations); whether text is appropriate toaudience interests and background knowledge;whether the authorial voice is credible;

and whether conclusion is appropriateand convincing, in order to guide ongoinginvestigation and dra ting.

g , grom a reviewer, outlining or creating anorganizational map o the dra t, reading thedra t rom the perspective o the intendedaudience) to evaluate whether organizationalpatterns are clear and developed; whether theinterpretative claim is clear and substantive;whether the development o the explication iscoherent and smooth; whether interpretationsand claims are supported by appropriate andsu cient evidence (i.e., reasons, examples,and textual evidence); whether sources areused e ectively to support the developmento ideas; whether text is appropriate toaudience interests, background knowledge,and attitudes; whether the authorial voiceis credible; and whether conclusion isappropriate, convincing, and compelling,in order to guide ongoing investigation and

dra ting.

Objective W4.2

Student evaluatesdra ted text to


W4.2 Evaluates stylistic choices—dialect,tone, voice, and diction; detail, gurative

W4.2-1.1L Uses a variety o strategies(e.g., reading the dra t aloud, asking a peer

W4.2-1.2L Uses a variety o strategies (e.g.,reading the dra t aloud, asking a peer or





S I S

dra ted text todetermine thee ectiveness o

stylistic choices.A ter composing, student evaluatesstylistic choices—dialect, tone, voice,and diction; detail, gurative language,word choice; sentence and paragraphorganization and structure—with anawareness o purpose and audience.

Literary Analysis

glanguage, word choice; sentence andparagraph organization and structure—withan awareness o purpose and audience.

( g g g por eedback) to determine whether theinterpretative claim is clear and supported;whether vocabulary is precise and verbsare active; whether actors, actions, objects,and indirect objects are clearly established;whether language avoids negative labels,stereotypes, or characterizations that exclude;whether sentence structures are varied andpronoun re erences are clear; whether topicsentences are clear, transitions within andbetween paragraphs are well signaled, andoverall organizational patterns are clear, inorder to achieve his or her purposes or writingto the intended audience.

g g pgroup or eedback, using a provided rubric)to determine whether the interpretative claimis clear and supported; whether vocabularyis precise, verbs are active, and gurativelanguage is used e ectively; whetheractors, actions, objects, and indirect objectsare clearly established; whether languageavoids negative labels, stereotypes, orcharacterizations that exclude; whethersentence structures are varied in t ype, length,and complexity; whether pronoun re erencesare clear; whether topic sentences, transitionswithin and between paragraphs, and overallorganizational patterns are clear, in order toachieve his or her purposes or writing to theintended audience.



Students consider what they already know and need to know inorder to guide exploration o the topic. They gather in ormation(e.g., probe personal experiences and imagination, conduct

Writing Standards




C R E A T I V E A N D R E F L E C T I V E

primary research, conduct secondary research) to deepentheir understanding o their topic and guide and supporttheir development o a point o view. In addition, they useorganizational structures and consider expectations o thechosen genre as they represent ideas, make connections, anddevelop a structure or dra ting. They know how to evaluate,react to, and build upon the ideas o other writers and how totrack sources.

For some genres and purposes, writers may eel less need to ormally probe experiences and research external resources when generating content. Sometimes the act o generating content may be less ormal, more automatic, and concurrent to dra ting. Whereas novice writers may not ully appreciate the need or planning, generating, and developing content be ore writing, skilled writers appreciate the importance o planning,even though they may plan and generate content intuitively,revisiting their planning a ter they have substantially developed their text.

Objectives



Standard 2

Generating Content

Creative and Refective

Objective W2.1

Student takesinventory o what


W2.1.1 Selects a topic, identi es what he orshe knows about the topic, and determines the

W2.1-1.1CR Identi es a creative or refectiveworking topic (e.g., refects on an experience

W2.1-1.2CR Develops a creative or refectiveworking topic (e.g., refects on an experience




CR E AT I VE ANDR E F L E

CT I VE

inventory o whathe or she knowsand needs to know.

Student considers what he or sheknows and needs to know about atopic to guide additional research.

Creative andRefective

need or additional in ormation. or time in the past, draws upon imagination);chooses a genre (e.g., poem, short story);inventories and organizes what he or sheknows about the topic, ideas, examples,and genre; and identi es areas or urtherresearch.

or time in the past, draws upon imagination);chooses a genre (e.g., poem, short story);inventories and organizes what he or sheknows about the topic, ideas, examples,and genre; and identi es areas or urtherresearch.


W2.1-2.1CR Identi es sources o in ormationand ideas (e.g., personal experience,imagination, books) and keeps notes to helpdevelop and track ideas.

W2.1-2.2CR Identi es a variety o sourceso in ormation and ideas (e.g., personalexperience, imagination, interviews, books,Web sites) and uses a system or urtherdeveloping and recording ideas and trackingsources.


W2.1-1.3CR Develops a creative or refectiveworking topic (e.g., refects on an experience

i i h d i i i

W2.1-1.4CR Develops and re nes a creativeor refective working topic (e.g., refects on

i i i h d

W2.1-1.5CR Analyzes and re nes a creativeor refective working topic (e.g., refects on

i i i h d

W2.1-1.6CR Analyzes and re nes a creativeor refective working topic (e.g., refects on

i i i h d





or time in the past, draws upon imagination,draws on experiences o others); choosesa genre (e.g., poem, short story, personalessay); inventories and organizes what he orshe knows about the topic, ideas, examples,and genre; and identi es areas or urtherresearch.

an experience or time in the past, drawsupon imagination, draws on experiences oothers); considers the appropriateness o thechosen genre (e.g., poem, short story, personalessay); inventories and organizes what he orshe knows about the topic, ideas, examples,and genre; and identi es areas or urtherresearch.

an experience or time in the past, drawsupon imagination, draws on experiences oothers); evaluates the appropriateness o thechosen genre (e.g., poem, short story, personalessay); inventories and organizes what he orshe knows about the topic, ideas, examples,and genre; and identi es areas or urtherresearch.

an experience or time in the past, drawsupon imagination, draws on experiences oothers); evaluates the appropriateness o thechosen genre (e.g., poem, short story, personalessay); inventories and organizes what he orshe knows about the topic, ideas, examples,and genre; and identi es areas or urtherresearch.

W2.1-2.3CR Identi es and evaluates avariety o sources o in ormation and ideas(e.g., personal experience, imagination,interviews, books, Web sites) and uses asystem or urther developing and recordingideas and tracking secondary sources.

W2.1-2.4CR Identi es and evaluates avariety o sources o in ormation and ideas(e.g., personal experience, imagination,interviews, books, Web sites, historicalrecords) that present di erent perspectiveson the topic and uses a system or urtherdeveloping and recording ideas and trackingsources.

W2.1-2.5CR Identi es, evaluates, andanalyzes a variety o sources o in ormationand ideas (e.g., personal experience,imagination, interviews, books, Web sites,historical records) that present di erentperspectives on the topic and uses a systemor urther developing and recording ideas andtracking sources.

W2.1-2.6CR Identi es, evaluates, andanalyzes a variety o sources o in ormationand ideas (e.g., personal experience,imagination, interviews, books, Web sites,historical records) that present di erentperspectives on the topic and uses a systemor urther developing and recording ideas andtracking sources.

Objective W2.2

Student generates,selects connects


W2.2.1 Uses a variety o strategies to guidethe generation o content by activating priork l dg

W2.2-1.1CR Uses a variety o strategies toguide the generation o content by activating

i k l dg d i gi ti ( g

W2.2-1.2CR Uses a variety o strategies toguide the generation o content by activating

i k l dg d i gi ti ( g





CT I VE

selects, connects,and organizesin ormation and




knowledge. prior knowledge and imagination (e.g.,brainstorming; idea mapping or outlining;ree writing; exploring through journalist’squestions—who, what, when, where,why, and how; identi ying memorable li eevents) and develops relevant examples and

supporting details.

prior knowledge and imagination (e.g.,brainstorming; idea mapping or outlining;ree writing; exploring through journalist’squestions—who, what, when, where, why,and how; exploring memorable li e events) anddeveloping reasons, relevant examples, and

supporting details.

W2.2.2 Uses a variety o strategies to guidethe generation o content by using outsidesource materials.

W2.2-2.1CR Uses a variety o strategiesto generate notes and content throughinteracting with others (e.g., interviewingriends and amily members) and throughreading secondary sources (e.g., Web-basedresources, historical ction).

W2.2-2.2CR Uses a variety o strategiesto generate notes and content throughinteracting with others (e.g., interviewingriends and amily members, communitymembers, experts in a eld) and throughreading secondary sources (e.g., Web-basedresources, historical ction, newspapers).

W2.2.3 Re nes the topic by consideringpersonal relevance, audience, purpose,goals, limits o the assignment, and availableresources.

W2.2-3.1CR Focuses the topic by consideringwhether the content is personally interestingand meaning ul; is aligned with purposesand goals; and can be explored within therequirements o the writing task and availableresources.

W2.2-3.2CR Focuses the topic by consideringwhether the content is personally relevant,interesting, meaning ul, and relevant topossible audiences; is aligned with purposesand goals; and can be explored within therequirements o the writing task and availableresources.

W2.2.4 Uses conventional organizationalstructures and expectations o the chosengenre to select content, represent ideas, makeconnections, and develop an organizationalstructure or dra ting.

W2.2- 4.1CR Uses conventional structuresand expectations o the chosen genre to selectcontent, represent ideas, make connections,generate new insights, and develop anorganizational structure or dra ting.

W2.2-4.2CR Uses conventional structuresand expectations o the chosen genre to selectcontent, represent ideas, make connections,generate new insights, and develop anorganizational structure or dra ting.


W2.2-1.3CR Uses a variety o strategies toguide the generation o content by activatingprior knowledge and imagination (e g

W2.2-1.4CR Uses a variety o strategies toguide the generation o content by activatingprior knowledge and imagination (e g

W2.2-1.5CR Uses a variety o strategiesto guide the generation o content byactivating prior knowledge and imagination

W2.2-1.6CR Uses a variety o strategiesto guide the generation o content byactivating prior knowledge and imagination





prior knowledge and imagination (e.g.,brainstorming; idea mapping or outlining;ree writing; journaling; exploring throughjournalist’s questions—who, what, when,where, why, and how; interpreting memorableli e events) and selecting and developing major

ideas, relevant reasons, supporting examples,and details.

prior knowledge and imagination (e.g.,brainstorming; idea mapping or outlining;ree writing; journaling; exploring throughjournalist’s questions—who, what, when,where, why, and how; identi ying signi cantli e events) and selecting and developing major

ideas, relevant reasons, supporting examples,and precise descriptive details.

activating prior knowledge and imagination(e.g., brainstorming; idea mapping oroutlining; ree writing; journaling; exploringthrough journalist’s questions—who, what,when, where, why, and how; exploring thesigni cance o li e events); selecting and

developing major ideas, relevant reasons,supporting examples, and details; andanalyzing strengths and weaknesses o his orher text.

activating prior knowledge and imagination(e.g., brainstorming; idea mapping oroutlining; ree writing; journaling; exploringthrough journalist’s questions—who, what,when, where, why, and how; exploring thesigni cance o li e events); selecting and

developing major ideas, relevant reasons,supporting examples, and details; andanalyzing strengths and weaknesses o his orher text.

W2.2-2.3CR Uses a variety o strategiesto generate notes and content throughinteracting with others (e.g., interviewingriends and amily members, communitymembers, experts in a eld) and throughreading secondary sources (e.g., Web-based resources, ction, histories, dramas,

newspapers, magazines).

W2.2-2.4CR Uses a variety o strategiesto generate notes and content throughinteracting with others (e.g., interviewingriends and amily members, communitymembers, experts in a eld), throughreading secondary sources (e.g., Web-basedresources, ction, histories, dramas, memoirs,

newspapers, magazines), and throughexamining personal and other arti acts.

W2.2-2.5CR Uses a variety o strategiesto generate notes and content throughinteracting with others (e.g., interviewingriends and amily members, interviewingsigni cant participants about identi ed pastexperiences, interviewing others who haveexperienced similar types o li e events),

through reading secondary sources (e.g.,Web-based resources, ction, histories,dramas, memoirs, newspapers, magazines),and through examining personal and otherarti acts.

W2.2-2.6CR Uses a variety o strategiesto generate notes and content throughinteracting with others (e.g., interviewingamily, interviewing signi cant participantsabout identi ed past experiences, interviewingothers who have experienced similar typeso li e events, interviewing others who may

be able to share insights into ways o copingwith certain types o recollected experiences),through reading secondary sources (e.g.,Web-based resources, ction, histories,dramas, memoirs, newspapers, magazines),and through examining personal and otherarti acts.

W2.2-3.3CR Focuses the topic by consideringwhether the content is personally relevant,interesting, and meaning ul; is interestingand meaning ul to audience; is connectedto purposes and goals; and can be exploredwithin the requirements o the writing taskand available resources.

W2.2-3.4CR Re nes the topic by consideringwhether the content is personally interestingand meaning ul; is relevant, interesting,and meaning ul to audience; is aligned withpurposes and goals; and can be exploredwithin the requirements o the writing taskand available resources.

W2.2-3.5CR Re nes the topic by selectingcontent that is personally interesting andmeaning ul; is relevant, interesting, andmeaning ul to audience; is aligned withpurposes and goals; and can be exploredwithin the requirements o the writing taskand available resources.

W2.2-3.6CR Re nes the topic by selectingcontent that is personally interestingand meaning ul; is relevant, interesting,and meaning ul to audience; weaves inmaterials rom others to provide an objectiveor contextualized view o the content; isaligned with purposes and goals; and can bemeaning ully explored within the limits o thewriting task and available resources.



W2.2- 4.5CR Uses conventional structuresand expectations o the chosen genre to selectcontent, represent ideas, make connections,generate new insights, and develop anorganizational structure or dra ting.




Writing StandardsSt d d 3

Writers employ a variety o technologies (e.g., pencil, pen,computer) to compose sentences and paragraphs, lines andstanzas, and larger units o text, starting at various places

h h l l h d





Standard 3

Dra ting

Creative and Refective

within the preliminary organizational structure. As they dra t,writers consider how the emerging text ts with their goals anddevelops their topic, revisiting their analyses and developingnew content as needed. As they compose, they considerstylistic choices, grammar, and usage; evaluate the relevance,quality, and reliability o in ormation; and attend to the ethicso writing.

Dra ting is highly recursive. Many experienced writers continuously revise and edit as they dra t. For example, they may compose a paragraph, read what they have written, and make changes immediately be ore dra ting additional text. As they compose, writers requently identi y a need or additional in ormation that may lead to urther re ection or research.

Objectives




Objective W3.1

Student generatestext to develop


W3.1.1 Dra ts text that presents a coherentand smooth progression o ideas, includessupporting details incorporates source

W3.1-1.1CR Dra ts a creative and refectivetext to develop a main idea, developssupporting details and draws a conclusion or

W3.1-1.2CR Dra ts a creative and refectivetext, develops a main idea, develops coherentand relevant supporting details and draws





CT I VE

ppoints withinthe preliminary




supporting details, incorporates sourcematerials as appropriate, and reaches asatis actory conclusion.

supporting details, and draws a conclusion orarrives at a satis actory closing.

and relevant supporting details, and drawsan appropriate conclusion or arrives at asatis actory closing.


W3.1-2.1CR Uses direct and indirectquotations (e.g., words, phrases, andsentences) correctly.

W3.1-2.2CR Uses direct and indirectquotations (e.g., words, phrases, andsentences) correctly and punctuates dialoguecorrectly.

W3.1.3 Uses rhetorical appeals andorganizational structures to establish acredible voice.

W3.1-3.1CR Considers backgroundknowledge and interests o the audience anduses an appropriate genre or mode to conveyhis or her intent (e.g., poem, short story).

W3.1-3.2CR Considers backgroundknowledge and interests o the audience anduses an appropriate genre or mode (e.g., poem,short story, tall tale) to present the topic.


W3.1-1.3CR Dra ts a creative or refectivetext with a clear controlling idea, developsa coherent progression o ideas and draws

W3.1-1.4CR Dra ts a creative or refectivetext with a clear controlling idea or emergingthesis develops a coherent progression o

W3.1-1.5CR Dra ts a creative or refectivetext with a clear controlling idea or workingthesis develops a coherent and smooth

W3.1-1.6CR Dra ts a creative or refectivetext with a clear controlling idea or workingthesis; strategically weaves together e ective





a coherent progression o ideas, and drawsan appropriate conclusion or arrives at asatis actory closing.

thesis, develops a coherent progression oideas and illustrative details, and drawsan appropriate conclusion or arrives at asatis actory closing.

thesis, develops a coherent and smoothprogression o ideas and illustrative details(e.g., refection on important experiences,events, or times in his or her past), and drawsan appropriate and substantive conclusion orarrives at a satis actory closing.

thesis; strategically weaves together e ectiveuse o illustrative examples, supporting ideas,and details (e.g., refection on importantexperiences, events, or times in his or her past,refective analysis establishing the personalsigni cance o the recollection); and draws

an appropriate and substantive conclusion orarrives at a satis actory closing.

W3.1-2.3CR Uses direct and indirectquotations (e.g., words, phrases, andsentences) correctly, punctuates dialoguecorrectly, and uses dialogue e ectively to addinterest to and enliven the text.

W3.1-2.4CR Uses direct and indirectquotations (e.g., words, phrases, andsentences) correctly, punctuates dialoguecorrectly, and uses dialogue and interiormonologue e ectively to add interest to andenliven the text.

W3.1-2.5CR Uses direct and indirectquotations (e.g., words, phrases, andsentences) correctly, punctuates dialoguecorrectly, uses dialogue and interiormonologue e ectively to add depth to andenliven the text, and uses outside sourcematerials (e.g., quotations rom books, lms,and songs) to develop and extend a text.

W3.1-2.6CR Uses direct and indirectquotations (e.g., words, phrases, andsentences) correctly, punctuates dialoguecorrectly, uses dialogue and interiormonologue e ectively to add depth to andenliven the text, and uses outside sourcematerials (e.g., quotations rom books, lms,and songs) in ways that demonstrate anunderstanding o the ethics o writing.

W3.1-3.3CR Uses appropriate rhetoricalappeals (e.g., considers background knowledgeand interests o the audience, establisheshis or her credibility) and uses an appropriategenre or mode (e.g., poem, short story, shortdrama, speech) to engage and guide theintended audience.

W3.1-3.4CR Uses appropriate rhetoricalappeals (e.g., considers background knowledgeand interests o the audience, establishes hisor her credibility) and uses an e ective genreor mode (e.g., poem, short story, personalessay, speech) to engage and guide theintended audience.

W3.1-3.5CR Uses appropriate rhetoricalappeals (e.g., considers background knowledgeand interests o the audience, establishes hisor her credibility), uses an e ective genre ormode (e.g., poem, short story, personal essay),and establishes a credible voice to guide theintended audience.

W3.1-3.6CR Uses sophisticated rhetoricalappeals (e.g., considers background knowledgeand interests o the audience, establishes hisor her credibility), uses an e ective genre ormode, and establishes a credible authorialvoice.

Objective W3.2

Student makesstylistic choices


W3.2 .1 Selects precise vocabulary,compelling verbs, and gurative language toachieve intended e ects and appeal to the

W3.2-1.1CR Uses vocabulary, strong verbs,and gurative language (e.g., metaphors,similes) to create tone and voice and appeal to

W3.2-1.2CR Uses vocabulary, strong verbs,and gurative language (e.g., metaphors,similes) to create a ormal or in ormal tone and





CT I VE

ywith language toachieve intended

e ects.As a student composes, he or shemakes stylistic choices about dialect,tone, voice, diction, detail, gurativelanguage, word choice, and sentencestructure with an awareness opurpose, audience, and the ethics owriting.


achieve intended e ects and appeal to theaudience.

similes) to create tone and voice and appeal tothe audience.

similes) to create a ormal or in ormal tone andvoice, with an awareness o audience.


W3.2-2.1CR Uses a variety o sentencestructures (e.g., simple and compoundconstructions, sentences o varying lengths,declarative and interrogative sentences);establishes actors, actions, objects, andindirect objects; signals relations betweenpronouns and antecedents; and uses activevoice to create speci c e ects.

W3.2-2.2CR Uses a variety o sentencestructures (e.g., simple, coordinate,subordinate, and compound constructions;sentences o varying lengths; declarative andinterrogative sentences); clearly establishesactors, actions, objects, and indirect objects;clearly signals relations between pronouns andantecedents; and uses active voice to createspeci c e ects.


W3.2-3.1CR Establishes a ocus orparagraphs or verses, uses transition wordsand phrases to signal progression o ideaswithin and between paragraphs or verses, anduses appropriate words and phrases to signalorganizational patterns.

W3.2-3.2CR Establishes a clear ocus orparagraphs or verses (e.g., uses clear topicsentences, repetition o words or images),uses transition words and phrases to signalprogression o ideas within and betweenparagraphs or verses, and uses appropriatewords and phrases to signal organizationalpatterns.


W3.2-4.1CR Understands that the use owords and phrases can negatively characterizeother people.

W3.2- 4.2CR Care ully chooses languageto avoid negative labels, stereotypes, orcharacterizations that exclude others.


W3.2-1.3CR Selects vocabulary, strongverbs, rhetorical questions, and gurativelanguage (e.g., metaphors, similes, appropriate

W3.2-1.4CR Selects precise vocabulary (e.g.,appropriate use o standard or nonstandardwords or phrases), compelling verbs, gurative

W3.2-1.5CR Selects precise vocabulary (e.g.,appropriate use o standard or nonstandardwords or phrases, compelling verbs, gurative

W3.2-1.6CR Selects precise vocabulary,considering connotation and denotation; usescompelling verbs and gurative language





g g ( g , p , , pp pidiomatic expressions) to achieve intendede ects (e.g., ormal or in ormal tone, crediblevoice) and to communicate with and appeal tothe intended audience.

p ), p g , glanguage (e.g., metaphor, appropriateidiomatic expressions) to achieve intendede ects (e.g., ormal or in ormal tone, crediblevoice) and to communicate with and appeal tothe intended audience.

p , p g , glanguage including illustrative metaphorsand similes, rhetorical questions, detailedimages and examples) to develop voice and tocommunicate with and appeal to the intendedaudience.

p g g g g(e.g., extended and illustrative metaphors,irony, understatement) to develop voice and tocommunicate with and appeal to the intendedaudience.

W3.2-2.3CR Uses a variety o sentencestructures (e.g., parallel structure, simple,coordinate, subordinate, compound, complexconstructions; sentences o varying lengthand t ype—declarative, interrogative,exclamatory), clearly establishes actors,actions, objects, and indirect objects; clearlysignals relations between pronouns andantecedents; and consistently uses activevoice to create speci c e ects.

W3.2-2 .4CR Uses a variety o sentencestructures (e.g., parallel structure; simple,coordinate, subordinate, compound, complex,and compound-complex constructions;questions as topic sentences; appositives;varying sentence length and type); usesrhetorical questions; clearly establishes actors,actions, objects, indirect objects, and pronounantecedents; and consistently uses active orpassive voice to achieve speci c e ects.

W3.2-2.5CR Selects a variety o sentencestructures (e.g., parallel structure; simple,coordinate, subordinate, compound, complex,and compound-complex constructions;questions as topic sentences; ragments;appositives); uses rhetorical questions;establishes actors, actions, objects, indirectobjects, and pronoun antecedents; selectsactive or passive constructions or emphasis;and varies sentence length, type, and

complexity to create desired e ects.

W3.2-2.6CR Strategically selects avariety o sentence structures (e.g., parallelstructure; simple, coordinate, subordinate,compound, complex, and compound-complexconstructions; ragments; appositives); usesrhetorical questions; establishes actors,actions, objects, indirect objects, and pronounantecedents; selects active or passiveconstructions or emphasis; and variessentence length, type, and complexity to

create desired e ects.

W3.2- 3.3CR Establishes a clear ocus orparagraphs or verses (e.g., uses clear andengaging topic sentences, questions as topicsentences, varying position o topic sentences,repetition o words or dominant images),uses transition words and phrases to signalprogression o ideas within and betweenparagraphs or verses, and uses appropriatewords and phrases to signal organizationalpatterns.

W3.2-3.4CR Establishes a clear ocus orparagraphs or verses (e.g., uses a variety oe ective types o topic sentences; variesthe position o topic sentences; repetitiono words, phrases, or dominant images),uses transition words and phrases to signalprogression o ideas within and betweenparagraphs or verses, builds tension orsuspense that is explained or resolved in theconclusion, and uses appropriate words andphrases to signal organizational patterns.

W3.2-3.5CR Uses a variety o strategies toestablish ocus o paragraphs or verses (e.g.,clear and engaging topic sentences; questionsas topic sentences; varying position o topicsentences; repetition o words, phrases, ordominant images; experimenting with variouspatterns, meters, and rhyme schemes),uses transition words and phrases to signalprogression o ideas within and betweenparagraphs or verses, builds tension orsuspense that is explained or resolved in theconclusion, and uses appropriate words andphrases to signal organizational patterns.

W3.2-3.6CR Strategically selects a varietyo e ective strategies to establish ocus oparagraphs or verses (e.g., questions as topicsentences; varying topic sentence position;implicit topic sentences; repetition o words ordominant images; using appropriate patterns,meters, and rhyme schemes), uses transitionwords and phrases to signal the progressiono ideas within and between paragraphs orverses, uses appropriate words and phrases tosignal organizational patterns, builds tensionor suspense that is explained or resolved inthe conclusion, and builds toward an e ectiveconclusion.

W3.2- 4.3CR Care ully selects language thatavoids negative characterizations o groupso people or individuals, or that excludesor includes certain groups or individuals innegative ways.

W3.2- 4.4CR Care ully selects language thatavoids negative characterizations o groups opeople or individuals, that excludes or includescertain groups or individuals in negativeways, or that generalizes about individuals asmembers o groups.

W3.2-4.5CR Care ully selects languagethat provides balanced and thought ulrepresentations o others, and that avoidso ensive language, stereotypes, or exclusions,even in its nuances.

W3.2- 4.6CR Strategically cra ts languagethat provides balanced and thought ulrepresentations o others, and that avoidso ensive language, stereotypes, or exclusions,even in its nuances.




Students critique written dra ts and revise accordingly. Theyevaluate dra ts in light o rhetorical goals and eedbackrom sel , peers, and others to determine whether overalldevelopment and organization convey a coherent consistent





Standard 4

Evaluating and Revising

TextsCreative and Refective

development and organization convey a coherent, consistentmessage. They also evaluate the dra t or e ectiveness ostylistic choices.


Objectives


W4.2 Student evaluates dra ted text to determine the

e ectiveness o stylistic choices.

Objective W4.1

Student evaluatesdra ted text or


W4.1 Evaluates the dra t or clarity o ocus,progression o ideas, development, organiza-tion, and appropriateness o conclusion in

W4.1-1.1CR Uses provided strategies (e.g.,reading the dra t aloud, asking a peer oreedback) to determine whether the writing is

W4.1-1.2CR Uses strategies (e.g., readingthe dra t aloud, asking a peer or group oreedback, using a provided rubric) to determine





CT I VE

development,organization,and ocus.

Student evaluates his or her dra tor clarity o ocus, progression oideas, development, organization, andappropriateness o conclusion in orderto identi y areas requiring urtherinvention and research.


order to identi y areas requiring urther inven-tion and research.

creative and refective, whether the ideas aredeveloped and clear, whether the organizationis clear, and whether the conclusion isappropriate, in order to guide ongoing dra ting.

whether the writing is creative and refective,whether organization is clear and supportsthe overall purpose o the piece, and whetherthe conclusion is appropriate, in order to guideongoing dra ting.


W4.1-1.3CR Uses a variety o strategies (e.g.,reading the dra t aloud; seeking eedbackrom a reviewer; using a rubric, outline, or








organizational map to track and check thedevelopment o the dra t) to evaluate whetherthe writing is presented in a creative andrefective manner; whether controlling ideasare developed, clear, and supported by images,

descriptive details, and examples; whetherideas and organizational patterns are clear andsupport the overall purpose o the piece; andwhether the conclusion is appropriate, in orderto guide ongoing dra ting.

organizational map to track and check thedevelopment o the dra t; reading the dra trom the perspective o the intended audience)to evaluate whether the writing is presentedin a creative and refective manner; whether

the dra t is su ciently developed; whethercontrolling ideas are adequately developed,clear, and supported by images, descriptivedetails, and examples; whether ideas andorganizational patterns are clear and supportthe overall purpose o the piece; and whetherthe conclusion is appropriate, in order to guideongoing dra ting.

organizational map to track and check thedevelopment o the dra t; reading the dra trom the perspective o the intended audience)to evaluate whether the writing is creativeand refective; whether the progression o

ideas is ocused, smooth, and coherent;whether ideas are adequately developed (i.e.,su cient use o details, examples, images,and descriptions); whether organizationalpatterns are clear and su ciently developed;and whether the conclusion is appropriate, inorder to guide ongoing dra ting.

organizational map to track and check thedevelopment o the dra t; reading the dra trom the perspective o the intended audience)to evaluate whether the writing is creativeand refective; whether the progression o

ideas is ocused, smooth, and coherent;whether ideas are adequately developed (i.e.,su cient use o details, examples, images,and descriptions); whether organizationalpatterns are clear and su ciently developed;and whether the conclusion is appropriate andcompelling or the intended audience, in orderto guide ongoing dra ting.

Objective W4.2

Student evaluatesdra ted text to


W4.2 Evaluates stylistic choices—dialect,tone, voice, and diction; detail, gurativelanguage, word choice; sentence and

W4.2-1.1CR Uses a variety o strategies(e.g., reading the dra t aloud, asking a peeror eedback) to determine whether the

W4.2-1.2CR Uses a variety o strategies(e.g., reading the dra t aloud, asking a peer orgroup or eedback, using a provided rubric)





CT I VE

determine thee ectiveness o stylistic choices.

A ter composing, student evaluatesstylistic choices—dialect, tone, voice,and diction; detail, gurative language,word choice; sentence and paragraphorganization and structure—with anawareness o purpose and audience.


paragraph organization and structure—withan awareness o purpose and audience.

writing is clear and refective; whethervocabulary is precise and verbs are active;whether actors, actions, objects, and indirectobjects are clearly established; whetherlanguage avoids negative labels, stereotypes,

or characterizations that exclude; whethersentence structures are varied and pronounre erences are clear; whether topic sentencesare clear, transitions within and betweenparagraphs are well signaled, and selectedorganizational patterns are clear, in order toachieve his or her purposes or writing to theintended audience.

to determine whether the writing is clear andrefective; whether vocabulary is precise, verbsare active, and gurative language is usede ectively; whether actors, actions, objects,and indirect objects are clearly established;

whether language avoids negative labels,stereotypes, or characterizations that exclude;whether sentence structures are varied intype, length, and complexity; whether pronounre erences are clear; whether topic sentences,transitions within and between paragraphs,and overall organizational patterns are clear, inorder to achieve his or her purposes or writingto the intended audience.


W4.2-1.3CR Uses a variety o strategies(e.g., reading the dra t aloud; seeking eedbackrom a reviewer; using a rubric, outline, or

W4.2-1.4CR Uses a variety o strategies(e.g., reading the dra t aloud; seeking eedbackrom a reviewer; using a rubric, outline,

W4.2-1.5CR Uses a variety o strategies(e.g., reading the dra t aloud; seeking eedbackrom a reviewer; using a rubric, outline,

W4.2-1.6CR Strategically uses a varietyo strategies (e.g., reading the dra t aloud;seeking eedback rom a reviewer; using a





organizational map) to evaluate whetherthe writing is clear and refective; whethervocabulary is precise, verbs are compelling,and gurative language is used e ectively;whether actors, actions, objects, and indirect

objects are clearly established; whetherlanguage avoids negative labels, stereotypes,or characterizations that exclude; whethersentence structures are varied in t ype, length,and complexity; whether pronoun re erencesare clear; whether topic sentences, transitionswithin and between paragraphs, and overallorganizational patterns are clear, in order toachieve his or her purposes or writing to theintended audience.

or organizational map to track and checkthe development o the dra t; reading thedra t rom the perspective o the intendedaudience) to evaluate whether the writingis clear and refective; whether vocabulary

is precise, verb use is compelling, gurativelanguage is e ective, and voice is credible;whether actors, actions, objects, and indirectobjects are clearly established; whetherlanguage avoids negative labels, stereotypes,or characterizations that exclude; whethersentence structures are varied in t ype, length,and complexity; whether pronoun re erencesare clear; whether topic sentences, transitionswithin and between paragraphs, and overallorganizational patterns are clear, in order toachieve his or her purposes or writing to the

intended audience.

or organizational map to track and checkthe development o the dra t; reading thedra t rom the perspective o the intendedaudience) to evaluate whether the writing isclear and refective; whether vocabulary is

precise, verbs are compelling, and gurativelanguage is varied and e ective; whetherlanguage is ino ensive and inclusive; whethervoice is distinctive and tone and mood areappropriate; whether actors, actions, objects,and indirect objects are clearly established;whether sentence structures are varied anduse o active and passive voice is appropriate;and whether the ocus o paragraphs isclear, transitions among ideas within andbetween paragraphs are well marked, andorganizational patterns are clear and well

signaled, in order to achieve his or herpurposes or writing to the intended audience.

rubric, outline, or organizational map to trackand check the development o the dra t anddiscuss it with others; reading the dra t romthe perspective o the intended audience)to evaluate the text with the internalized

sense o an outside reader to ensure that thelanguage is ino ensive and inclusive; that thewriting is clear and refective; that vocabularyhas been used in sophisticated ways toconvey nuances o meaning, that verbs arecompelling, and that gurative language ise ective; that actors, actions, objects, andindirect objects are clearly established; thatsentence structure is varied to support interestand emphasis; that the ocus and transitionsare clear; and that the organization, tone,and voice e ectively communicate ideas,

perspectives, insights, and credibility, in orderto achieve his or her purposes or writing tothe intended audience.




Students understand and employ rules o grammar, usage,and mechanics (e.g., spelling, capitalization, punctuation) inincreasingly sophisticated ways and in relation to the demandso various audiences, purposes, and genres. Students apply




Editing to PresentTechnically Sound Texts

, p p , g pp ycitation rules rom speci ed manuals to correctly cite sources.Students prepare nal dra ts or presentation or publication.

Not every text needs to be edited or mechanics and usage.For some genres o writing and in certain contexts, writers decide to use language in idiosyncratic ways to achieve specifc e ects. For example, to achieve a particular style, a writer may choose to use a series o ragments or emphasis, nonstandard usage or dialect or authenticity o voice, or variations in spelling, capitalization, and punctuation to make a point. As writers develop skill, they come to understand that all aspects

o writing re ect deliberate choices made by an author.

Objectives

W5.1 Student edits or conventions o standard writtenEnglish and usage.

W5.2 Student employs proo reading strategies and consults

resources to correct errors in spelling, capitalization, andpunctuation.

W5.3 Student edits or accuracy o citation and proper use opublishing guidelines.

W5.4 Student prepares text or presentation/publication.





W5.1-1.3 Corrects errors in grammaticalconventions (e.g., complete sentences, parallelconstructions, subordination and coordination,subject verb agreement consistent verb tense

W5.1-1.4 Corrects errors in grammaticalconventions (e.g., complete sentences; parallelconstructions; subordination and coordination;compound and complex structures; subject






subject-verb agreement, consistent verb tense,pronoun-antecedent relationship, noun andpronoun agreement, use o modi ying phrasesincluding prepositional phrases and participles,use o adjectives and adverbs) appropriate or

the genre.

compound and complex structures; subject-verb agreement; consistent verb tense;pronoun-antecedent relationship; noun andpronoun agreement; use o modi ying phrasesincluding prepositional phrases, participles,

and gerunds; use o adjectives and adverbs)appropriate or the genre.

compound and complex structures; subject-verb agreement; appropriate verb tense;pronoun-antecedent relationship; noun andpronoun agreement; use o modi ying phrasesincluding prepositional phrases, participles,

gerunds, and in nitives; use o adjectives andadverbs) appropriate or the genre.

compound and complex structures; subject-verb agreement; appropriate verb tense;pronoun-antecedent relationship; noun andpronoun agreement; use o modi ying phrasesincluding prepositional phrases, participles,

gerunds, and in nitives; use o adjectives andadverbs) appropriate or the genre, relyingprimarily on internalized techniques and skills.

Objective W5.2

Student employsproo reading

d


W5.2 Employs proo reading strategies andconsults resources to correct errors in spelling,capitalization, and punctuation.

W5.2-1.1 Employs speci ed proo readingstrategies and consults resources (e.g.,spellchecks, personal spelling lists, anddictionaries) to correct errors in spelling

W5.2-1.2 Employs speci ed proo readingstrategies and consults resources (e.g.,handbooks, spell-checks, personal spellinglists and dictionaries) to correct errors in




strategies andconsults resourcesto correct errorsin spelling,capitalization, andpunctuation.

Student employs proo readingstrategies and consults resources tocorrect errors in spelling, capitalization,

and punctuation.

dictionaries) to correct errors in spelling,capitalization, and punctuation, includingpunctuation o quotations.

lists, and dictionaries) to correct errors inspelling, capitalization, and punctuation,including punctuation o quotations.


W5.2-1.3 Employs speci ed proo readingstrategies and consults resources (e.g.,handbooks, spell-checks, personal spellinglists and dictionaries) to correct errors in

W5.2-1.4 Employs proo reading strategiesand consults resources (e.g., handbooks andstyle manuals, spell-checks, personal spellinglists dictionaries) to correct errors in spelling

W5.2-1.5 Employs proo reading strategiesand consults resources (e.g., handbooks andstyle manuals, spell-checks, personal spellinglists dictionaries thesauruses style sheets)

W5.2-1.6 Strategically employs internalizedproo reading strategies and consults resources(e.g., handbooks and style manuals, spell-checks personal spelling lists dictionaries




lists, and dictionaries) to correct errors inspelling, capitalization, and punctuation,including punctuation o quotations.

lists, dictionaries) to correct errors in spelling,capitalization, and punctuation, includingpunctuation o quotations.

lists, dictionaries, thesauruses, style sheets)to correct errors in spelling, capitalization,and punctuation, including punctuation oquotations.

checks, personal spelling lists, dictionaries,thesauruses, style sheets) to correct errorsin spelling, capitalization, and punctuation,including punctuation o quotations.

Objective W5.3

Student editsor accuracy o i i d


W5.3 Uses a speci ed ormat or in-text citation o source materials and orbibliographies and lists o works cited,checking against original source or accuracy

W5.3 -1.1 Uses a speci ed ormat or in-textcitation o source materials, or bibliographies,and or lists o works cited, checking againstoriginal source or accuracy

W5.3-1.2 Uses a speci ed ormat or in-textcitation o source materials, or bibliographies,and or lists o works cited, checking againstoriginal source or accuracy




citation and properuse o publishingguidelines.

Student uses a speci ed ormat orin-text citation o source materials andor bibliographies and lists o workscited, checking against original sourceor accuracy.

checking against original source or accuracy. original source or accuracy. original source or accuracy.


W5.3-1.3 Uses a speci ed ormat or in-textcitation o source materials, or bibliographies,and or lists o works cited, checking againstoriginal source or accuracy.

W5.3-1.4 Uses speci ed publication manuals(e.g.,MLA Handbook or Writers o Research Papers , The Chicago Manual o Style , The Associated Press Stylebook) to guide the

W5.3 -1.5 Uses appropriate publicationmanuals (e.g.,MLA Handbook or Writers o Research Papers , The Chicago Manual o Style, The Publication Manual o the American

W5.3-1.6 Uses appropriate publicationmanuals (e.g.,MLA Handbook or Writers o Research Papers , The Chicago Manual o Style, The Publication Manual o the American




original source or accuracy. Associated Press Stylebook ) to guide theincorporation and citation o source materialsand to prepare bibliographies and lists oworks cited, checking against original sourceor accuracy.

Style , The Publication Manual o the American Psychological Association , The Associated Press Stylebook ) to guide the incorporationand citation o source materials and toprepare bibliographies and lists o works cited,

checking against original source or accuracy.

Style , The Publication Manual o the American Psychological Association , The Associated Press Stylebook ) to guide the incorporationand citation o source materials and toprepare bibliographies and lists o works cited,

checking against original source or accuracy.

Objective W5.4

Studentprepares text or

t ti /


W5.4 Prepares clean nal dra t, ormattedand illustrated appropriately or the genre.

W5.4-1.1 Prepares clean nal dra t (e.g.,handwritten or word processed, double-spaced), ormatted appropriately or the genre.

W5.4-1.2 Prepares clean nal dra t (e.g.,handwritten or word processed, double-spaced), ormatted appropriately or the genre.




presentation/publication.

Student prepares a clean nal dra t,ormatted and illustrated appropriatelyor the genre.


W5.4-1.3 Prepares clean nal dra t (e.g.,handwritten or word processed, double-spaced), ormatted and illustrated (e.g.,graphs, charts, tables) appropriately or

W5.4-1.4 Prepares clean nal dra t(e.g., double-spaced, word processed),demonstrating care in layout, ormat, andillustration (e.g., graphs, charts, tables, maps,

W5.4-1.5 Prepares clean nal dra t,demonstrating care in layout, ormat, andillustration (e.g., graphs, charts, tables, maps,photographs), appropriate or the genre.

W5.4-1.6 Independently prepares nal dra t,demonstrating care in layout, ormat, andillustration (e.g., graphs, charts, tables, maps,photographs), appropriate or the genre.




g p , , ) pp p ythe genre.

( g , g p , , , p ,photographs) appropriate or the genre.

p g p ), pp p g p g p ), pp p g



Introduction toCommunication

Communication ocuses on how people use messagesto generate meaning within and across various contexts,cultures, channels, and media. In communication, peopleare senders and receivers o messages at the same




time. According to thistransactional model, we viewcommunication as sharing meaning and assume thatcommunication fows both ways simultaneously— rom

sender to receiver and receiver to sender. Even when listenersare ocusing on listening care ully to receive a message,they are sending nonverbal messages to the speaker througheye contact, hand gestures, and vocal cues. When audiencemembers perceive a message in the media—on television orin a magazine, or instance—they complete the transactionby changing the television station or making a purchasingdecision, actions that are interpreted by producers o mediamessages as responses to the communication. A transactionalmodel thus captures the nature o communication as thedevelopment and construction o shared meaning.

Contexts o Communication

Communicators interact in many di erent situations or

contexts. Communication contexts can be described in termso both context type and contextual actors.

Acontext type re ers to the number o communicatorsinvolved, the direction o communication among them, andhow near or ar the communicators are rom one another. Themost common context types are interpersonal, small group,public speaking, and mediated communication.

Introduction to Communication 12

■ Interpersonal communication involves a ewparticipants communicating in personal,pro essional, and social relationships. Studentstalking with a riend or working with a classmate

l l

When communicating in any o these our contexts,the basic components o sender, message, channel,receiver, and noise are always present.

Contextual actorsa ect the production delivery and

■ Communicating to relate has the purposeo establishing or enhancing the speaker’sconnection with one or more other people.Someone talking with a riend or establishing

k l h h l h




are examples o interpersonal contexts.

■ Small group communication is one-to-several and

involves a larger number o people—about threeto twelve—communicating in a more ormal,o ten task-related situation. Students working ona project or in a study group are communicatingin a small group context.

■ Public speaking is one-to-many, a single personor sometimes a group o people presenting a

message or speech to a larger number o people.Giving a speech in class or at a meeting is anexample o communicating in a public context.

■ Mediated communication may involve anynumber o communicators, but the messagetravels rom one communicator to the othersthrough an intermediary channel. Common

channels include television, newspapers, and theInternet.

Contextual actors a ect the production, delivery, andinterpretation o a message. Important contextualactors include culture, time, physical situation, and

unction or purpose or communicating.

Functions o Communication

In any o the our contexts—interpersonal, group,public speaking, or mediated communication—peoplecommunicate or di erent purposes or unctions.There are several basic unctions that characterize

oral communication.

■ Communicating to in orm has the purpose osharing something new, or presenting a newperspective and moving listeners to greater insight.Someone giving directions, a student giving ademonstration speech, and teachers presentinga lesson all have the purpose o promoting

understanding on the part o the listeners.

■ Communicating to persuade has the purposeo infuencing the audience’s attitudes, belie s,values, or behaviors. Friends deciding whatmovie to see, motivational speakers, religiousleaders, and salespeople all have the purpose opersuading others to change in some way.

a working relationship with a classmate has apurpose o communicating to relate.

■ Communicating to entertain has the purposeo amusing the listeners. This unction mayalso include using humor or storytelling in aninterpersonal setting or public speech.

A speaker is o ten motivated by more than one othese purposes at the same time.

Speaking, Listening, andMedia Literacy

Speaking, listening, and media literacy are threecritical areas o communication relevant to K–12students.

■ Speaking is the uniquely human process o

sharing and exchanging in ormation, ideas,and emotions using verbal and nonverbalsymbols. Whether in daily in ormal interactionsor in more- ormal settings, communicators arerequired to organize coherent messages, presentthem clearly, and adapt to their listeners.

■ Listening is the process o receiving, constructingmeaning rom, and responding to spoken and/ornonverbal messages. Communicators call ondi erent listening skills depending on whetherh i l i h d i i i i




their goal is to comprehend in ormation, critiqueand evaluate a message, show empathy or theeelings expressed by others, or appreciate a

per ormance.

■ Media literacy is the critical consumption omass communication. The termcritical heremeans more than criticizing the messages o themass media. It re ers to critical thinking, whichinvolves the ability to access, analyze, evaluate,and create media in a variety o orms (Aspen

Media Literacy Leadership Institute, 1992).

Introduction to Communication 12



Speaking Standards Speaking is widely recognized as essential to personal,pro essional, and academic success. The power o speech hasbeen emphasized since the early Greek and Roman rhetoricians.The ability to speak and communicate e ectively is o tenli t d b l i t high g th high




listed by employers as a requirement or high-growth, high-per ormance jobs.

Students’ ability to speak e ectively is critical to their successin college. E ective one-to-one communication is crucial or thesuccess o collaborative learning (e.g., think-pair-share), studyingwith partners, and working with aculty and sta (e.g., librarians,advisers, nancial aid o cers, and health pro essionals).Group discussion skills are used both inside and outside theclassroom, including participating in and leading group projectsand organization meetings. Public speaking occurs in multiple

settings, including in-class reports, oral presentations o papersand research, and the per ormance o literature.

Understanding the transactional nature o communicationsupports the improvement o speaking skills. Speakers planand present by ocusing on their purpose, message, audience,context, and eedback. The ollowing standards ocus oncognitive, a ective, and behavioral strategies or creating and

sharing e ective messages and presentations.

Speaking Standards 131



Students understand that communication is a transactionalprocess that includes the components o speaker, listener,message*, channel, eedback, and noise. This process islabeled transactional because the communicators play the roleo speaker and listener simultaneously Internal variables within

SpeakingStandards



Speaking Standards 133© 2006 The College Board

o speaker and listener simultaneously. Internal variables withinthe speaker and listener and contextual variables a ect thenature and success o the communication.

Objective

S1.1 Student understands the transactional nature o thecommunication process.

Standard 1

Understanding theCommunication ProcessSpeaking Standard 1 is identicalto Listening Standard 1


Objective S1.1

Studentunderstands thetransactional


S1.1.1 Understands the transactional natureand components o the communication process,including speaker, listener, message, channel,eedback, and noise.

S1.1-1.1 Understands and can identi y thecomponents o the communication process,including speaker, listener, message, channel,eedback, and noise.

S1.1-1.2 Understands the transactionalnature o the communication process,with speaker and listener raming, sharing,interpreting, and responding to messages.




transactionalnature o thecommunicationprocess.

Student understands thatcommunication is a transactionalprocess that includes the componentso speaker, listener, message,channel, eedback, and noise.Student understands that this

process is transactional because thecommunicators play the role o speakerand listener simultaneously. Studentunderstands how internal variableswithin the speaker and listener andcontextual variables a ect the natureand success o the communication.

S1.1.2 Understands how speaker’s and listener’sinternal variables a ect communication.

S1.1-2.1 Identi es internal variables thata ect communication, such as the speaker’sand listener’s background knowledge andexperience.

S1.1-2.2 Identi es internal variables thata ect communication, such as the speaker’sand listener’s background knowledge andexperience, opinions, values, and belie s.

S1.1.3 Understands how contextual variables

a ect communication.

S1.1-3.1 Identi es contextual variables that

a ect communication, such as time, place,relationships among speakers and listeners, andgoals or communicating.

S1.1-3.2 Identi es contextual variables that

a ect communication, such as time, place,relationships among speakers and listeners,prior communication, and purposes and goalsor communicating.


S1.1-1.3 Explains the transactional natureo the communication process, with speakerand listener raming, sharing, interpreting, andresponding to messages.

S1.1-1.4 Explains and illustrates thetransactional nature o the communicationprocess, with speaker and listener raming,sharing, interpreting, and responding tomessages.

S1.1-1.5 Uses a model o the transactionalcommunication process to analyze thecomponents o a communication event.

S1.1-1.6 Uses a model o the transactionalcommunication process to analyze thecomponents o a communication event andcritiques the communication’s e ectiveness inachieving intended goals.




messages. achieving intended goals.

S1.1-2.3 Explains how internal variables,such as speaker’s and listener’s backgroundknowledge, experiences, opinions, values,belie s, needs, and emotional state, can a ectcommunication.

S1.1-2.4 Explains and illustrates how internalvariables, such as speaker’s and listener’sbackground knowledge, experiences, opinions,values, belie s, needs, and emotional state, cana ect communication.

S1.1-2.5 Analyzes the internal variables thata ect a communication event, such as thespeaker’s and listener’s background knowledge,experiences, culture, opinions, values, belie s,emotional state, and amiliarity with thelanguage.

S1.1-2.6 Analyzes the internal variables thata ect a communication event, such as thespeaker’s and listener’s background knowledge,experiences, culture, opinions, values, belie s,emotional state, and amiliarity with thelanguage, and critiques the communication inlight o intended goals.

S1.1-3.3 Explains how contextual variables,

such as time, place, relationships amongspeakers and listeners, prior communication,and purposes and goals or communicating cana ect communication.

S1.1-3.4 Explains and illustrates how

contextual variables, such as time, place,relationships among speakers and listeners,prior communication, and purposes and goalsor communicating can a ect communication.

S1.1-3.5 Analyzes the contextual variables

that a ect a communication event, such astime, place, roles and relationships amongspeakers and listeners, prior communication,purposes and goals or communicating, andcommunication conventions speci c to thecontext.

S1.1-3.6 Analyzes the contextual variables

that a ect a communication event, such astime, place, roles and relationships amongspeakers and listeners, prior communication,purposes and goals or communicating, andcommunication conventions speci c to thecontext, and critiques the communication’se ectiveness in achieving intended goals.



Students understand that interpersonal communication occursin two contexts: one-to-one situations and group discussion.In both situations, speakers determine their purpose orspeaking and consider their audience and context. In one-to-one situations, students rame and deliver messages that take

SpeakingStandards




one situations, students rame and deliver messages that takeinto consideration their purpose; their own and the listener’sknowledge, belie s, eelings, and experiences; the relationship

between speaker and listener; their previous communication;and the communication context. In groups, students rame anddeliver messages that take into account their own and othergroup members’ knowledge, belie s, and experiences; their rolesand relationships; and the group’s purpose, goals, and norms.

Objectives

S2.1 Student communicates in one-to-one contexts.

S2.2 Student plans or and participates in group discussion.

Standard 2

Speaking inInterpersonal Contexts

Objective S2.1

Studentcommunicatesin one-to-one


S2.1.1 Frames and delivers messages thattake into account his or her own relevant priorknowledge, experiences, interests, opinions,values, belie s, emotional state, purpose, andrelationship to the listener.

S2.1-1.1 Recognizes personal knowledge andeelings about a topic while communicating ina one-to-one context (e.g., teacher-student,student-student).

S2.1-1.2 Reviews personal knowledge,opinions, belie s, and eelings about a topicwhile communicating in a one-to-one context(e.g., teacher-student, student-student).




contexts.

In one-to-one situations, studentrames and delivers messages thattake into consideration his or herpurpose; the prior knowledge, belie s,eelings, and experiences o bothspeaker and listener; the relationshipbetween speaker and listener; theirprevious communication; and thecommunication context.

p

S2.1.2 Frames and delivers messages thattake into account the listener’s relevant priorknowledge, experiences, culture, interests,values, belie s, emotional state, purpose, andrelationship to speaker.

S2.1-2.1 Recognizes the listener’s knowledgeand eelings about a topic while communicatingin a one-to-one context (e.g., teacher-student,student-student).

S2.1-2.2 Reviews the listener’s knowledge,opinions, belie s, and eelings about a topicwhile communicating in a one-to-one context(e.g., teacher-student, student-student).

S2.1.3 Frames and delivers messages thattake into account the communication context,including time, place, roles and relationships,previous communication, purpose and goals, andappropriate social conventions.

S2.1-3.1 Considers the context o the one-to-one communication, such as time and place andrelationship to the listener, when constructingmessages.

S2.1-3.2 Considers the context o the one-to-one communication, such as time and place,relationship to the listener, and goals orcommunicating, when constructing messages.

S2.1.4 Frames and delivers messages that usethe rhetorical appeals to logic, emotion, andcredibility appropriate to the communicationcontext.

S2.1-4.1 Uses strategies or developingcredibility (e.g., demonstrating knowledge,appearing con dent, speaking truth ully) toachieve purpose and goals (e.g., clari y ideas,change listener’s mind, build relationship) in aone-to-one context.

S2.1-4.2 Uses strategies or developingcredibility (e.g., demonstrating knowledge,appearing con dent, speaking truth ully),creating logical messages, and makingemotional appeals (e.g., ear, a ection,sa ety) to achieve purpose and goals (e.g.,

clari y ideas, change listener’s mind, buildrelationship) in a one-to-one context.


S2.1-1.3 Reviews personal k nowledge,opinions, belie s, and eelings about a topicwhile communicating in a one-to-one context(e.g., teacher-student, student-student) toachieve communication goals (e.g., creating

S2.1-1.4 Monitors personal knowledge,opinions, belie s, and eelings about a topicwhile communicating in a one-to-one contextto achieve communication goals (e.g., creatingunderstanding, building relationships, managing

S2.1-1.5 Analyzes internal variables thata ect the communication, including his orher prior knowledge, experiences, interests,values, belie s, needs, and emotional state,while communicating in a one-to-one context

S2.1-1.6 Analyzes internal variables thata ect one-to-one communication (e.g., teacher-student, student-student), including his or herprior knowledge, experiences, interests, values,belie s, needs, and emotional state, and makes




understanding, building relationships, managingconficts, solving problems).

conficts, solving problems). (e.g., teacher-student, student-student) toachieve communication goals (e.g., creatingunderstanding, building relationships, managingconficts, solving problems).

ongoing communication choices (e.g., language,tone o voice) to achieve communicationgoals (e.g., creating understanding, buildingrelationships, managing conficts, solvingproblems) while communicating one-to-one.

S2.1-2.3 Reviews the listener’s knowledge,opinions, belie s, and eelings about a topicwhile communicating in a one-to-one context(e.g., teacher-student, student-student) toachieve communication goals (e.g., creatingunderstanding, building relationships, managingconficts, solving problems).

S2.1-2.4 Monitors the listener and drawsconclusions about what the listener knows,believes, and eels about a topic to enhanceone-to-one communication.

S2.1-2.5 Analyzes the listener’s internalvariables that a ect the communication,including the listener’s prior knowledge,experiences, culture, interests, values, belie s,needs, and emotional state, to enhance a one-to-one communication.

S2.1-2.6 Elicits eedback and analyzes thelistener’s internal variables that a ect the one-to-one communication, including the listener’sprior knowledge, experiences, culture, interests,values, belie s, needs, and emotional state,to make ongoing communication choices thatenhance communication e ectiveness.

S2.1-3.3 Draws conclusions about the contexto the one-to-one communication, such astime and place, relationship to the listener, andgoals or communicating, in order to constructmessages.

S2.1-3.4 Monitors changes in the context othe one-to-one communication, such as timeand place, relationship to the listener, and goalsor communicating, in order to adapt messages.

S2.1-3.5 Analyzes contextual variables thata ect the one-to-one communication, includingtime and place, roles and relationship tothe listener, previous communication, socialconventions, and his or her goals, in order toadapt messages.

S2.1-3.6 Analyzes contextual variables thata ect the one-to-one communication, includingtime and place, speaker’s role (e.g., advice-giver, discipliner, supporter) and relationshipto the listener, previous communication, socialconventions, and goals or conversing, andmakes ongoing communication choices thatenhance communication e ectiveness.

S2.1-4.3 Uses strategies or developingcredibility (e.g., demonstrating knowledge,appearing con dent, speaking ethically),creating logical messages (e.g., usingappropriate reasoning patterns, supportingideas with evidence, avoiding allacies), and

making emotional appeals (e.g., ear, a ection,sa ety) to achieve purpose and goals (e.g.,clari y ideas, change listener’s mind, buildrelationship) in a one-to-one context.

S2.1-4.4 Monitors purposes and goals (e.g.,clari y ideas, change listener’s mind, buildrelationship) and selects appropriate strategiesor developing credibility (e.g., demonstratingknowledge, appearing con dent, speakingtruth ully), creating logical messages (e.g.,

using appropriate reasoning patterns,supporting ideas with evidence, avoidingallacies) and emotional appeals (e.g., ear,a ection, sa ety) to enhance communication ina one-to-one context.

S2.1-4.5 Analyzes purposes and goals(e.g., clari y ideas, change listener’s mind,build relationships) and adapts strategies ordeveloping credibility (e.g., demonstratingknowledge, appearing con dent, speakingtruth ully), creating logical messages (e.g.,

using appropriate reasoning patterns,supporting ideas with evidence, avoidingallacies), and making emotional appeals(e.g., ear, a ection, sa ety) to enhancecommunication in a one-to-one context.

S2.1-4.6 Analyzes and re nes purposes andgoals (e.g., clari y ideas, change listener’smind, build relationships) and adapts strategiesor developing credibility (e.g., demonstratingknowledge, appearing con dent, speakingtruth ully), creating logical messages (e.g., using

appropriate reasoning patterns, supportingideas with evidence, avoiding allacies), andmaking emotional appeals (e.g., ear, a ection,sa ety) to enhance communication in a one-to-one context. Critiques e ectiveness in achievingintended goals.

Objective S2.2

Student plans orand participates ingroup discussion.


S2.2.1 Frames and delivers messages thattake into account one’s own relevant purpose,interests, prior knowledge and experience,values, belie s, emotional state, and relationshipto the group members.

S2.2-1.1 Understands that personal knowledgeand eelings about a topic and group membersa ect communication in a group context,and considers these when planning or andparticipating in a group discussion.

S2.2-1.2 Considers prior knowledge,opinions, belie s, and eelings about a topicand group members while planning or andparticipating in a group discussion.




Student rames and delivers messagesthat take into account his or herown prior knowledge, belie s, andexperiences, as well as those othe other group members; roles andrelationships within the group; and thegroup’s purpose, goals, and norms.

S2.2.2 Frames and delivers messages that take

into account the relevant group values, belie s,prior knowledge and experience, previouscommunication, and emotional states o thegroup members.

S2.2-2.1 Recognizes how group members’

knowledge and eelings about a topic and thegroup a ect communication in a group context.

S2.2-2.2 Recognizes how group members’

knowledge, opinions, belie s, and eelingsabout a topic and the group a ectcommunication in a group context.

S2.2.3 Uses planning and participationstrategies that take into account the groupcommunication context, including group purposeand goals, member roles and relationships, groupnorms and participation conventions, and setting.

S2.2-3.1 Understands the role o context,including type o group (e.g., panel discussion,task group, learning group), its purposes andgoals, roles and relationships within the group,and setting, while planning or and participatingin a group discussion.

S2.2-3.2 Explains and illustrates the role ocontext, including type o group (e.g., paneldiscussion, task group, learning group), itspurposes and goals, roles and relationshipswithin the group, and setting, while planningor and participating in a group discussion.

S2.2.4 Frames and delivers messages thatdraw on the rhetorical appeals to logic,emotion, and credibility appropriate to the groupcommunication context.

S2.2-4.1 Uses strategies or developingcredibility (e.g., demonstrating knowledge,appearing con dent, speaking truth ully) toenhance communication in a group context.

S2.2-4.2 Uses strategies or developingcredibility (e.g., demonstrating knowledge,appearing con dent, speaking truth ully),creating logical messages, and makingemotional appeals (e.g., ear, a ection, sa ety)

to enhance communication in a group context.



When preparing and presenting a speech or literary selection,speakers determine their purpose and consider the interests,knowledge, attitudes, and belie s o their audience. Havinganalyzed the rhetorical context, students activate prior knowledgeand gather in ormation to explore a topic or theme and to guide the

SpeakingStandards




development o their speech or per ormance. Speakers generatecontent using primary and secondary sources, select organizational

patterns and structures, and choose precise vocabulary andrhetorical devices. As they plan their presentations, students makedecisions about how to establish their credibility and appeal totheir audience.

Students rehearse alone and in ront o others to gain fuency, buildcon dence, and develop poise. They revise presentations based oneedback. They use strategies to manage communication anxiety

both be ore and during presentations. Students use their body,voice, and presentational aids to enhance e ectiveness. In order tomaintain connection with the audience, speakers monitor audienceeedback to check or engagement, understanding, and agreementand adapt delivery and content to achieve speaking goals.

Objectives

S3.1 Student analyzes purpose, audience, and context whenplanning a presentation or per ormance.

S3.2 Student gathers and organizes content to achieve purposesor a presentation or per ormance.

S3.3 Student rehearses and revises.

S3.4 Student presents, monitors audience engagement, andadapts delivery

Standard 3

Preparing andDelivering Presentations

Objective S3.1

Student analyzespurpose, audience,and context


S3.1.1 Considers purpose, context, andcharacteristics o the audience, and usesthese to choose topic or literary selection,develop a thesis or literary theme, determinelanguage choices, and plan the presentation or

S3.1-1.1 Understands that audience, context(e.g., time limit and setting), and purpose (e.g.,to in orm, to persuade, to entertain) a ect theselection o a topic or literary passage anddevelopment o a thesis or literary theme, and

id th l t h l i

S3.1-1.2 Explains and illustrates howaudience, context (e.g., time limit and setting),and purpose (e.g., to in orm, to persuade,to entertain) a ect the selection o a topicor literary passage and development o ath i lit th d id th




when planning apresentation orper ormance.

Student analyzes purpose, audience,and context in order to select apreliminary topic or literary selectionand develop a thesis or literarytheme. Student makes languagechoices and considers rhetorical

appeals in planning a presentation orper ormance.

per ormance. considers these elements when planning apresentation or per ormance.

thesis or literary theme, and considers theseelements when planning a presentation orper ormance.

S3.1.2 Considers strategies or developingcredibility, creating logical messages, andmaking emotional appeals when developing apresentation.

S3.1-2.1 Understands ways in which credibilityand logical and emotional appeals a ectthe achievement o purpose and goals (e.g.,clari y ideas, change audience opinions, buildrelationships), and considers these whendeveloping a presentation.

S3.1-2.2 Explains and illustrates howcredibility and logical and emotional appealsa ect the achievement o purpose and goals(e.g., clari y ideas, change audience opinions,build relationships), and considers these whendeveloping a presentation.


S3.1-1.3 Considers purpose, context (e.g., timelimit and setting), and characteristics o theaudience (e.g., general common knowledge,common shared experiences, interests, age,gender), and uses these to guide the selectiono the topic or literar passage de elopment

S3.1-1.4 Considers purpose and context(e.g., time limit and setting), investigatescharacteristics o the audience, and uses theseto guide the selection o the topic or literarypassage, development o a thesis or literarytheme lang age choices and the planning o

S3.1-1.5 Considers purpose and context(e.g., time limit and setting), researches andanalyzes the characteristics o the audience(e.g., prior knowledge and experiences relatedto the topic, needs, interests, values, belie s,c lt re age and gender) and ses these to

S3.1-1.6 Considers purpose and context (e.g.,time limit and setting), researches and analyzescharacteristics o the audience (e.g., priorknowledge and experiences related to the topic,needs, interests, values, belie s, culture, age,and gender) ses these to select and adapt




o the topic or literary passage, developmento a thesis or literary theme, language choices,and the planning o the presentation orper ormance.

theme, language choices, and the planning othe presentation or per ormance.

culture, age, and gender), and uses these toguide the selection o the topic or literarypassage, development o a thesis or literarytheme, language choices, and the planning othe presentation or per ormance.

and gender), uses these to select and adaptthe topic or literary passage to the audience,develop a thesis or literary theme, guidelanguage choices, and plan the presentation orper ormance.

S3.1-2.3 Considers strategies or developingcredibility (e.g., demonstrating knowledge,appearing con dent, speaking truth ully),creating logical messages, and makingemotional appeals (e.g., ear, a ection, sa ety)when developing a presentation.

S3.1-2.4 Selects strategies or developingcredibility (e.g., demonstrating knowledge,appearing con dent, speaking truth ully),creating logical messages (e.g., usingappropriate reasoning patterns, supportingideas with evidence, avoiding allacies), andmaking emotional appeals (e.g., ear, a ection,sa ety) when developing a presentation.

S3.1-2.5 Evaluates and selects appropriatestrategies or developing credibility (e.g.,demonstrating knowledge, appearing con dent,speaking truth ully), creating logical messages(e.g., using appropriate reasoning patterns,supporting ideas with evidence, avoidingallacies), and making emotional appeals (e.g.,ear, a ection, sa ety) in light o purpose,audience, and context.

S3.1-2.6 Evaluates and adapts strategiesor developing credibility (e.g., demonstratingknowledge, appearing con dent, speakingtruth ully), creating logical messages (e.g., usingappropriate reasoning patterns, supporting ideaswith evidence, avoiding allacies), and makingemotional appeals (e.g., ear, a ection, sa ety)in light o purpose, audience, and context.

Objective S3.2

Student gathersand organizescontent to achieve

Performance Expectation Category Level 1 Level 2

S3.2.1 Identifes what he or she knows and needs toknow about the topic or literary selection to determinethe need or additional research.

S3.2-1.1 Identifes what he or she knows aboutthe topic or literary passage and considers thiswhen developing a presentation.

S3.2-1.2 Identifes what he or she knows aboutthe topic or literary passage and considers thiswhen developing a presentation.

S3.2.2 Uses a variety o strategies to guide the S3.2-2.1 Uses a variety o strategies to guide the S3.2-2.2 Uses a variety o strategies to guide the




purposes for apresentation orperformance.

Student generates content byactivating prior knowledge and byusing outside source materials. Inaddition, student selects organizationalpatterns and structures and choosesprecise vocabulary and rhetorical

devices. As he or she gathers andorganizes content, student makesdecisions about how to establishcredibility and appeal to the audience.

Uses a va ety o st ateg es to gu de t egeneration o personal content by activating priorknowledge.

Uses a va ety o st ateg es to gu de t egeneration o personal content by activating priorknowledge (e.g., brainstorming relevant personalexperiences; idea mapping; asking journalist’squestions—who, what, when, where, why, andhow).

Uses a va ety o st ateg es to gu de t egeneration o personal content by activating priorknowledge (e.g., brainstorming relevant personalexperiences, values, and belie s; using ideamapping to develop and evaluate relevant ideasand examples; asking journalist’s questions—who,what, when, where, why, and how).

S3.2.3 Gathers and analyzes in ormation romprimary and secondary sources, evaluates itsrelevance to the topic, its quality and credibility, anddetermines the need or urther research.

S3.2-3.1 Identifes, locates, and uses primary andsecondary sources to gather in ormation about thetopic, literary theme, working thesis, or question.Recognizes that some sources are more relevantthan others.

S3.2-3.2 Identifes, locates, and uses primaryand secondary sources to gather in ormationabout the topic, literary theme, working thesis, orquestion. Recognizes that some sources are moreappropriate than others.

S3.2.4 Selects an organizational pattern, developsmain ideas, an introduction, and a conclusion. Selectsrom among a variety o presentational aids/per ormance props and costumes to enhance ideaswhere and i appropriate.

S3.2-4.1 Selects an organizational pattern (e.g.,topical, spatial, chronological, sequential, problem-solution, compare-and-contrast, cause-and-e ect,claim-evidence), develops main and supportingideas, and develops introduction and conclusionor a presentation. Selects presentational aids/per ormance props and costumes to enhance ideaswhere and i appropriate.

S3.2-4.2 Selects an organizational pattern (e.g.,topical, spatial, chronological, sequential, problem-solution, compare-and-contrast, cause-and-e ect,claim-evidence), develops main and supportingideas, develops an introduction that engagesaudience attention, and develops a conclusion ora presentation. Selects presentational aids/per ormance props and costumes to enhance ideaswhere and i appropriate.

S3.2.5 Understands the di erence between orallanguage and written language. Chooses precisevocabulary and rhetorical devices to establishcredibility and to appeal to the audience.

S3.2-5.1 Recognizes the di erence between ormaland in ormal language and makes language choicesappropriate or presentation or per ormance.

S3.2-5.2 Recognizes the di erence between orallanguage (e.g., shorter sentences, use o repetition)and written language and makes language choicesappropriate or presentation or per ormance.

S3.2.6 Chooses language care ully to avoid negativelabels, stereotypes, or characterizations that excludeother people.

S3.2-6.1 Understands that the use o words andphrases can negatively characterize other people.

S3.2-6.2 Care ully chooses language to avoidnegative labels, stereotypes, or characterizationsthat exclude others.


S3.2-1.3 Identifes what he or she knows andneeds to know about the topic or literary passage todetermine the need or additional research on thetopic or literary passage.

S3.2-1.4 Considers and organizes what he orshe knows and needs to know about the topic orliterary passage to determine the need or additionalresearch on the topic.

S3.2-1.5 Analyzes various perspectives on thetopic or literary passage and anticipates audiencequestions and expectations to determine the needor additional research on the topic or literarypassage.

S3.2-1.6 Analyzes various perspectives on the topicor literary passage, anticipates audience questionsand expectations, and identifes areas needingsupporting evidence, to determine the need oradditional research on the topic or literary passage.

S3.2-2.3 Uses a variety o strategies to guide the S3.2-2.4 Uses a variety o strategies to guide the S3.2-2.5 Uses a variety o strategies to guide the S3.2-2.6 Uses a variety o strategies to guide the




y g ggeneration o personal content by activating priorknowledge (e.g., brainstorming relevant personalexperiences, values, and belie s; using idea mappingto develop and evaluate relevant ideas, reasons,and examples; asking journalist’s questions—who,what, when, where, why, and how; listing multiplepoints o view; and anticipating objections to his orher position).

y g ggeneration o personal content by activating priorknowledge (e.g., brainstorming relevant personalexperiences, values, and belie s; using idea mappingto develop and evaluate relevant ideas, reasons, andexamples; asking journalist’s questions—who, what,when, where, why, and how; considering multiplepoints o view; and anticipating counterarguments).

y g ggeneration o personal content by activating priorknowledge (e.g., brainstorming relevant personalexperiences, values, and belie s; using idea mappingto develop and evaluate relevant ideas, reasons, andexamples; asking journalist’s questions—who, what,when, where, why, and how; considering multiplepoints o view; anticipating counterarguments; andconsidering re utations).

y g ggeneration o personal content by activating priorknowledge (e.g., brainstorming relevant personalexperiences, values, and belie s; using idea mappingto develop and evaluate relevant ideas, reasons, andexamples; asking journalist’s questions—who, what,when, where, why, and how; analyzing multiple points oview; anticipating and re uting counterarguments; andanalyzing strengths and weaknesses o his or her position).

S3.2-3.3 Gathers in ormation rom primary andsecondary sources; evaluates its relevance to thetopic, literary theme, working thesis, or question;evaluates the credibility and quality o sources; anddetermines the need or urther research.

S3.2-3.4 Gathers in ormation rom primary andsecondary sources; evaluates its relevance to thetopic, literary theme, working thesis, or question;evaluates the credibility and quality o sources; si tsand selects use ul content, making connectionsacross sources and developing new insights; anddetermines the need or urther research.

S3.2-3.5 Gathers and analyzes in ormation romprimary and secondary sources; evaluates its relevanceto the topic, literary theme, working thesis, or question;evaluates the credibility and quality o sources;si ts, evaluates, and selects use ul content, makingconnections across sources and developing newinsights; and determines the need or urther research.

S3.2-3.6 Gathers and synthesizes in ormation rom avariety o primary and secondary sources; evaluates itsrelevance to the topic, literary theme, working thesis,or question; evaluates the credibility and quality osources; si ts, evaluates, and selects use ul content,making connections across sources and developing newinsights; and determines the need or urther research.

S3.2-4.3 Selects an organizational pattern(e.g., topical, spatial, chronological, sequential,problem-solution, compare-and-contrast, cause-and-e ect, claim-evidence); develops main ideasbased on audience prior knowledge and interests;develops an introduction that engages audienceattention and previews presentation content;and develops a conclusion that summarizes mainideas and restates thesis. Selects rom among avariety o presentational aids/per ormance propsand costumes to enhance ideas where and iappropriate.

S3.2-4.4 Selects an organizational pattern(e.g., topical, spatial, chronological, sequential,problem-solution, compare-and-contrast, cause-and-e ect, claim-evidence); develops main ideasbased on audience prior knowledge and interests;develops and makes connections among ideas;develops an introduction that engages audienceattention and previews presentation content; anddevelops a conclusion that summarizes main ideas,restates thesis, and leaves a strong impressionon the audience. Selects rom among a varietyo presentational aids/per ormance props andcostumes to enhance ideas and achieve greateraudience response where and i appropriate.

S3.2-4.5 Selects an organizational pattern (e.g.,topical, spatial, chronological, sequential, problem-solution, compare-and-contrast, cause-and-e ect,claim-evidence); develops main ideas based onaudience prior knowledge and interests; uses cleartransitions to make connections among ideas;develops an introduction that engages audienceattention and previews presentation content; anddevelops a conclusion that summarizes main ideas,restates thesis, and leaves a strong impressionon the audience. Selects rom among a varietyo presentational aids/per ormance props andcostumes to enhance ideas and achieve greateraudience response where and i appropriate.

S3.2-4.6 Selects an organizational pattern (e.g.,topical, spatial, chronological, sequential, problem-solution, compare-and-contrast, cause-and-e ect,claim-evidence); develops main ideas based onaudience prior knowledge and interests; usessignposts and transitions to highlight importantideas and signal clear connections among ideas;develops an introduction that engages audienceattention and previews presentation content; anddevelops a conclusion that summarizes main ideas,restates thesis, and leaves a strong impressionon the audience. Selects rom among a variet y opresentational aids/per ormance props and costumesto enhance ideas and achieve greater audienceresponse where and i appropriate.

S3.2-5.3 Recognizes the di erence betweenoral language (e.g., shorter sentences, use orepetition, well-signaled transitions, clear previewsand summaries) and written language and makeslanguage choices appropriate or presentation orper ormance.

S3.2-5.4 Recognizes the di erence between orallanguage (e.g., shorter sentences, use o repetition,well-signaled transitions, clear previews andsummaries) and written language. Makes languagechoices based on audience prior knowledge andinterests and context.

S3.2-5.5 Recognizes the di erence between orallanguage (e.g., shorter sentences, use o repetition,well-signaled transitions, clear previews andsummaries) and written language. Chooses precisevocabulary and rhetorical devices (e.g., rhetoricalquestions, parallelism, coordination, subordination,repetition) to establish credibility and authority.

S3.2-5.6 Chooses precise vocabulary, compellingverbs, fgurative language (e.g., metaphors,hyperbole, sensory images, personifcation) andrhetorical devices (e.g., rhetorical questions,parallelism, coordination, subordination, repetit ion) toestablish credibility and authority, suggest an attitudetoward subject matter, clari y ideas, and appeal to theaudience’s interests, values, belie s, and emotions.

S3.2-6.3 Care ully selects language that avoidsnegative characterizations o groups o people orindividuals, or that excludes or includes certaingroups or individuals in negative ways.

S3.2-6.4 Care ully selects language that avoidsnegative characterizations o groups o people orindividuals, that excludes or includes certain groupsor individuals in negative ways, or that generalizesabout individuals as members o groups.

S3.2-6.5 Care ully selects language that providesbalanced and thought ul representations o others,and that avoids o ensive language, stereotypes, orexclusions, even in its nuances.

S3.2-6.6 Strategically cra ts language that providesbalanced and thought ul representations o others,and that avoids o ensive language, stereotypes, orexclusions, even in its nuances.

Objective S3.3

Student rehearsesand revises.

Student rehearses to gain fuency


S3.3.1 Rehearses the presentation orally togain fuency, build con dence, and developpoise. Uses eedback rom others to revise thepresentation.

S3.3-1.1 Rehearses the presentation orally togain fuency and build con dence.

S3.3-1.2 Rehearses the presentation orallyto gain fuency and build con dence and useseedback rom others to consider whethergestures and vocal variety (i.e., rate, pitch,volume, quality/tone) contribute to thee ectiveness o the presentation ideas and




Student rehearses to gain fuency,build con dence, and develop poise; heor she revises presentation based on

eedback. Student uses strategies tomanage communication anxiety.

e ectiveness o the presentation, ideas andorganization are clear, presentational aids areclear and appropriate, and introduction andconclusion are engaging. Uses that eedbackto revise the presentation.

S3.3.2 Recognizes mental and physicalsymptoms o communication anxiety and usesstrategies to manage that anxiety.

S3.3-2.1 Understands that presentation eventso ten produce anxiety and uses strategies tomanage that anxiety (e.g., preparation, deepbreathing, relaxation techniques, visualizing thedelivery, positive sel -talk).

S3.3-2.2 Understands that presentationevents o ten produce anxiety and usesstrategies to manage that anxiety (e.g.,preparation, deep breathing, relaxationtechniques, visualizing the delivery, positivesel -talk).


S3.3-1.3 Rehearses the presentation orallyto gain fuency and build con dence. Useseedback rom others to evaluate whethergestures, posture, eye contact, and vocalvariety (i.e., rate, pitch, volume, quality/tone)are appropriate and natural and contribute to

S3.3-1.4 Rehearses the presentation orallyto gain fuency, build con dence, and developpoise. Uses eedback rom others to evaluatewhether gestures, posture, movement,acial expression, eye contact, articulation,and vocal variety (i e rate pitch volume

S3.3-1.5 Rehearses the presentation orallyto gain fuency, build con dence, and developpoise. Uses eedback rom others to evaluatewhether gestures, posture, movement, acialexpression, eye contact, articulation, vocalpauses and vocal variety (i e rate pitch

S3.3-1.6 Rehearses the presentation orallyto gain fuency, build con dence, and developpoise. Uses eedback rom others to evaluatewhether gestures, acial expression, posture,movement, eye contact, vocal pauses, andvocal variety (i e rate pitch volume quality/




are appropriate and natural and contribute tothe e ectiveness o the presentation; whetherpresentational aids are clear and appropriate;whether ideas and organization are clear anddeveloped; whether ideas connect to audienceprior knowledge and interests; whetherintroduction engages audience attentionand previews presentation content; andwhether conclusion summarizes main ideasand restates the thesis. Uses that eedba ck torevise the presentation.

and vocal variety (i.e., rate, pitch, volume,quality/tone) are appropriate and naturaland contribute to the e ectiveness o thepresentation; whether presentational aidsare clear and appropriate; whether ideas andorganization are clear and developed; whetherideas connect to audience prior knowledgeand interests; whether introduction engagesaudience attention and previews presentationcontent; and whether con clusion summarizesmain ideas, restates the thesis, and leaves astrong impression on the audience. Uses thateedback to revise the presentation.

pauses, and vocal variety (i.e., rate, pitch,volume, quality/tone) are appropriate andnatural and contribute to the e ectivenesso the presentation; whether presentationalaids are clear and appropriate; whetherthe thesis claim is clear, organization andtransitions among ideas are clear and wellsignaled; whether ideas connect to audienceprior knowledge and interests; whether ideas,claims, and opinions are supported by evidence(i.e., reasons, examples, and acts); whethersources are credible; whether introductionengages audience attention and previewspresentation content; whether conclusionsummarizes main ideas, restates the thesis, andleaves a strong impression on the audience;and whether the presentation appeals to theaudience and achieves its purpose and goals.Reviews and responds selectively to eedbackto revise the presentation.

vocal variety (i.e., rate, pitch, volume, quality/tone) are appropriate and natural, establishhis or her credibility, and contribute to thee ectiveness o the presentation; whetherpresentational aids are clear and appropriate;whether the thesis claim is clear; whetherorganization and transitions among ideas areclear and well signaled and highlight importantideas; whether ideas connect to audience priorknowledge and interests; whether ideas, claims,and opinions are supported by evidence (i.e.,reasons, examples, and acts); whether sourcesare credible; whether introduction engagesaudience attention and previews presentationcontent; whether conclusion summarizes mainideas, restates the thesis, and leaves a strongimpression on the audience; and whether thepresentation appeals to the audience andachieves its purpose and goals. Reviews andresponds selectively to eedback to revise thepresentation.

S3.3-2.3 Recognizes symptoms ocommunication anxiety and uses strategiesto manage that anxiety (e.g., preparation,rehearsal, breathing, relaxation techniques,visualizing the delivery, positive sel -talk).

S3.3-2.4 Recognizes symptoms ocommunication anxiety and uses s trategiesto manage that anxiety (e.g., preparation,rehearsal, breathing, relaxation techniques,visualizing the delivery, positive sel -talk).

S3.3-2.5 Anticipates and prepares orcommunication anxiety, recognizes speci csymptoms signaling communication anxiety,and selects speci c strategies to manage thatanxiety (e.g., preparation, rehearsal, breathing,relaxation techniques, visualizing the delivery,positive sel -talk).

S3.3-2.6 Anticipates and prepares orcommunication anxiety, recognizes speci csymptoms signaling communication anxiety,and selects speci c strategies to manage thatanxiety (e.g., preparation, rehearsal, breathing,relaxation techniques, visualizing the delivery,positive sel -talk).

Objective S3.4

Student presents,monitors audienceengagement, andd d li


S3.4.1 Understands that voice, body, andpresentational aids/per ormance props andcostumes (i used) together contribute tothe e ectiveness o the presentation anduses appropriate and natural gestures, acialexpression, posture, movement, eye contact,

S3.4-1.1 Understands that voice, body, andpresentational aids/per ormance props andcostumes (i used) together contribute to thee ectiveness o the presentation; speaksclearly and uses gestures when presenting.

S3.4-1.2 Understands that voice, body, andpresentational aids/per ormance props andcostumes (i used) together contribute to thee ectiveness o the presentation; uses avariety o gestures and vocal variety (i.e., rate,pitch, volume, quality/tone) when presenting.




adapts delivery.

Student uses body, voice, andpresentational aids to enhancee ectiveness. Student monitorsaudience engagement, understanding,and agreement and adapts deliveryand content to audience eedback toachieve speaking goals.

expression, posture, movement, eye contact,clear articulation, and vocal variety whenpresenting.

pitch, volume, quality/tone) when presenting.

S3.4.2 Monitors audience eedback; makesin erences about audience engagement,understanding, and agreement; and adjustsdelivery and content to achieve purposes andgoals.

S3.4-2.1 Looks at audience to determinewhether the audience is listening and engaged.

S3.4-2.2 Recognizes whether the audience islistening, ollowing the progression o ideas,and engaged.


S3.4-1.3 Uses appropriate and naturalgestures, posture, eye contact, and vocalvariety (i.e., rate, pitch, volume, quality/tone)when presenting.

S3.4-1.4 Uses appropriate and naturalgestures, acial expression, posture, movement,eye contact, clear articulation, and vocal variety(i.e., rate, pitch, volume, quality/tone) whenpresenting.

S3.4-1.5 Uses appropriate and naturalgestures, acial expression, posture,movement, eye contact, clear articulation,vocal variety (i.e., rate, pitch, volume, quality/tone), vocal pauses, and present ational aids/per ormance props and costumes where and i

S3.4-1.6 Uses appropriate and naturalgestures, acial expression, posture, movement,eye contact, clear articulation, vocal variety(i.e., rate, pitch, volume, quality/tone), vocalpauses, and presentational aids/per ormanceprops and costumes where and i appropriate to




p p pappropriate to achieve the purpose and goalso the presentation.

p p pp pestablish his or her credibility and contribute tothe e ectiveness o the presentation.

S3.4-2.3 Identi es speci c signals rom theaudience to evaluate whether the audience islistening, ollowing the progression o ideas,and engaged.

S3.4-2.4 Identi es speci c signals rom theaudience to evaluate whether the audience islistening, ollowing the progression o ideas,and engaged, and adjusts delivery to maintainaudience engagement.

S3.4-2.5 Monitors audience eedback; makesin erences about audience engagement,understanding, and agreement; and adjustsdelivery and content to achieve purposes andgoals.

S3.4-2.6 Monitors audience eedback; makesin erences about audience engagement,understanding, and agreement; and adjustsdelivery and content to achieve purposes andgoals. Subsequently refects on presentationand eedback to determine e ectiveness andwhat changes to make in a uture presentation.



ListeningStandards

Listening is widely recognized as the rst-learned, most-used, and least-taught language art. Research indicates thatcommunicators spend more communication time listening thanreading, writing, or speaking. Reading experts recognize thatlistening is a key prerequisite to learning to read. Listeningi kill d l i ll h d li



Listening Standards 153© 2006 The College Board

is a skill used requently in college, where students listen tolectures, work in small groups, and collaborate with classroom

partners.

A better understanding o the communication process supportsimprovement in listening skills. Listening is a challengingbehavior, requiring the management o multiple barriers*, bothmental and physical. It is also purpose ul, demanding di erentunderstandings and skills or di erent purposes. Activelisteners monitor their understanding and repair in ormation

that they have incorrectly processed. The ollowing standardsocus on mind ul listening and the application o higher-orderthinking skills to understand, evaluate, enjoy, and/or respond toan oral message.




Objective L1.1

Studentunderstands thetransactionalnature o the


L1.1.1 Understands the transactional natureand components o the communication process,including speaker, listener, message, channel,eedback, and noise.

L1.1-1.1 Understands and can identi y thecomponents o the communication process,including speaker, listener, message, channel,eedback, and noise.

L1.1-1.2 Understands the transactionalnature o the communication process,with speaker and listener raming, sharing,interpreting, and responding to messages.




nature o thecommunicationprocess.

Student understands thatcommunication is a transactionalprocess that includes the componentso speaker, listener, message,channel, eedback, and noise.Student understands that thisprocess is transactional because thecommunicators play the role o speakerand listener simultaneously. Studentunderstands how internal variableswithin the speaker and listener andcontextual variables a ect the natureand success o the communication.

L1.1.2 Understands how speaker’sand listener’s internal variables a ectcommunication.

L1.1-2.1 Identi es internal variables thata ect communication, such as the speaker’sand listener’s background knowledge andexperience.

L1.1-2.2 Identi es internal variables thata ect communication, such as the speaker’sand listener’s background knowledge andexperience, opinions, values, and belie s.

L1.1.3 Understands how contextual variablesa ect communication.

L1.1-3.1 Identi es contextual variables thata ect communication, such as time, place,relationships among speakers and listeners, andgoals or communicating.

L1.1-3.2 Identi es contextual variables thata ect communication, such as time, place,relationships among speakers and listeners,prior communication, and purposes and goalsor communicating.



Students consider their own internal variables that can posebarriers to e ective listening and monitor and adjust a varietyo strategies to manage them. They recognize that externalvariables can pose barriers to e ective listening and use avariety o strategies to prevent or overcome them.

ListeningStandardsStandard 2




Objective

L2.1 Student manages barriers to listening.

Managing Barriersto Listening

Objective L2.1

Student managesbarriers tolistening.


L2.1.1 Recognizes his or her own internalvariables that can pose barriers to e ectivelistening and uses a variety o strategies tomanage them.

L2.1-1.1 Recognizes that internal variables(e.g., lack o prior knowledge and experience,emotional state, prejudices, stereotypes)can pose barriers to e ective listening anduses a variety o strategies to manage them(e.g., activating prior knowledge, researchingin ormation related to the topic recogni ing and

L2.1-1.2 Recognizes that internal variables(e.g., lack o prior knowledge and experience,emotional state, prejudices, stereotypes,attitudes toward speaker that inter ere withunderstanding) can pose barriers to e ectivelistening and uses a variety o strategies tomanage them (e g acti ating prior kno ledge




Student considers his or her owninternal variables that can posebarriers to e ective listening andmonitors and adjusts a variety ostrategies to manage them. Studentunderstands that language representsand constructs how listeners perceiveevents, people, groups, and ideas.Student recognizes that externalvariables can pose barriers toe ective listening and uses a variety

o strategies to prevent or overcomethem.

in ormation related to the topic, recognizing andmanaging emotional state).

manage them (e.g., activating prior knowledge,researching in ormation related to the topic,taking inventory o emotional state and

attitudes toward speaker and trying to keepthese emotions and attitudes rom inter eringwith listening).

L2.1.2 Understands that language representsand constructs how listeners perceive events,people, groups, and ideas and that it has bothpositive and negative implications that cana ect listeners in di erent ways.

L2.1-2.1 Understands that language representsand constructs how listeners perceive events,people, groups, and ideas and that it has bothpositive and negative implications that cana ect listeners in di erent ways.

L2.1-2.2 Understands that languagerepresents and constructs how listenersperceive events, people, groups, and ideas.Recognizes positive and negative implicationso language and identi es how it can a ectlisteners in di erent ways.

L2.1.3 Recognizes that external variables canpose barriers to e ective listening and usesa variety o strategies to prevent or overcomethem.

L2.1-3.1 Recognizes that the physical settingcan inter ere with listening e ectiveness andmodi es it when possible.

L2.1-3.2 Recognizes that external variables(e.g., noises and distractions) can pose barriersto e ective listening and uses a variety ostrategies to overcome them (e.g., makingchanges in the physical setting, looking at andocusing on the speaker).


L2.1-1.3 Recognizes that internal variables(e.g., lack o prior knowledge and experience,emotional state, prejudices, stereotypes,attitudes toward speaker and topic thatinter ere with understanding) can pose barriersto e ective listening and uses a variety ostrategies to manage them (e g activating

L2.1-1.4 Considers his or her own internalvariables that can pose barriers to e ectivelistening (e.g., lack o prior knowledge andexperience, emotional state, prejudices,stereotypes, attitudes toward speaker andtopic that inter ere with understanding) anduses a variety o strategies to manage them

L2.1-1.5 Considers his or her own internalvariables that can pose barriers to e ectivelistening (e.g., lack o prior knowledge andexperience, emotional state, prejudices,stereotypes, attitudes toward speaker and topicthat inter ere with understanding) and monitorsand adjusts the use o a variety o strategies to

L2.1-1.6 Analyzes internal variables that canpose barriers to e ective listening (e.g., lacko prior knowledge and experience, values,biases and stereotypes that inter ere withunderstanding) and monitors and adjusts theuse o a variety o appropriate and e ectivestrategies to manage them prior to listening




strategies to manage them (e.g., activatingprior knowledge, researching in ormationrelated to the topic, avoiding inappropriate

generalizations, taking inventory o emotionalstate and attitudes toward speaker and topicand trying to keep these emotions and attitudesrom inter ering with listening).

uses a variety o strategies to manage them(e.g., activating prior knowledge, researchingin ormation related to the topic, avoiding

inappropriate generalizations, taking inventoryo emotional state and attitudes towardspeaker and topic and trying to keep theseemotions and attitudes rom inter ering withlistening).

and adjusts the use o a variety o strategies tomanage them (e.g., activating prior knowledge,researching in ormation related to the topic,

avoiding inappropriate generalizations, takinginventory o emotional state and attitudestoward speaker and topic and trying to keepthese emotions and attitudes rom inter eringwith listening).

strategies to manage them prior to listening(e.g., activating prior knowledge, researchingin ormation related to the topic, reviewing

vocabulary, taking inventory o attitudes towardspeaker and topic) and while listening (e.g.,asking questions when appropriate, avoidinginappropriate generalizations, modi yingjudgments o content, arguments, and speakercredibility) to prevent misinterpreting anddistorting messages.

L2.1-2.3 Understands that languagerepresents and constructs how listenersperceive events, people, groups, and ideas.Recognizes positive and negative implicationso language and explains how it can a ectlisteners in di erent ways.

L2.1-2.4 Understands how languagerepresents and constructs how listenersperceive events, people, groups, and ideas.Identi es positive and negative implicationso language and explains how it can a ectlisteners in di erent ways depending oncontext. Recognizes that language conveysintended and unintended meanings orlisteners.

L2.1-2.5 Explains how language representsand constructs how listeners perceive events,people, groups, and ideas. Explains positiveand negative implications o language andhow it can a ect listeners in di erent waysdepending on context. Explains how languageconveys intended and unintended meanings orlisteners.

L2.1-2.6 Analyzes how language representsand constructs how listeners perceive events,people, groups, and ideas. Analyzes andevaluates positive and negative implicationso language and how it can a ect listeners indi erent ways depending on context. Analyzeshow language conveys intended and unintendedmeanings or listeners.

L2.1-3.3 Recognizes that external variables(e.g., noise and distractions) can pose barriersto e ective listening and determines whatelements can be changed and how (e.g., makingchanges in the physical setting, requestingclari cation or repetition rom the speaker,recovering rom distractions and re ocusingattention).

L2.1-3.4 Explains how external variables(e.g., noise and distractions) can pose barriersto e ective listening and uses a variety ostrategies to overcome them (e.g., makingchanges in the physical setting, requestingclari cation or repetition rom the speaker,recovering rom distractions and re ocusingattention).

L2.1-3.5 Anticipates and prepares or externalvariables that may pose barriers to e ectivelistening (e.g., noise and distractions) and usesa variety o strategies to prevent or overcomethem (e.g., making changes in the physicalsetting, requesting clari cation or repetitionrom the speaker, recovering rom distractionsand re ocusing attention).

L2.1-3.6 Anticipates and prepares or externalvariables that may pose barriers to e ectivelistening (e.g., noise and distractions, physicalconditions); determines possible options orchange and selects rom a variety o strategiesto prevent or overcome them. Makes appropriatemental, physical, and emotional adjustments(e.g., making changes in the physical setting,requesting clari cation or repetition rom thespeaker, recovering rom distractions andre ocusing attention) in ways appropriate to thecommunication event.



Students understand that there are multiple purposes orlistening, including listening to comprehend, to evaluate, andto empathize. Students use a variety o mental and physicalstrategies to direct and maintain attention while listening.Listeners apply speci c strategies or understanding, critiquing,and empathizing. Listeners respond verbally and nonverbally in

ListeningStandardsStandard 3




p g p y yways appropriate to each purpose.

Objectives

L3.1 Student listens to comprehend.

L3.2 Student listens to evaluate.

L3.3 Student listens empathically.

Listening orDiverse Purposes

Objective L3.1

Student listens tocomprehend.

Student uses a variety o strategiesto listen actively to enhance


L3.1.1 Uses a variety o mental and physicalstrategies to listen actively in order to directand maintain attention and monitor level ounderstanding.

L3.1-1.1 Uses a variety o strategies to listenactively, including noting the topic and his or herpurpose or listening, ocusing attention on thespeaker, and taking notes.

L3.1-1.2 Uses a variety o strategies to listenactively, including noting the topic and his orher purpose or listening, ocusing attention onthe speaker and speaker’s ideas, taking notes,and determining the personal signi cance othe in ormation.




to listen actively to enhancecomprehension and recall o messages.

Student monitors the speaker’spurposes or speaking and drawsconclusions about what the speakerknows, believes, and eels abouta topic. Student uses a variety oresponse strategies to clari y explicitand implicit meanings o messages.

L3.1.2 Uses a variety o strategies to enhancecomprehension and recall o messages.

L3.1-2.1 Uses strategies to comprehend andremember messages (e.g., noting nonverbalcues to interpret messages, listening or mainideas and details, listening or transitions,noting sequence and organization o ideas).

L3.1-2.2 Uses a variety o strategies tocomprehend and remember the explicit andimplicit content o a message (e.g., listening orcontextual clues to in er meaning o unknownwords, noting nonverbal cues to interpretmessages, listening or main ideas and details,listening or transitions, noting sequence andorganization o ideas, relating speaker’s ideasto prior knowledge and personal experience,using mnemonic devices).

L3.1.3 Monitors speaker’s purposes orspeaking and draws conclusions about whatthe speaker knows, believes, and eels about atopic.

L3.1-3.1 Recognizes speaker’s purpose andidenti es speaker’s knowledge about a topic.

L3.1-3.2 Identi es speaker’s purposes orspeaking and draws conclusions about whatthe speaker knows, believes, and eels about atopic.

L3.1.4 Uses a variety o response strategiesto clari y explicit and implicit meanings omessages.

L3.1-4.1 Uses a variety o response strategiesto clari y explicit meanings o messages (e.g.,indicating the need or clari cation by varyingacial expression or using other nonverbalcues to indicate level o understanding whilelistening).

L3.1-4.2 Uses a variety o response strategiesto clari y explicit and implicit meaningso messages (e.g., indicating the need orclari cation by varying acial expression orusing other nonverbal cues to indicate level ounderstanding while listening, asking questionsto guide understanding, asking the speaker toextend or elaborate his or her meaning).


L3.1-1.3 Uses a variety o strategies tolisten actively, including monitoring changingpurposes or listening, ocusing attention onthe speaker and the speaker’s ideas, takingnotes, determining the personal signi cance othe in ormation, and asking himsel or herselquestions to direct and maintain attention.

L3.1-1.4 Uses a variety o strategies tolisten actively, including monitoring changingpurposes or listening, ocusing attention onthe speaker and the speaker’s ideas, takingnotes, making connections to prior knowledgeand personal experiences, and asking himselor hersel questions to direct and maintain

L3.1-1.5 Uses a variety o strategies tolisten actively, including monitoring changingpurposes or listening, ocusing and maintainingattention on the speaker and the speaker’sideas, taking notes, making connections toprior knowledge and personal experiences,asking himsel or hersel questions to direct

L3.1-1.6 Monitors listening and makesphysical and mental adjustments to maintainengagement by ocusing attention on thespeaker and topic, monitoring changingpurposes or listening, taking notes, makingconnections to prior knowledge and personalexperiences, asking himsel or hersel questions,




questions to direct and maintain attention. or hersel questions to direct and maintainattention.

asking himsel or hersel questions to directand maintain attention, and monitoring level ounderstanding.

experiences, asking himsel or hersel questions,and anticipating the uture direction o thecommunication to direct and maintain attention.

L3.1-2.3 Uses a variety o strategies toenhance comprehension and recall o messages(e.g., listening or contextual clues to in ermeaning o unknown words, noting nonverbalcues to interpret messages, listening todistinguish among main ideas and details,listening or transitions and repetition, notingsequence and organization o ideas, relatingspeaker’s ideas to prior knowledge andpersonal experience, drawing in erences, usingmnemonic devices, summarizing).

L3.1-2.4 Uses a variety o strategies toenhance comprehension o literal and impliedin ormation and recall o messages (e.g.,listening or contextual clues to in er meaningo unknown words, interpreting gurativelanguage, noting nonverbal cues to interpretmessages, listening to distinguish among mainideas and details, listening or transitions andrepetition, noting sequence and organizationo ideas, relating speaker’s ideas to priorknowledge and personal experience, visualizing,using mnemonic devices, summarizing).

L3.1-2.5 Uses a variety o strategies toenhance comprehension o literal and impliedin ormation and recall o messages (e.g.,listening or contextual clues to in er meaningo unknown words, interpreting gurativelanguage, interpreting nonverbal cues to urtheranalyze the message, listening to distinguishamong main ideas and details, listening ortransitions, noting sequence and organization oideas, extending speaker’s ideas based on priorknowledge and personal experience, visualizing,using mnemonic devices, summarizing andsynthesizing). Evaluates e ectiveness oselected strategies.

L3.1-2.6 Uses a variety o strategies toenhance comprehension o literal and impliedin ormation and recall o complex messages(e.g., listening or contextual clues to in ermeaning o unknown words, interpretinggurative language, interpreting nonverbalcues to urther analyze the message,listening to distinguish among main ideasand details, listening or transitions, notingsequence and organization o ideas, extendingspeaker’s ideas based on prior knowledge andpersonal experience, determining need orurther in ormation or research, visualizing,using mnemonic devices, summarizing andsynthesizing, determining signi cance, value,and possible uses o in ormation). Evaluatese ectiveness o selected strategies.

L3.1-3.3 Identi es speaker’s purposes orspeaking and draws conclusions about whatthe speaker knows, believes, and eels abouta topic. Identi es both implicit and explicitmessages that relate to the speaker’s contentand purpose.

L3.1-3.4 Monitors speaker’s purposes orspeaking and draws conclusions about whatthe speaker knows, believes, and eels abouta topic. Identi es both implicit and explicitmessages that relate to the speaker’s contentand purpose. Recognizes that speaker is makingchoices about what in ormation to include andnot include.

L3.1-3.5 Analyzes and critiques speaker’simplicit and explicit purposes or speaking;draws on his or her prior knowledge andexperience to evaluate speaker’s expertiseon the topic; and analyzes what the speakerknows, believes, and eels about a topic toguide interpretation.

L3.1-3.6 Analyzes and critiques speaker’simplicit and explicit purposes or speaking; asksquestions o sel to determine what more he orshe needs to know; uses criteria to determinespeaker’s credibility; considers the implicationso what was not said; and analyzes what thespeaker knows, believes, and eels about a topicto guide interpretation.

L3.1-4.3 Uses a variety o response strategiesto clari y explicit and implicit meaningso messages (e.g., indicating the need orclari cation by varying acial expression orusing other nonverbal cues to indicate levelo understanding while listening, askingquestions to guide and clari y in erences andunderstanding, asking the speaker to extendor elaborate his or her meaning, paraphrasingmeaning back to the speaker).

L3.1-4.4 Uses a variety o response strategiesto clari y and elaborate on the explicit andimplicit meanings o messages (e.g., varyingacial expression or using other nonverbalcues to indicate level o understanding whilelistening, asking questions to guide andclari y in erences and understanding, askingthe speaker to extend or elaborate his or hermeaning, paraphrasing meaning back to thespeaker).

L3.1-4.5 Uses a variety o response strategiesto clari y, elaborate, and synthesize explicitand implicit meanings o messages (e.g., askingquestions o sel to determine what more he orshe needs to know; integrating new learningwith prior knowledge; asking questions to guideand clari y in erences; understanding, andinterpretations; asking the speaker to extendor elaborate his or her meaning; paraphrasingmeaning back to the speaker).

L3.1-4.6 Uses a variety o response strategiesto clari y, elaborate, and synthesize explicit andimplicit meanings o messages (e.g., integratingnew learning with prior knowledge; askingquestions to guide and clari y in erences,understanding, and interpretations; askingthe speaker to extend or elaborate his or hermeaning; paraphrasing meaning back to thespeaker; predicting ways in which speaker’scontent may be used).

Objective L3.2

Student listens toevaluate.

Student uses a variety o mentaland physical strategies to direct and


L3.2.1 Uses a variety o mental and physicalstrategies to direct and maintain attention in orderto listen critically.

L3.2-1.1 Mentally and physically prepares to listen.Reviews personal experiences with and connectionsto topic. Determines purpose or listening, ocusesattention on the speaker, and takes notes whenappropriate.

L3.2-1.2 Uses a variety o strategies to listenactively, including noting his or her purpose orlistening, ocusing attention on the speaker andtopic, listening to the whole message, and takingnotes when appropriate.




and physical strategies to direct andmaintain attention in order to listen

critically. Student uses cognitivestrategies to process, predict, andcritique the content o a messageand to understand the speaker’sperspective and potential biases.Student rames mental, verbal, written,and/or behavioral responses basedon an evaluation o speaker credibilityand o the coherence, validity, ande ectiveness o the speaker’sarguments.

L3.2.2 Uses a variety o strategies to analyzearguments, draw conclusions, and make evaluativejudgments.

L3.2-2.1 Uses strategies to determine speaker’sspeci c purpose, thesis, and argument (e.g., listeningor main ideas and arguments, identi ying what thespeaker is recommending).

L3.2-2.2 Uses a variety o st rategies to understandand evaluate messages (e.g., listening or main ideasand arguments, distinguishing acts rom opinions,listening or supporting ideas and evidence and theirconnection and relevance to the thesis, identi yingwhat the speaker is recommending).

L3.2.3 Monitors speaker’s purposes or speakingand draws conclusions about what the speakerknows, believes, and eels about a topic; reviewsspeaker’s credentials to determine speakercredibility.

L3.2-3.1 Recognizes speaker’s purpose or speakingand speaker’s knowledge and opinions about a topic.

L3.2-3.2 Identi es speaker’s purposes or speakingand draws conclusions about what the speakerknows, believes, and eels about a topic, comparingthis in ormation to his or her own prior knowledge othe topic.

L3.2.4 Frames mental, verbal, written, orbehavioral responses based on speaker credibilityand an evaluation o the coherence, validity, ande ectiveness o the speaker’s arguments.

L3.2-4.1 Explains why he or she agrees or disagreeswith a speaker’s arguments.

L3.2-4.2 Communicates whether he or she agreesor disagrees with a speaker’s arguments by usingappropriate verbal and nonverbal cues to indicatelevel o agreement while listening; asks questions toclari y judgments.


L3.2-1.3 Uses a variety o strategies to listenactively in order to make evaluations, includingmonitoring changing purposes or listening, ocusingattention on the speaker and arguments, monitoringthe speaker’s purposes, ollowing speaker’sarguments as they develop, attending to theentirety o the message be ore orming conclusivejudgments, taking notes when appropriate, and

L3.2-1.4 Monitors listening engagement and usesa variety o strategies to listen actively in order tomake evaluations, including monitoring changingpurposes or listening, ocusing attention on thespeaker and arguments, monitoring the speaker’spurposes, ollowing speaker’s arguments as theydevelop, attending to the entirety o the messagebe ore orming conclusive judgments, taking notes

L3.2-1.5 Monitors listening engagement and usesa variety o strategies to listen actively in order tomake evaluations, including monitoring changingpurposes or listening, ocusing attention on thespeaker and arguments, monitoring the speaker’spurposes, mentally anticipating direction andsigni cance o arguments, linking what the speakeris saying to what has been said, attending to the

L3.2-1.6 Monitors and adjusts listening in orderto make evaluations by ocusing attention onthe speaker’s argument and purposes; mentallyanticipating direction and signi cance o arguments;attending to the entirety o the message be oreorming conclusive judgments; taking notes whenappropriate; reviewing standards o evidence andreasoning; and asking himsel or hersel questions




j g , g pp p ,asking himsel or hersel questions about thespeaker’s message.

g j g , gwhen appropriate, and asking himsel or herselquestions about the speaker’s implicit and explicitmessages.

y g , gentirety o the message be ore orming conclusivejudgments, taking notes when appropriate, andasking himsel or hersel questions about thespeaker’s implicit and explicit messages.

g; g qabout the speaker’s implicit and explicit messages,relating speaker’s message to personal belie s,values, and experiences. Determines personalsigni cance o speaker’s message.

L3.2-2.3 Uses a variety o strategies to understandand evaluate a message (e.g., listening ormain ideas and arguments, recognizing faws inarguments, distinguishing acts rom opinions,explaining reasoning and evidence used to supportmain ideas, identi ying speaker’s recommendations).

L3.2-2.4 Monitors the progression o an argumentand uses a variety o strategies to analyze andevaluate a message (e.g., listening or main ideasand arguments, identi ying faws in arguments,distinguishing acts rom opinions, analyzingreasoning and evidence used to support mainideas, identi ying propaganda devices, determiningspeaker’s recommendations, considering alternativerecommendations).

L3.2-2.5 Monitors the progression o an argumentand uses a variety o strategies to analyze andcritique a message (e.g., listening to critiquemain ideas and arguments; distinguishing acts,opinions, and in erences; evaluating the connectionsbetween claims and supporting evidence; evaluatingevidence or timeliness, relevance, and believability;identi ying logical, authoritative, and emotionalarguments and evaluating their e ectiveness;noting common logical allacies and propagandadevices; determining speaker’s conclusions andrecommendations and developing alternativerecommendations.

L3.2-2.6 Monitors the progression o an argumentand uses a variety o strategies to analyze andcritique a message (e.g., listening to critique mainideas and arguments; distinguishing act s, opinions,and in erences; evaluating the connections betweenclaims and supporting evidence; evaluating evidenceor timeliness, relevance, and believability; identi yinglogical, authoritative, and emotional arguments andevaluating their e ectiveness; noting logical allaciesand propaganda devices; determining speaker’sconclusions and recommendations and developingalternative recommendations; determining signi canceand predicting consequences o speaker’s arguments,conclusions, and proposals.

L3.2-3.3 Monitors speaker’s purposes or speakingand draws conclusions about what the speakerknows, believes, and eels about a topic, comparingthis in ormation to his or her own prior knowledgeo the topic; analyzes speaker’s credibility (e.g.,knowledge, expertise, and fuency).

L3.2-3.4 Monitors speaker’s purposes or speakingand draws conclusions about what the speakerknows, believes, and eels about a topic; reviewsspeaker’s credentials (e.g., title, position, education,indications o expertise and relevant experience),comparing speaker’s in ormation to his or her ownprior knowledge o the topic to determine speakercredibility.

L3.2-3.5 Analyzes and critiques speaker’s implicitand explicit purposes or speaking; analyzes andcritiques what the speaker knows, believes, andeels about a topic, including speaker’s culturalperspectives; and evaluates speaker’s expertise,credibility, and possible bias and compares andcontrasts this bias to his or her own belie s andvalues and those o the audience.

L3.2-3.6 Analyzes and critiques speaker’s implicit andexplicit purposes or speaking; analyzes and critiqueswhat the speaker knows, believes, and eels abouta topic, including speaker’s cultural perspectives;evaluates speaker’s exper tise, credibility, languageuse, and delivery; monitors possible speaker biasand compares and contrasts this bias to his or herown belie s and values and those o the audience;and determines how these biases are infuencing themessage. Determines believability o the message.

L3.2-4.3 Frames mental, verbal, written, orbehavioral responses (e.g., using appropriateverbal and nonverbal cues to indicate level oagreement while listening, asking questions toclari y judgments, recognizing opposing points oview, weighing arguments and evidence) based onan evaluation o the coherence o the speaker’sarguments.

L3.2-4.4 Frames and determines appropriatemental, verbal, written, or behavioral responses(e.g., using appropriate verbal and nonverbal cues toindicate level o agreement while listening, askingquestions to clari y judgments, weighing argumentsand evidence, raising possible counterarguments)based on an evaluation o the coherence o thespeaker’s arguments and the credibility o thespeaker.

L3.2-4.5 Frames and determines appropriatemental, verbal, written, or behavioral responses(e.g., using appropriate verbal and nonverbal cues toindicate level o agreement while listening, askingquestions to clari y judgments, weighing argumentsand evidence, raising possible counterarguments)based on an evaluation o the validity o thespeaker’s arguments and the credibility o thespeaker. Monitors the e ect o responses andmodi es responses as appropriate.

L3.2-4.6 Frames and determines appropriatemental, verbal, written, or behavioral responses(e.g., using appropriate verbal and nonverbal cues toindicate level o agreement while listening, askingquestions to clari y judgments, weighing argumentsand evidence, ormulating and presenting possibleresponses and counterarguments) based on anevaluation o the validity and e ectiveness o thespeaker’s implicit and explicit arguments and thecredibility o the speaker. Monitors the e ect oresponses, modi es responses as appropriate, anddetermines uture responses.

Objective L3.3

Student listensempathically.

Student listens empathically tounderstand and respond to the ideas


L3.3.1 Uses a variety o mental and physicalstrategies to ocus attention on the speaker, thespeaker’s message, and the speaker’s emotions inorder to listen empathically.

L3.3-1.1 Focuses on the speaker and speaker’smessage; understands the importance o thespeaker-listener relationship. Recognizes thevalues o silence.

L3.3-1.2 Uses a variety o strategies to listenactively, including maintaining eye contact, notingthe speaker’s purpose, selecting an appropriatesetting, ocusing attention on the speaker, avoidinginterruptions, and listening to the whole message.




understand and respond to the ideasand eelings o others in order to

enhance speaker/listener relationships.To listen empathically, the studentuses physical and mental strategiesto maintain attention and understandthe content o and eelings behinda message. Student uses cognitivestrategies to process the contento an interpersonal message and tounderstand the speaker’s perspective.Student responds using a variety overbal and nonverbal strategies thatshow both understanding and empathy.

L3.3.2 Uses a variety o strategies to interpretthe speaker’s verbal and nonverbal cues, eelings,attitudes, and message in order to empathize withthe speaker.

L3.3-2.1 Pays attention to the speaker’s messageand the speaker’s eelings about the message tointerpret message content.

L3.3-2.2 Makes connections between thespeaker’s message and the speaker’s eelingsabout the message; identi es his or her ownreactions to the speaker and topic.

L3.3.3 Uses a variety o strategies to analyzerelationship to speaker, the speaker’s motivationand purpose, the content and delivery o themessage, and the speaker’s perspective andexperiences related to the topic to guideinterpretation o the message.

L3.3-3.1 Reviews knowledge o the speaker, thespeaker’s purpose, attitudes, and eelings, and thecontext to guide interpretation o the speaker’spoint o view.

L3.3-3.2 Considers the speaker’s purpose, thespeaker’s relationship to the listener, and thecontent o the message to determine the speaker’sknowledge, eelings, experiences, and point oview related to the topic.

L3.3.4 Uses a variety o verbal and nonverbalstrategies to respond to the speaker’s message inorder to indicate support, keep the speaker talking,

and build understanding and empathy.

L3.3-4.1 Responds to the speaker by using socialconventions, language, and nonverbal strategiesthat indicate respect and a willingness to listen.

L3.3-4.2 Uses a variety o verbal and nonverbalstrategies to respond empathically (e.g., spendingmore time listening than talking, allowing the

speaker to complete his or her thoughts, adjustingposture, maintaining eye contact, using acialexpressions, nodding, and using short vocalizations)in order to indicate support and keep the speakertalking.


L3.3-1.3 Uses a variety o strategies to listenactively, using appropriate nonverbal cues (e.g.,maintaining eye contact and adjusting posture),monitoring changing purposes or listening, andmentally reviewing how knowledge o the speakerand topic and own experiences relate to what isbeing said. Seeks to identi y shared experiences.

L3.3-1.4 Uses a variety o strategies to listenactively, using appropriate nonverbal cues (e.g.,maintaining eye contact and adjusting posture),monitoring changing purposes or listening, andmentally reviewing how knowledge o the speakerand topic and one’s own experiences relate to whatis being said. Seeks to identi y shared experiences,

l d b li

L3.3-1.5 Monitors engagement in order tomaintain and re ocus attention on the speaker,draws on personal experiences to internalize thespeaker’s message, anticipates what directionthe dialogue is taking, monitors what emotionsare involved, and considers what behaviors andresponses will best meet the speaker’s needs.Ob k ’ t i db k

L3.3-1.6 Monitors engagement in order to maintainand re ocus attention on the speaker, draws onpersonal experiences to inter nalize the speaker’smessage, anticipates what direction the dialogue istaking, monitors what emotions are involved, andconsiders what behaviors and responses will bestmeet the speaker’s needs. Reviews shared areas

k li t i d id h




values, and belie s. Observes speaker’s response to given eedback. o speaker-listener experience and considers howthese infuence the communication. Determinessuccess o eedback by observing speaker’s reactionto it and modi es eedback as needed.

L3.3-2.3 Interprets the speaker’s verbal andnonverbal cues to gain insight into the speaker’seelings and attitudes related to the messageand monitors his or her own reactions to maintainempathy and resist making judgments.

L3.3-2.4 Interprets the speaker’s verbal andnonverbal cues and language choices to gaininsight into the speaker’s eelings and attitudesrelated to the message and monitors his or her ownreactions to maintain empathy and resist makingjudgments. Reviews personal experiences thatwould help him or her underst and the speaker’smessage and eelings.

L3.3-2.5 Interprets the speaker’s verbal andnonverbal cues to gain insight into t he speaker’seelings and attitudes related to the message andspeaker’s emotional state; monitors his or her ownreactions to maintain empathy and resist makingjudgments. Draws upon personal experiencesto better understand and empathize with thespeaker’s eelings.

L3.3-2.6 Interprets the speaker’s verbal andnonverbal cues to gain insight into the speaker’seelings and attitudes related to the message;monitors his or her own reactions to maintain empathyand resist making judgments; and uses verbal andnonverbal behaviors that indicate openness, interest,understanding, and support. Draws upon personalexperiences to better understand and empathize withthe speaker’s eelings.

L3.3-3.3 Analyzes the speaker’s explicitmotivation and purpose; uses the speaker’srelationship to the listener and the content anddelivery o the message to determine the speaker’sknowledge, eelings, and experiences related tothe topic.

L3.3-3.4 Analyzes the speaker’s motivation andexplicit and implicit purposes or speaking, drawson his or her prior knowledge and experience tomake connections with the speaker’s message, andanalyzes the speaker’s values and belie s to guideinterpretation.

L3.3-3.5 Analyzes the speaker’s motivation andexplicit and implicit purposes or speaking, drawson his or her prior knowledge and experience tomake connections with the speaker’s message, andanalyzes the speaker’s values and belie s to guideinterpretation. Reviews speaker characteristicsthat infuence perspective, including age, gender,and culture.

L3.3-3.6 Analyzes the speaker’s motivation andexplicit and implicit purposes or speaking, drawson his or her prior knowledge and experience tomake connections with the speaker’s message,and analyzes the speaker’s values and belie s toguide interpretation. Uses in ormation rom priorcommunication to interpret the speaker’s currentperspectives on topic and listener. Continually usesnew in ormation to reassess perceptions o thespeaker.

L3.3-4.3 Uses a variety o strategies torespond empathically to the speaker’s verbal andnonverbal messages and provide eedback to

seek understanding (e.g., asking the speaker toextend or elaborate his or her meaning, restatingthe message to check or understanding) and usesbrie vocal responses that indicate support andencouragement (e.g., “I see,” “Right,” “That makessense” ).

L3.3-4.4 Monitors listening behavior and usesa variety o strategies to respond empathicallyto the speaker’s verbal and nonverbal messages

and provide eedback to seek understanding (e.g.,asking the speaker to extend or elaborate his orher meaning, restating the message to check orunderstanding) and uses brie vocal responses thatindicate support and encour agement (e.g., “I see,”“Right,” “That makes sense,” “Tell me more aboutthat”). Puts the speaker at ease by using supportivebehaviors (e.g., orward lean, head nodding, notinterrupting) and avoiding responses not relevant tothe speaker’s message.

L3.3-4.5 Uses a variety o strategies to respondempathically to the explicit and implicit meaningso a message, responding with indications o

speci c understanding, and paraphrasing meaningand eelings back to the speaker (e.g., “You’resaying that...” or “You sound angry”) in orderto indicate both understanding and empathy.Demonstrates a cooperative attitude by hearingthe speaker out, asking questions necessary or ullunderstanding, and building on what the speakersaid.

L3.3-4.6 Uses a variety o strategies to respondempathically to the explicit and implicit meanings oa message, responding with indications o speci c

understanding, and paraphrasing meaning andeelings back to the speaker (e.g., “You’re sayingthat...” or “You sound angry”) in order to indicateboth understanding and empathy. Demonstratesa cooperative attitude by hearing the speaker out,asking questions necessary or ull understanding,and building on what the speaker said. Responds toindicate shared goals and responsibility. Determineswhen listening with empathy is appropriate andwhen the speaker’s communication goals requirea shi t to another type o listening (e.g., criticallistening or problem solving, appreciative listeningor storytelling).



Media LiteracyStandards

Media are a power ul and persuasive orce in students’ lives.The Carnegie Council on Adolescent Development points outthat adolescents’ lives are saturated with entertainment andadvertising; their capacity to make sense o messages romthis array o power ul sources o infuence is essential to theirdevelopment (Carnegie Council on Adolescent Development,1995) The standards in Media Literacy are designed to help




1995). The standards in Media Literacy are designed to helpstudents become active, critical consumers o media messages.

To be success ul in college and in the workplace and toparticipate e ectively in a global society, students are expectedto understand the nature o media; to interpret, analyze, andevaluate the media messages they encounter daily; and tocreate media that express a point o view and infuence others.These skills are relevant to all subject areas, where studentsmay be asked to evaluate media coverage o research, trends,

and issues.

Media-literate students understand that media messages areproduced collaboratively and are infuenced by the channelin which they occur; that media producers use eedback tomodi y media messages. They understand the role o productionelements, personal knowledge, ethics, and credibility in theinterpretation and evaluation o media. When students producemedia they are attentive to content, organization, eedback, andrevision. The ollowing standards ocus on cognitive, a ective,and behavioral strategies or understanding the nature omedia; understanding, interpreting, analyzing, and evaluatingmedia; and designing and creating media messages.

Media Literacy Standards 1 1



Students recognize that media messages* are constructedcollaboratively or a wide range o purposes and constrainedand shaped by characteristics o the media channel. Theyunderstand how media producers use eedback to modi y mediamessages.

Media LiteracyStandardsStandard 1




Objective

M1.1 Student understands the nature o media communication.

Understanding theNature o Media



Objective M1.1

Studentunderstands thenature o mediacommunication.


M1.1.1 Understands that media messages arethe result o collaborative e ort and decisionmaking; that they are constructed or a widerange o purposes including achieving economic,political, and social goals; and that they areconstrained and shaped by aspects o the mediachannel.

M1.1-1.1 Recognizes that various mediachannels (e.g., television, radio, the Internet,billboards, movies, newspapers, magazines,video games) are used to communicatemessages, to infuence target audiencescommercially, and or sel -expression.Understands that media messages may

t di t t h t th t

M1.1-1.2 Recognizes that various mediachannels (e.g., television, radio, the Internet,billboards, movies, newspapers, magazines,video games) are used to communicatemessages; to infuence target audiences’belie s, actions, and commercial and politicalchoices; and or sel -expression. Describes

i hi h di t



1 4 College Board Standards for College Success © 2006 The College Board

Student recognizes that mediamessages are constrained and shapedby characteristics o the media channeland constructed collaboratively ora wide range o purposes. Studentunderstands how media producers useeedback to modi y media messages.

exaggerate or distort what they represent. ways in which media messages exaggerate ordistort what they represent.

M1.1.2 Understands how media producerscapture, measure, and interpret responses to

media messages as indicators o the messages’e ectiveness and how media producers use thiseedback to modi y media messages.

M1.1-2.1 Recognizes that media producersmonitor how audiences respond to media

messages (e.g., ratings, purchasing decisions,changing the television or radio station,navigating to a di erent Web site, voting).

M1.1-2.2 Understands that media producersinterpret responses to media messages (e.g.,

ratings, purchasing decisions, changing thetelevision or radio station, navigating to adi erent Web site, voting) as indicators ohow e ective the messages are.


M1.1-1.3 Describes the characteristics ovarious media channels (e.g., whether they arevisual, auditory, static, interactive, dynamic).Explains how these characteristics infuencethe design o the media message. Explainsthe advantages and disadvantages o variouschannels or communicating messagesand infuencing the belie s actions and

M1.1-1.4 Describes how the characteristicso various media channels (e.g., whether theyare visual, auditory, static, interactive, dynamic)infuence the design o the media message.Compares and contrasts the advantagesand disadvantages o various channels orinfuencing the belie s, actions, and commercialand political choices o targeted audiences

M1.1-1.5 Analyzes how the characteristicso various media channels (e.g., cost; size oaudience; publicly versus privately unded;degree o regulation; whether they arevisual, auditory, static, interactive, dynamic)infuence the design o the media message.Compares and contrasts the advantagesand disadvantages o various channels or

M1.1-1.6 Analyzes how the characteristicso various media channels (e.g., cost; size oaudience; publicly versus privately unded;degree o regulation; whether they arevisual, auditory, static, interactive, dynamic)infuence the design, production, distribution,and interpretation o media messages.Compares and contrasts the advantages



© 2006 The College Board Media Literacy Standards 1 5

and infuencing the belie s, actions, andcommercial and political choices o targeted

audiences. Describes and illustrates ways inwhich media messages exaggerate or distortwhat they represent.

and political choices o targeted audiences.Explains how media messages attempt to

create an experience or reality that supportsthe media producer’s purposes and goals.

and disadvantages o various channels orinfuencing the belie s, actions, and commercial

and political choices o targeted audiences.Explains and illustrates how media messagesattempt to create an experience or reality thatsupports the media producer’s purposes andgoals.

Compares and contrasts the advantagesand disadvantages o various channels or

infuencing the belie s, actions, and commercialand political choices o targeted audiences.Analyzes how his or her own personalcharacteristics t into the demographic andsociocultural categories used to de ne targetaudiences. Analyzes how media messagesattempt to create an experience or realitythat supports the media producer’s purposesand goals and how this construction o realityinfuences media viewers.

M1.1-2.3 Describes how media producersinterpret responses to media messages (e.g.,

ratings, purchasing decisions, changing thetelevision or radio station, navigating to adi erent Web site, voting) as indicators othe messages’ e ectiveness and how mediaproducers use this eedback to modi y mediamessages.

M1.1-2.4 Explains how media producerscapture and measure audience reactions to

media messages (e.g., ratings, purchasingdecisions, changing the television or radiostation, navigating to a di erent Web site,votes or the other candidate, letters ocomplaint or praise) as eedback. Recognizesthat such eedback is o ten delayed and limitedby the nature o the media channel.

M1.1-2.5 Explains and illustrates how mediaproducers capture and measure audience

reactions to media messages (e.g., ratings,purchasing decisions, changing the televisionor radio station, navigating to a di erent Website, votes or the other candidate, letters ocomplaint or praise) as eedback. Explains howsuch eedback is o ten delayed and limited bythe nature o the media channel.

M1.1-2.6 Analyzes how media producerscapture, measure, and interpret audience

eedback (e.g., ratings, purchasing decisions,changing the television or radio station,navigating to a di erent Web site, votes or theother candidate, letters o complaint or praise)to revise and re ne their media messages.Explains how such eedback is o ten delayedand limited by the nature o the media channel.



Students understand, interpret, analyze, and evaluate mediacommunication.

Objective

M2.1 Student understands, interprets, analyzes, and evaluatesd


U d di




media communication.Understanding,Interpreting, Analyzing,and Evaluating MediaCommunication

Media Literacy Standards 1

Objective M2.1

Studentunderstands,interprets,analyzes, and

l di


M2.1.1 Analyzes how media producers useconventional production elements to achieve speci ce ects.

M2.1-1.1 Identi es conventional productionelements in a variety o media (e.g., layout, pictures,and type aces in newspapers, magazines, and printadvertisements; camera shots, lighting, editing,dialogue, setting, and sound in television; sound,dialogue, and programming ormat in radio; layout,navigation, and dynamic and interactive elementson the Web) that media producers use to create

g

M2.1-1.2 Recognizes how media producers useconventional production elements (e.g., layout,pictures, and type aces in newspapers, magazines,and print advertisements; camera shots, lighting,editing, dialogue, setting, and sound in television;sound, dialogue, and programming ormat in radio;layout, navigation, and dynamic and interactiveelements on the Web) to achieve speci c e ects.




evaluates media

communication.

Student analyzes how media producersuse media channels and conventionalproduction elements to achievepurposes, a ect target audiences,convey a point o view, and establishnarrative elements. Student recognizeshow prior knowledge, experiences,attitudes, belie s, and demographiccharacteristics, as well as the context,a ect the interpretation o a mediamessage. Student evaluates thecredibility and ethics o a mediacommunication.

messages.

M2.1.2 Analyzes how media producers useproduction elements and techniques to establishnarrative elements (e.g., setting, mood, tone,character, plot) and create speci c e ects.

M2.1-2.1 Identi es production elements (e.g.,camera shots, sound, lighting) that media producersuse to establish narrative elements (e.g., setting,character, plot) and create speci c e ects.

M2.1-2.2 Recognizes media producers’ intentionaluse o production elements and techniques (e.g.,camera shots, sound, lighting) to establish narrativeelements (e.g., setting, character, plot) and createspeci c e ects.

M2.1.3 Analyzes how the media channel andproduction elements a ect the targeted audience,achieve the purpose, and convey the media producer’spoint o view.

M2.1-3.1 Recognizes how the production elementsin a media communication are selected andcomposed based on targeted audience and purpose.

M2.1-3.2 Recognizes the media producer’stargeted audience and purpose or a mediacommunication. Recognizes how the selectedmedia channel reaches the targeted audience andhow the production elements and their compositionappeal to that audience and achieve the purpose.

M2.1.4 Recognizes how his or her prior knowledge,experiences, attitudes, belie s, and demographiccharacteristics, as well as the context, a ect theinterpretation o a media message.

M2.1-4.1 Recognizes that his or her knowledge,attitudes, and experiences related to the topic a ectthe understanding and interpretation o a mediamessage.

M2.1-4.2 Describes how his or her amiliarity withthe content and interest in the media producer’spurposes a ect the interpretation o a mediamessage.

M2.1.5 Evaluates the credibility and ethics o amedia communication by considering relevance,accuracy, timeliness, airness, balance, and socialresponsibility in light o the media producer’s context,purposes, and goals.

M2.1-5.1 Identi es the producer and publicationdate o the media communication. Considers thesewhen evaluating the timeliness and relevance o themedia communication.

M2.1-5.2 Considers actors that a ect thecredibility o a media communication (e.g.,relevance, accuracy, timeliness).


M2.1-1.3 Explains and illustrates how mediaproducers use conventional production elements(e.g., layout, pictures, and type aces in newspapers,magazines, and print advertisements; camerashots, lighting, editing, dialogue, setting, and soundin television; sound, dialogue, and programmingormat in radio; layout, navigation, and dynamic andinteractive elements on the Web) to achieve speci ce ects

M2.1-1.4 Analyzes and interprets how mediaproducers use conventional production elements(e.g., layout, pictures, and type aces in newspapers,magazines, and print advertisements; camerashots, lighting, editing, dialogue, setting, and soundin television; sound, dialogue, and programmingormat in radio; layout, navigation, and dynamic andinteractive elements on the Web) to achieve speci ce ects

M2.1-1.5 Analyzes and interprets how mediaproducers use conventional production elements(e.g., layout, pictures, and type aces in newspapers,magazines, and print advertisements; camerashots, lighting, editing, dialogue, setting, and soundin television; sound, dialogue, and programmingormat in radio; layout, navigation, and dynamic andinteractive elements on the Web) to achieve speci ce ects Recognizes when conventional production

M2.1-1.6 Evaluates the e ectiveness o mediaproducers’ conventional and unconventional useo production elements (e.g., layout, pictures, andtype aces in newspapers, magazines, and printadvertisements; camera shots, lighting, editing,dialogue, setting, and sound in television; sound,dialogue, and programming ormat in radio; layout,navigation, and dynamic and interactive elements onthe Web) to achieve speci c e ects



© 2006 The College Board Media Literacy Standards 1

e ects. e ects. e ects. Recognizes when conventional productionelements are used in an unconventional way.

the Web) to achieve speci c e ects.

M2.1-2.3 Explains how media producers useproduction elements and techniques (e.g., camerashots, sound, lighting) to establish narrativeelements (e.g., setting, mood, character, plot) andcreate speci c e ects.

M2.1-2.4 Explains how media producers useproduction elements and techniques (e.g., camerashots, montage, camera movements, sound, lighting,editing, casting, acting) to establish narrativeelements (e.g., setting, mood, tone, character, plot)and create speci c e ects.

M2.1-2.5 Analyzes how media producers useproduction elements and techniques (e.g., camerashots, montage, camera movements, sound, lighting,editing, casting, acting) to establish narrativeelements (e.g., setting, mood, tone, character, plot,theme) and create speci c e ects.

M2.1-2.6 Analyzes and critiques how mediaproducers use production elements and techniques(e.g., camera shots, montage, camera movements,sound, lighting, editing, casting, acting) to establishnarrative elements (e.g., setting, mood, tone,character, plot, theme) and create speci c e ects.

M2.1-3.3 Describes the media producer’s targetedaudience, purpose, and point o view or a mediacommunication. Explains how the selected mediachannel reaches the targeted audience and how theproduction elements and their composition appeal tothat audience, achieve the purpose, and convey themedia producer’s message and point o view.

M2.1-3.4 In ers the media producer’s targetedaudience, explicit and implicit purposes, and pointo view or a media communication. Analyzes howthe selected media channel reaches the targetedaudience and how the production elements andtheir composition appeal to that audience, achievethe purpose, and convey the media producer’smessage and point o view. Recognizes how themedia producer uses stereotypes to achieve speci cpurposes, recognizing that stereotypes are usedbecause o the ease they provide in reaching massaudiences and telling stories quickly.

M2.1-3.5 In ers the producer’s targeted audience,explicit and implicit purposes, point o view, andintended meaning or a media communication.Analyzes how the selected media channel reachesthe targeted audience and how the productionelements and their composition appeal to thataudience, achieve the purpose, convey the mediaproducer’s point o view, and imply an intendedmeaning. Analyzes the media producer’s use osocial, cultural, and historical re erences, includingstereotypes, to achieve speci c purposes.

M2.1-3.6 In ers the media producer’s targetedaudience, explicit and implicit purposes, point o view,and intended meaning or a media communication.Analyzes and evaluates how e ectively the selectedmedia channel reaches the targeted audience andhow the production elements and their compositionappeal to that audience, achieve the purpose, conveythe media producer’s point o view, and imply anintended meaning. Critiques a media producer’s useo social, cultural, and historical re erences, includingstereotypes, to achieve speci c purposes.

M2.1-4.3 Explains and illustrates how internalvariables (e.g., amiliarity with the content, personalaesthetic tastes, identi cation with the targetedaudience, interest in the media producer’s purposes,attitudes toward the media channel) a ect theinterpretation o a media message.

M2.1-4.4 Explains and illustrates how internalvariables (e.g., amiliarity with the content, personalaesthetic tastes, identi cation with the targetedaudience, interest in the media producer’s purposes,attitudes toward the media channel) and contextualvariables (e.g., viewing a message alone or in agroup, reading online versus reading print) a ect theinterpretation o a media message.

M2.1-4.5 Analyzes how internal variables (e.g.,amiliarity with the content, personal aesthetictastes, identi cation with the targeted audience,interest in the media producer’s purposes, attitudestoward the media channel) and contextual variables(e.g., viewing a message alone or in a group, readingonline versus reading print) a ect the interpretationo a media message.

M2.1-4.6 Analyzes how internal variables (e.g.,amiliarity with the content; personal aesthetictastes; identi cation with the targeted audience;personal identi cation with groups de ned by class,race, gender, sexual orientation, and/or religion;interest in the media producer’s purposes; attitudestoward the media channel; political views) andcontextual variables (e.g., viewing a message aloneor in a group, reading online versus reading print)a ect the interpretation o a media message.

M2.1-5.3 Explains why the media producer mayor may not be a credible source or the mediacommunication. Analyzes the relevance, accuracy,timeliness, airness, and balance o the mediacommunication.

M2.1-5.4 Explains why the media producer mayor may not be a credible source or the mediacommunication. De nes standards by which toevaluate the relevance, accuracy, timeliness,airness, and balance o the media communication.Considers the tension between reedom oexpression and social responsibility.

M2.1-5.5 Analyzes the credibility o a mediacommunication by evaluating relevance, accuracy,timeliness, airness, and balance in light o themedia producer’s context, purposes, and goals.Critiques a media communication in light o thetension between reedom o expression and socialresponsibility.

M2.1-5.6 Analyzes and critiques the credibility oa media communication by evaluating relevance,accuracy, timeliness, airness, and balance in lighto the media producer’s context and explicit andimplicit purposes and goals. Critiques a mediacommunication in light o the tension betweenreedom o expression and social responsibility.



Students plan a media communication, gather and organizecontent, compose and produce the communication, and useeedback to evaluate and revise the media communication.

Objectives

M3 1 Student analyzes purpose audience and media channel


Composing and Producing




M3.1 Student analyzes purpose, audience, and media channel

when planning or a media communication.M3.2 Student develops and produces an in ormational or

creative media communication.

M3.3 Student evaluates and revises a media communication.

Composing and ProducingMedia Communication


Objective M3.1

Student analyzespurpose, audience,and media channelwhen planningor a media


M3.1.1 Determines purpose, investigatesaudience characteristics, and selects a mediachannel when planning a media communication.Uses these to guide topic selection, messagedevelopment, language choices, design anddevelopment o production elements, andcreation and selection o visual images.

M3.1-1.1 Understands that purpose (e.g., toin orm, to persuade, to entertain, to share apersonal perspective), target audience, andmedia channel a ect the selection o a topicand development o a message, and considersthese elements when planning a mediacommunication.

M3.1-1.2 Explains and illustrates howpurpose (e.g., to in orm, to persuade, toentertain, to share a personal perspective),target audience, and media channel a ectthe selection o a topic and development o amessage, and considers these elements whenplanning a media communication.




or a media

communication.

Student plans a media communicationby determining purpose, investigatingaudience characteristics, and selectinga media channel. These choices guidetopic selection, message development,language choices, design anddevelopment o production elements,and the creation and selection o visualimages. Student considers strategiesor creating well-reasoned messages,making emotional appeals, and buildingcredibility when developing a mediacommunication.

M3.1.2 Considers strategies or creating well-reasoned messages, making emotional appeals,and building credibility when developing a mediacommunication.

M3.1-2.1 Understands that credibility,logical and emotional appeals, and aestheticcomposition a ect the achievement o purposeand goals (e.g., to in orm, to persuade, toentertain, to share a personal perspective)and considers these when developing anin ormational or creative media communication.

M3.1-2.2 Explains and illustrates howcredibility, logical and emotional appeals, andaesthetic composition a ect the achievemento purpose and goals (e.g., to in orm, topersuade, to entertain, to share a personalperspective) and considers these whendeveloping an in ormational or creative mediacommunication.


M3.1-1.3 Determines purpose and considerscharacteristics o the audience (e.g., generalcommon knowledge, common sharedexperiences, interests, age, gender) and mediachannel and uses these to guide topic selection,message development, language choices, thedesign o production elements, and the creationand selection o visual images when planning a

M3.1-1.4 Determines purpose, investigatescharacteristics o the audience (e.g., priorknowledge and experiences related to thetopic, needs, interests, values, belie s, culture,age, and gender), selects media channel, andre nes and ocuses topic selection, messagedevelopment, language choices, design oproduction elements, and the creation and

M3.1-1.5 Determines purpose, researches andanalyzes characteristics o the audience (e.g.,prior knowledge and experiences related to thetopic, needs, interests, values, belie s, culture,age, and gender), selects media channel, andre nes and ocuses topic selection, messagedevelopment, language choices, design oproduction elements, and the creation and

M3.1-1.6 Synthesizes the results o researchand analysis o audience characteristics (e.g.,prior knowledge and experiences related to thetopic, needs, interests, values, belie s, culture,age, and gender) and media channel to re neand ocus purpose, channel selection, messagedevelopment, language choices, design oproduction elements, and the creation and



© 2006 The College Board Media Literacy Standards 1 3

g p gmedia communication.

p ,selection o visual images when planning a

media communication.





M3.1-2.3 Considers strategies or developingcredibility (e.g., demonstrating knowledgeand competency with production elements),creating well-reasoned messages, makingemotional appeals (e.g., ear, a ection, sa ety),and designing e ective aesthetic compositionswhen developing an in ormational or creativemedia communication.

M3.1-2.4 Considers strategies or developingcredibility (e.g., demonstrating knowledge,expertise, and competency with productionelements), creating well-reasoned messages(e.g., using appropriate reasoning patterns,supporting ideas with evidence, avoidingallacies), making emotional appeals (e.g., ear,a ection, sa ety), and designing e ectiveaesthetic compositions when developing anin ormational or creative media communication.

M3.1-2.5 Analyzes, evaluates, and selectsappropriate strategies or developing credibility(e.g., demonstrating knowledge, expertise,and competency with production elements),creating well-reasoned messages (e.g., usingappropriate reasoning patterns, supportingideas with evidence, avoiding allacies), makingemotional appeals (e.g., ear, a ection, sa ety),and designing e ective aesthetic compositionsin light o purpose, audience, and channel when

developing an in ormational or creative mediacommunication.

M3.1-2.6 Analyzes, evaluates, and adaptsstrategies or developing credibility (e.g.,demonstrating knowledge, expertise, andcompetency with production elements),creating well-reasoned messages (e.g., usingappropriate reasoning patterns, supportingideas with evidence, avoiding allacies), makingemotional appeals (e.g., ear, a ection, sa ety),and designing e ective aesthetic compositionsbased on consideration o purpose, audience,

channel, and possible obstacles whendeveloping an in ormational or creative mediacommunication.

Objective M3.2

Student developsand produces anin ormational orcreative mediacommunication


M3.2.1 Considers and organizes what he orshe knows and needs to know about the topicand media channel to determine the need oradditional refection and research.

M3.2-1.1 Determines what he or she knowsabout a topic and media channel to guide thedevelopment o a media communication.

M3.2-1.2 Identi es what he or she knowsand has experienced or imagined about thetopic and media channel and considers thiswhen developing a media communication.




communication.

Student organizes what he or sheknows and needs to know about thetopic and media channel to determinethe need or additional refectionand research. Student uses a varietyo strategies to generate personalcontent. Student selects productionelements and gathers in ormation.

Student evaluates the relevance,credibility, and quality o sourcesto determine the need or urtherresearch. Student organizes contentand selects production elementsbased on an analysis o purposesand goals, target audience, selectedmedia channel, ethics, and pragmaticconstraints.

M3.2.2 Uses a variety o strategies to guidethe generation o personal content by exploringwhat he or she wants to communicate and byactivating prior knowledge.

M3.2-2.1 Uses a variety o strategies to guidethe generation o personal content by exploringwhat he or she wants to communicate and byactivating prior knowledge (e.g., brainstormingrelevant personal experiences, idea mapping,asking journalist’s questions—who, what,when, where, why, and how).

M3.2-2.2 Uses a variety o strategies toguide the generation o personal contentby exploring what he or she wants tocommunicate and by activating priorknowledge (e.g., brainstorming relevantpersonal experiences, values, and belie s;using idea mapping to develop and evaluaterelevant ideas and examples; askingjournalist’s questions—who, what, when,where, why, and how).

M3.2.3 Selects production elements andgathers in ormation rom primary and/orsecondary sources, evaluates their relevanceand contribution to the topic and message,evaluates the credibility and quality o sources,si ts and selects use ul content, and determinesthe need or urther research. Determineswhether materials are copyrighted and requestspermission to use copyrighted materials whennecessary.

M3.2-3.1 Identi es, locates, and uses primaryand/or secondary sources to gather in ormationabout the topic and message. Recognizesthat some sources are more relevant thanothers. Understands the nature o copyrightedmaterials and does not use copyrightedmaterials without permission.

M3.2-3.2 Identi es, locates, and usesprimary and/or secondary sources to gatherin ormation and production elements relatedto the topic and message. Recognizes thatsome sources are more appropriate thanothers. Understands the nature o copyrightedmaterials and does not use copyrightedmaterials without permission.

M3.2.4 Selects and organizes content andproduction elements based on an analysis opurposes and goals, target audience, selectedmedia channel, available media productionresources, ethics, and pragmatic constraints.Produces a media communication.

M3.2-4.1 Organizes content and selectsproduction elements based on purposes andgoals, what he or she wants to communicate,and available media production resources (e.g.,camera, tape recorder, computer and so tware)and produces a media communication.

M3.2-4.2 Organizes content and selectsproduction elements based on purposes andgoals, what he or she wants to communicate,selected media channel, and availablemedia production resources (e.g., camera,tape recorder, computer and so tware) andproduces a media communication.



Objective M3.3

Studentevaluates andrevises a mediacommunication.


M3.3.1 Determines how e ectivelycommunication goals and aesthetic goals or themedia communication have been achieved basedon eedback rom peers and/or the targetedaudience.

M3.3-1.1 Recognizes whether goals or themedia communication have been achievedbased on eedback rom peers and/or thetargeted audience.

M3.3-1.2 Determines how e ectivelycommunication goals and aesthetic goals orthe media communication have been achievedbased on eedback rom peers and/or thetargeted audience.




Student uses eedback to determinehow e ectively communication goalsand aesthetic goals or the mediacommunication have been achieved.Student recognizes the power o mediacommunication and the importanceo using media ethically. Studentconsiders legal regulations and air usepolicies when developing content andpublishing a media communication.

M3.3.2 Recognizes the power o mediacommunication and the importance o usingmedia ethically. Explains the role o legalregulations and air use policies when settingpurposes and goals, developing content, andpublishing a media communication.

M3.3-2.1 Recognizes the power o mediacommunication and the responsibility to usemedia ethically.

M3.3-2.2 Recognizes the power o mediacommunication and the responsibility to usemedia ethically. Recognizes the role o legalregulations and air use policies when settingpurposes and goals, developing content, andpublishing a media communication.


M3.3-1.3 Analyzes how e ectivelycommunication goals, aesthetic goals, andusability/navigation goals or the mediacommunication have been achieved basedon eedback rom peers and/or the targetedaudience.

M3.3-1.4 Analyzes and refects on howe ectively speci c production elementssupport communication goals, aesthetic goals,and usability/navigation goals or the mediacommunication. Considers eedback rom peersand/or the targeted audience.

M3.3-1.5 De nes indicators (e.g., hitson a Web site, guestbook comments le tby Web site visitors, survey responsesollowing presentation or screening o mediacommunication) and collects and analyzes datato measure how e ectively communicationgoals, aesthetic goals, and usability/navigationgoals or the media communication have been

M3.3-1.6 De nes indicators (e.g., hits ona Web site, survey responses ollowingpresentation or screening o mediacommunication) and collects, interprets, andevaluates data to measure how e ectivelycommunication goals, aesthetic goals, andusability/navigation goals or the mediacommunication have been achieved. Considers



© 2006 The College Board Media Literacy Standards 1

achieved. Evaluates and revises media message

to enhance e ectiveness based on eedback.

alternatives to previous production choices.

Evaluates and revises media message toenhance e ectiveness based on eedback.

M3.3-2.3 Recognizes the power o mediacommunication and the importance o usingmedia ethically. Explains the role o legalregulations and air use policies when settingpurposes and goals and developing content(e.g., requesting copyright permissions whereneeded).

M3.3-2.4 Recognizes the power o mediacommunication and the importance o usingmedia ethically. Explains the role o legalregulations and air use policies when settingpurposes and goals, developing content (e.g.,requesting copyright permissions whereneeded), and publishing a media communication(e.g., sa eguarding personal in ormation andprivacy).

M3.3-2.5 Recognizes the power o mediacommunication and the importance o usingmedia ethically. Follows legal regulations, airuse policies, and pro essional codes o ethicswhen setting socially responsible purposesand goals, developing content (e.g., requestingcopyright permissions where needed), andpublishing a media communication (e.g.,sa eguarding personal in ormation and privacy).

M3.3-2.6 Recognizes the power o mediacommunication and demonstrates personalaccountability with respect to using mediaethically. Reviews and ollows legal regulations,acceptable use policies, and pro essional codeso ethics when setting socially responsiblepurposes and goals, developing content (e.g.,requesting copyright permissions whereneeded), and publishing a media communication(e.g., sa eguarding personal in ormation and

privacy). Reviews the media production in termso its legality, ethics, and economic and socio-cultural impact.



authorial persona The sum o the characteristics o the author that are revealed to the reader. Throughtone, diction, and even spelling, writers makeconscious choices to produce authorial personaethat are appropriate to the writing task andaudience.

chunking A strategy that helps a reader more easilyunderstand text (words, sentences, paragraphs) byb ki i i h i l l i d

reading guide Structured strategies to aidcomprehension o texts. Reading guides “guide”comprehension by providing structured approachesto engaging texts. The approach may be as generalas providing the reader with basic questions suchas “Where is the story set?” and “Who is the actor?”O ten, these general guides are represented byan acronym or easy text recall like SOAPSTone(Speaker Occasion Audience Purpose Subject

Glossary

Terms romReading Standards




breaking it up into the most meaning ul ly sized

segments or the reader. Words may be brokenup into smaller segments that have meaning orthe reader. Sentences may be comprehended asthought-units rather than processing the text wordby word, and longer sections o text may be brokenup into smaller portions.

close reading A reading strategy to help a readerbecome sensitive to the nuances and connotationso language as they are used by skilled wr iters.Close reading involves paying close attention toaspects o vocabulary, grammar, syntax, gures o speech, or any other eatures that may contributeto a writer’s individual style. Close reading a lsoinvolves refecting on deeper meanings o textconnoted by the words and ideas, includingconsidering relationships to th ings beyond the textsuch as other texts or social or cultural history.

organizational patterns Recognized ways o organizing a piece o writing. Among the best-

known organizational patterns are problem-solution ,cause-and-effect , description , question-answer , andcompare-contrast .

purpose vs. goal There are three general purposes or communicating: to in orm, to persuade, or toentertain. The goal o a communication is morespeci c— or instance, to convince people to join anorganization, sign a petition, and so orth.

( p p jTone). Reading guides may also provide questionsthat are speci c to a particular text.

reading process The reading process as a wholeinvolves the coordination o multiple processes suchas decoding a word, understanding the meaningo a word, decoding a sentence, understandingrelations between words in the sentence, andunderstanding relations o the sentence tosentences that preceded it (putting the meaning incontext). These processes occur largely in parallel

and relatively rapidly or the skil led reader.

reading strategies Techniques that a reader can useto veri y the success o the reading process and usewhen the reading process breaks down or seemsunsuccess ul to the reader. Reading strategies, incontrast to the normal reading process, are largelyconscious and deliberate. Engaging in readingstrategies o ten requires the reader to engage inthinking that is outside of the text .

role Responsibilities undertaken by participantsin group discussions in order to help the groupachieve its objectives. Group members usuallyassume two types o roles: task roles (directlyrelated to the objectives o the g roup, such as“In ormation giver,” “Moderator,” and “Initiator”)and interpersonal roles (relational roles thatacilitate group interaction, such as “Harmonizer”and “Compromiser”).

Glossary 1

sel -explanation A reading strategy where a readerposes questions to himsel or hersel regardingthe material to be learned (such as Why does theauthor say that?; Why does that happen?; What isthis try ing to say to me?; When does this happen?;How does this work?) and answers those questions.This can be accomplished silently i the learner hassu cient skills, but it generally works best i donealoud.

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(Continued from previous page)




story-level themes A concrete statement o whatoccurs in a narrative text or poem. It explicitlyrefects the speci c events o the nar rative, e.g.,“Tom did not give up but persisted until heaccomplished his goal.” In contrast, an abst racttheme is a more general statement o concepts andideas that transcend the story-level theme, e.g.,“Tests o conscience o ten require courage.”

thesis A single statement that expresses the theme,central idea, or claim o a written or spokencommunication.

think-aloud A reading strategy in which a teacheror student talks aloud while reading a passage. Thereader states aloud the thought processes used todetermine its meaning. This strategy can help areader learn how to use sel -explanation and otherreading strategies while reading. When done asa group, this process can allow students to learnhow more advanced readers make meaning rom

challenging texts.

authorial persona The sum o the characteristics o the author that are revealed to the reader. Throughtone, diction, and even spelling, writers makeconscious choices to produce authorial personae thatare appropriate to the writing task and audience.

dialectical journaling The dialectical journal isa type o double-entry note-taking that studentsuse while reading. In two columns students writenotes that orm a dialogue with one another

organizational map A graphic representationo the ideas in a piece o writing that shows theconnections among the ideas. An outline is onetype o organizational map.

organizational patterns Recognized ways o organizing a piece o writing. Among the best-known organizational patterns are problem-solution ,cause-and-effect , description , question-answer , andcompare contrast

Terms romWriting Standards




notes that orm a dialogue with one another,

thereby developing critical reading and refectivequestioning. A common approach is to copy a quotethat the student nds interesting in the le t-handcolumn and write a response to that quote in theright-hand column.

ast writes Also known as short writes, ast writesare brie writing exercises in which studentsare asked to respond to a topic by writing or5–10 minutes. Fast writes typically result in theproduction o a hal -page or so o rst-dra t writing.This type o writing is also known as ree writing.

ree writing Writing on a subject or in response to aprompt without creating an outline ahead o time orstopping to edit. Free writing is usually done undertimed conditions.

idea mapping A technique or simultaneouslygenerating ideas (like brainstorming) andorganizing them into a hierarchy (like outlining).Idea mapping typically involves multiple steps.First, the student writes an essay topic on a sheeto paper and draws a circle around it; then, thestudent writes categories o things that could bewritten about the topic and draws circles aroundthem, with straight lines linking the circles to thecentral circle; then, the student writes importantdetails related to the categories and draws circlesaround them; and so on.

compare-contrast .

purpose vs. goal There are three general purposes or communicating: to in orm, to persuade, or toentertain. The goal o a communication is morespeci c— or instance, to convince people to join anorganization, sign a petition, and so orth.

reader-response groups Reader-response groups aresmall groups o students convened to respond to eachother’s writing. Students generally read their work aloud,and listeners are asked to comment on what they hear.

recursive Writing is a process that involves at leastour distinct steps: pre-writing, dra ting, revising,and editing. It is known as a recursive process,because the steps may need to be repeated severaltimes. Whi le you are revising, or example, youmight have to return to the pre-writing step todevelop and expand your ideas.

role Responsibilities undertaken by participants ingroup discussions in order to help the group achieve

its objectives. Group members usually assumetwo types o roles: task roles (directly related to theobjectives o the group, such as “In ormation giver,”“Moderator,” and “ Initiator”) and interpersonal roles (relational roles that acilitate group interaction,such as “Harmonizer” and “Compromiser”).

Glossary 1 1

rubric A scoring guide used in subjectiveassessments. Typically, a rubric i s an explicitdescription o per ormance characteristicscorresponding to points on a rating scale.

standard and nonstandard Nonstandard re ersto words and phrases that may be common to thevocabularies o some English speakers but are notconsidered correct, or standard, English. A commonnonstandard word is “ain’t ”

Terms romWriting Standards





nonstandard word is ain t.




noise Inter erence with our ability to send or receivemessages. Noise can be internal , such as when one’smind wanders during a presentation, or external ,such as the literal noise o an air conditioner in thebackground.

norms Shared or agreed-upon rules o behavior,especially within a one-on-one or groupcommunication. These might include agreeing totake turns, not to speak too long, not to interrupt,

regulation Agencies regulate, monitor, and controlmedia through laws and guidelines. For example,in the United States, advertising and broadcastingregulation takes place through the Federal TradeCommission (FTC) and the Federal CommunicationsCommission (FCC). Advertisers are encouraged toadhere to the standards o associations such as theAmerican Association o Advertising Agencies andthe American Marketing Association.

Terms romCommunication Standards





, p g, p ,how to respond to other group members, and soorth.

organizational patterns These may be di erentor persuasive speeches (problem-solution, cause-e ect) and informational speeches (topical, spatial,chronological), but all organization patterns includean introduction, a body, and a conclusion.

presentational aids Visual or auditory elements thathelp listeners see relationships among concepts andelements, remember material, and critically examinethe key elements o spoken communication.

production values The elements that make upthe complete media product. In electronic media,production values include point o view, camera,shots, color and lighting, placement in the rame,and editing. In print, they include paper quality, inkcolor, placement on the page, editing, scale, relativeposition, point o view, connotation, and graphics.

purpose vs. goal There are three general purposes

or communicating: to in orm, to persuade, or toentertain. The goal o a communication is morespeci c— or instance, to convince people to join anorganization, sign a petition, and so orth.

purposes or listening To comprehend (understandor learn), to evaluate (judge or critique), to empathize (provide com ort, understanding, and empathy), andto appreciate (enjoy).

rhetorical devices Techniques used by a speakerto get a listener’s attention by introducing anemotional response; these include parallelism,repetition, allusion, hyperbole, and so orth.

role Responsibilities undertaken by participants ingroup discussions in order to help the group achieveits objectives. Group members usually assumetwo types o roles: task roles (directly related to theobjectives o the group, such as “In ormation-giver,”“Moderator,” and “Initiator”) and interpersonal roles

(relational roles that acilitate group interaction, suchas “Harmonizer” and “Compromiser”).

target audience A group o people within apopulation that media producers would like to reach.This audience can be general (e.g., children, parents,teens) or speci c (e.g., homeowners, baseball ans).


transactional communication The model o communication avored by most scholars in the eldtoday, the transactional model builds on the earlier

linear and interactional models. In the transactional view, communication is a “transaction” becausecommunicators send and receive messagessimultaneously— or example, a speaker sends amessage, a listener provides eedback, the speaker

modi es the message accordingly, and so orth.Communicators work to build shared meaning .

verbal and nonverbal cues Elements o a speaker’sdelivery that help determine the speaker’s meaningand eelings. Verbal cues include intonation, volume,rate, pitch, and vocalized pauses. Visual (nonverbal)cues include acial expression, posture, and bodylanguage.

visual delivery The elements o visual delivery that

Terms romCommunication Standards




© 2006 The College Board Glossary 1 5

visual delivery The elements o visual delivery—that

is, elements o visual communication that aredependent on a speaker’s body and visual aids—include gestures, posture, movement, eye contact,acial expression, and the use o visual a ids.

vocal delivery The elements o vocal delivery—thatis, elements o a spoken communication that aredependent on a speaker’s voice—include volume (relative loudness); pitch (range o sounds rom highto low); rate (the speed at which a speaker talks);

pauses; vocal variety (the use o silence to achievee ective delivery); and pronunciation/articulation .




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