Prentice Hall Writing and Grammar, Grade 12, 8E © 2008 ... · PDF filePrentice Hall Writing and Grammar, Grade 12, 8E © 2008 Correlated to: Arizona Articulated Language Arts Standards

Prentice Hall Writing and Grammar, Grade 12, 8E © 2008 Correlated to:

Arizona Articulated Language Arts Standards for Reading, Writing, Listening/Speaking, and Viewing/Presenting

(Grades 9-12)

ARIZONA ARTICULATED LANGUAGE ARTS STANDARDS FOR READING, WRITING,

LISTENING/SPEAKING, AND VIEWING/PRESENTING

PAGE(S) WHERE TAUGHT (IF SUBMISSION IS NOT A TEXT, CITE

APPROPRIATE RESOURCE(S)

Grade 12 Strand 1: Reading Process Reading Process consists of the five critical components of reading, which are Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension of connected text. These elements support each other and are woven together to build a solid foundation of linguistic understanding for the reader. Concept 1: Print Concepts Demonstrate understanding of print concepts. (Grades K-3) Concept 2: Phonemic Awareness Identify and manipulate the sounds of speech. (Grades K-3) Concept 3: Phonics Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3) Concept 4: Vocabulary Acquire and use new vocabulary in relevant contexts. PO 1. Draw inferences about meaning of new vocabulary, based on knowledge of linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon).

SE/TE: Studying Word Parts and Origins, 808–810

TECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

PO 2. Identify the meaning of metaphors based on literary allusions and conceits.

SE/TE: Literary Allusions, in hexagonal writing strategy, 314; Figurative Language, 802


1 SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology



(Grades 9-12)





Concept 5: Fluency Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression).

Opportunities to address this standard can be found on the following pages: SE/TE: Peer review: reading aloud for, 87; also see: Speaking Skills: planning a speech, preparing note cards for, preparing outlines for, providing main idea and details, rhetorical strategies, 781, evaluating, 782


Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).

SE/TE: Predictions, making, 844–845


PO 2. Generate clarifying questions in order to comprehend text.

SE/TE: Question/Answer Relationships (QARs), 827; SQ4R Method, 828; also see: Standardized Test Preparation Workshop: reading informational texts, 870–871


PO 3. Use graphic organizers in order to clarify the meaning of the text.

SE/TE: Reading Skills: Using Graphic Organizers, 829–830





(Grades 9-12)





PO 4. Connect information and events in text to experience and to related text and sources.

SE/TE: Cross–Curricular Connections: science, 368, 386, 394, 412, 426, 440, 501, 548, 574, 640, 668; social studies, 379, 420, 446, 458, 468, 480, 483, 488, 510, 520, 532, 552, 586, 600, 608, 620, 626, 646, 688, 694, 712, 722, 736; performing arts, 492; physical education, 505; humanities, 745; also see: Reading–Writing Connections: using context cues, 50–53, identifying with characters, 76, forming mental images, 100, creating mental images, 101, evaluating argument, 124, building argument, 125, evaluating visuals, 150, identifying author's tone, 170, 173, looking for author's main points, 196, stating your points, 197, evaluating writer's statements, 220, preparing work for evaluation, 223, reading ahead or back, 248, giving clues to help readers understand, 251, identifying causes and effects, 276, giving causes and effects, 279, drawing conclusions, 308, writing applications, 309

TE: Reading/Writing Connection, 50, 53, 76, 77, 100, 101, 124, 125, 150, 170, 173, 196, 197, 220, 223, 248, 251, 276, 279, 308, 309


PO 5. Apply knowledge of organizational structures (e.g., chronological order, sequence-time order, cause and effect relationships, logical order, classification schemes, problem-solution) of text to aid comprehension.

SE/TE: Models From Literature: cause–and–effect essay, 196, comparison–and–contrast essay, 170–173, problem–and–solution essay, 220–223; also see: Reading Nonfiction Critically, 831–836; Reading Skills: Using Reading Strategies, 827–828, Using Graphic Organizers, 829–830, in nonfiction, 831–836; Reading–Writing Connections: identifying causes and effects, 276, giving causes and effects, 279





(Grades 9-12)





Strand 2: Comprehending Literary Text Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature. Concept 1: Elements of Literature Identify, analyze, and apply knowledge of the structures and elements of literature. PO 1. Evaluate the author's use of literary elements: • theme (moral, lesson, meaning, message, view or comment on life),

SE/TE: Themes, in autobiographical writing, 58, in hexagonal writing strategy, 314, in literary fiction, 839


• point of view (e.g., first vs. third, limited vs. omniscient),

SE/TE: Point of View, choosing, 106, in literary fiction, 838


• characterization (qualities, motives, actions, thoughts, dialogue, development, interactions),

SE/TE: Characters: in autobiographical writing, 58, film portrayals of, 70, in short story, 75, 76, 80, capturing details about, 81, profiling, 103, literary analysis of, 311, in hexagonal writing strategy, 314, identifying with, 837, in literary fiction, 838


• setting (time of day or year, historical period, place, situation), and

SE/TE: Setting: in autobiographical writing, 58, in short story, 75, 80, capturing details about, 81, in hexagonal writing strategy, 314





(Grades 9-12)





• plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution).

SE/TE: Plot, in short story, 75, 76, 80, in hexagonal writing strategy, 314; Plot Diagram, making, 82


PO 2. Interpret figurative language, including, personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory with emphasis upon how the writer uses language to evoke readers' emotions.

SE/TE: Poetry: description in, 117; reading, 841; also see: figurative language, 802


PO 3. Analyze a writer's word choice and imagery as a means to appeal to the reader's senses and to set the tone, providing evidence from the text to support the analysis.

SE/TE: Analyzing and evaluating the use of language, 835; also see: Poetry: description in, 117; reading, 841; Figurative language, 802


PO 4. Compare (and contrast) literary texts that express a universal theme, providing textual evidence (e.g., examples, details, quotations) as support for the identified theme.

SE/TE: Themes, in literary fiction, 839; also see: Response to Literature, 306–307, 308–309, 310–314, 315–316, 317–320, 321, 322–324


PO 5. Analyze characteristics of sub genres (e.g., satire, parody, allegory) that overlap or cut across the lines of genre classifications such as poetry, novel, drama, short story, essay or editorial.

Opportunities to address this standard can be found on the following pages: SE/TE: Reading Literary Writing/Literary Criticism, 837; Reading Fiction, 838–839; Reading Drama, 840; Reading Poetry, 841




(Grades 9-12)






PO 6. Describe the function of dialogue, scene design, soliloquies, asides, and/or character foils in dramatic literature.

SE/TE: Reading Drama, 840


PO 7. Explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), graphic elements (e.g., line length, punctuation, word position).

SE/TE: Poetry: description in, 117; reading, 841; also see: figurative language, 802


Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature. PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature.

SE/TE: Spotlight on Humanities: Exploring Cultural History Through the Arts, 44, Understanding history through Media, 344; Be aware of historical context, 830, 840, 841; also see: Model from Literature: An American Childhood, 50–53, Woman’s Right to Suffrage, 124–125, The Mother Tongue, 248–251, Meanings, 308–309; Topic Bank Ideas: comparing political leaders, 175, researching Titanic disaster, 281, thematic comparison, 311

TE: Exploring Cultural History Through the Arts, 44; Understanding the Influence of Other Languages and Cultures, 820





(Grades 9-12)





PO 2. Relate literary works and their authors to the seminal ideas of their eras.

SE/TE: Model from Literature: An American Childhood, 50–53, Woman’s Right to Suffrage, 124–125, The Mother Tongue, 248–251, Meanings, 308–309; Topic Bank Ideas: comparing political leaders, 175, researching Titanic disaster, 281, thematic comparison, 311; also see: Spotlight on Humanities: Exploring Cultural History Through the Arts, 44, Understanding history through Media, 344; Be aware of historical context, 830, 840, 841


PO 3. Analyze culturally or historically significant literary works of British and world literature that reflect the major literary periods and traditions.

Opportunities to address this standard may be found on the following pages: SE/TE: Spotlight on Humanities: Exploring Cultural History Through the Arts, 44, Understanding history through Media, 344; Be aware of historical context, 830, 840, 841; also see: Model from Literature: An American Childhood, 50–53, Woman’s Right to Suffrage, 124–125, The Mother Tongue, 248–251, Meanings, 308–309; Topic Bank Ideas: comparing political leaders, 175, researching Titanic disaster, 281, thematic comparison, 311

TE: Exploring Cultural History Through the Arts, 44; Understanding the Influence of Other Languages and Cultures, 820





(Grades 9-12)





Strand 3: Comprehending Informational Text Comprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day-to-day experiences. Concept 1: Expository Text Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text. PO 1. Critique the effectiveness of the organizational pattern (e.g., logic, focus, consistency, coherence, visual appeal) of expository text.

SE/TE: Reading Nonfiction Critically, 831–836; Reading Skills: Using Reading Strategies, 827–828, Using Graphic Organizers, 829–830, in nonfiction, 831–836; also see: Models From Literature: cause–and–effect essay, 196, comparison–and–contrast essay, 170–173, problem–and–solution essay, 220–223; Reading–Writing Connections: identifying causes and effects, 276, giving causes and effects, 279


PO 2. Determine the accuracy and truthfulness of one source of information by examining evidence offered in the material itself and by referencing and comparing the evidence with information available from multiple sources.

SE/TE: Media and Technology Skills: analyzing propaganda, 119, evaluating Internet advertising, 145, comparing newspapers' editorial positions, 191, effect of media on perceptions of reality, 215, rating help resources, 243, evaluating On–line Resources, 303; Viewing Information Media Critically, 789–790; Reading Skills: Analyzing and Evaluating Nonfiction, 831; Applying Modes of Reasoning, 833–834; Evaluating Web Sites, 862–863; Constructing Meaning from Informational Texts, 870–871; also see: Evaluate visuals in advertising, 150





(Grades 9-12)





PO 3. Evaluate the evidence used to support the author's perspective contained within both primary and secondary sources. (Connected to Research Strand in Writing)

SE/TE: Viewing Information Media Critically, 789–790; Reading Skills: Analyzing and Evaluating Nonfiction, 831; Applying Modes of Reasoning, 833–834; Evaluating Web Sites, 862–863; Constructing Meaning from Informational Texts, 870–871; also see: Media and Technology Skills: analyzing propaganda, 119, evaluating Internet advertising, 145, comparing newspapers' editorial positions, 191, effect of media on perceptions of reality, 215, rating help resources, 243, evaluating On–line Resources, 303


PO 4. Compare (and contrast) readings on the same topic, by explaining how authors reach the same or different conclusions based upon differences in evidence, reasoning, assumptions, purposes, beliefs, biases, and argument.

SE/TE: Comparisons of editorial positions of newspapers, 191; also see: Comparative Evidence, for elaboration, 229; Comparative analyses, 307


PO 5. Identify an author's implicit and stated assumptions about a subject, based upon evidence in the selection.

SE/TE: Implied Main Idea, 33, 34; also see: Constructing Meaning from Informational Texts, 870–871


Concept 2: Functional Text Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text. PO 1. Analyze how the patterns of organization, hierarchic structures, repetition of key ideas, syntax, and word choice influence the clarity and understandability of functional text.

SE/TE: Workplace Writing: Business Letter, 350–351, Memo, 352, Forms and Applications, 356–357; also see: Connected Assignments: Ad Campaign, 162–163, Consumer Report, 189, Statistical Report, 269, E-mail, 358–359




(Grades 9-12)






PO 2. Evaluate the logic within functional text. SE/TE: Reading Skills: Logical Fallacies, 834; Evaluating Web Sites, 862–863; Constructing Meaning from Informational Texts, 870–871; also see: Media and Technology Skills: analyzing propaganda, 119, evaluating Internet advertising, 145, comparing newspapers' editorial positions, 191, effect of media on perceptions of reality, 215, rating help resources, 243, evaluating On–line Resources, 303


Concept 3: Persuasive Text Explain basic elements of argument in text and their relationship to the author's purpose and use of persuasive strategies. PO 1. Evaluate the merit of an argument, action, or policy by citing evidence offered in the material itself and by comparing the evidence with information available in other sources.

SE/TE: Reading Skills: Applying Modes of Reasoning, 833–834; Evaluating Web Sites, 862–863; Constructing Meaning from Informational Texts, 870–871; also see: Media and Technology Skills: analyzing propaganda, 119, evaluating Internet advertising, 145, comparing newspapers' editorial positions, 191, effect of media on perceptions of reality, 215, rating help resources, 243, evaluating On–line Resources, 303


PO 2. Evaluate the effectiveness of an author's use of rhetorical devices in a persuasive argument.

SE/TE: Models From Literature: persuasive speech, 124–125, advertisement, 150, problem–and–solution essay, 220–223; Reading Nonfiction Critically, 831–836; also see: Persuasive Techniques: evaluating, facts and opinions, loaded language and images, symbols, in television commercials, 790




(Grades 9-12)






PO 3. Identify unsupported inferences or fallacious reasoning in arguments advanced in persuasive text.

SE/TE: Reading Skills: Applying Modes of Reasoning, 833–834; Evaluating Web Sites, 862–863; Constructing Meaning from Informational Texts, 870–871; also see: Media and Technology Skills: analyzing propaganda, 119, evaluating Internet advertising, 145, comparing newspapers' editorial positions, 191, effect of media on perceptions of reality, 215, rating help resources, 243, evaluating On–line Resources, 303


PO 4. Evaluate persuasive sources for adherence to ethics.

SE/TE: Models From Literature: persuasive speech, 124–125, advertisement, 150, problem–and–solution essay, 220–223; Reading Nonfiction Critically, 831–836; also see: Persuasive Techniques: evaluating, facts and opinions, loaded language and images, symbols, in television commercials, 790





(Grades 9-12)





Writing Standard Articulated by Grade Level Grade 12 Strand 1: Writing Process Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives. While all steps are needed and used by effective writers as they compose text, different skills may be emphasized in individual assignments. These steps may be used recursively as a piece moves toward completion. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress. Concept 1: Prewriting Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes. PO 1. Generate ideas through a variety of activities (e.g., brainstorming, notes and logs, graphic organizers, record of writing ideas and discussion, printed material or other sources).

SE/TE: Prewriting: 14–17, 54–57, 78–81, 102–105, 126–131, 151–154, 174–177, 198–201, 224–227, 252–256, 280–285, 310–314, 334–335, 352–353; also see: Choosing Your Topic/Topic Bank Ideas, 14–17, 54–57, 78–81, 102–105, 126–131, 151–154, 174–177, 198–201, 224–227, 252–256, 280–285, 310–314, 334–335, 352–353


PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece.

SE/TE: Considering your purpose, 16, 56, 80, 104, 129, 152, 153, 176, 200, 226, 254, 282, 313, 333


PO 3. Determine the intended audience of a writing piece.

SE/TE: Audiences: analyzing, 16, considering, 56, 80, amusing, 104, suiting needs of, 129, profiling, 152, identifying questions of and considering taste of, 153, exposition for, 176, for cause–and–effect essay, 200, suiting details to, 226, identifying, 254, for research paper, 282, satisfying expectations of, 313, for writing for assessment, 333




(Grades 9-12)






PO 4. Establish a controlling idea appropriate to the type of writing.

SE/TE: Thesis Statement, color–coding, 109, circling, 180, in paragraph revision, 231 , effective placement of, 260, developing, 286, writing, 328; also see: Main Idea and Topic Sentence 33–36; Introduction, 39–41


PO 5. Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to plan writing.

SE/TE: Narrowing Your Topic, pentad strategy for, 15, describing focus, 56, using CASPAR technique, 80, drawing and sketching, 104, creating an outline, 128, for editorials, 142, focusing topic, 152, creating web for, 200, 226, with looping strategy, 254, webbing, 282, using looping, 312; Providing elaboration: using SEE method, 18, applying drafting strategies, 22, " thought shots" for, 59, using elaboration, 107, using "layering," 132, citing statistics and experts, 155, supporting statements, 179, with data, giving examples, 203, using points to illuminate, 229, citing sources, 288, citing passages, 316


PO 6. Maintain a record (e.g., lists, journals, folders, notebooks) of writing ideas.

SE/TE: Keep Track of Your Ideas: 3; also see: Reflecting On Your Writing, 23, 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322





(Grades 9-12)





PO 7. Use time management strategies, when appropriate, to produce a writing product within a set time period.

SE/TE: Writing for Assessment, 330–331, 332–333, 334–335, 336–337, 338, 339–341, 342–343; also see: Choosing Your Topic/Topic Bank Ideas, 14–17, 54–57, 78–81, 102–105, 126–131, 151–154, 174–177, 198–201, 224–227, 252–256, 280–285, 310–314, 334–335, 352–353


Concept 2: Drafting Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose. PO 1. Use a prewriting plan to develop the main idea(s) with supporting details.

SE/TE: Prewriting: 14–17, 54–57, 78–81, 102–105, 126–131, 151–154, 174–177, 198–201, 224–227, 252–256, 280–285, 310–314, 334–335, 352–353


PO 2. Sequence ideas into a cohesive, meaningful order.

SE/TE: Transitions: defined, 184, adding, 337; also see: Conjunctions: changing or adding, 205, coordinating, 397, 398, 694, identifying, 402, in sentence diagramming, 767–768; also see: Shaping Your Writing, 18, 58, 82, 106, 132, 155, 178, 202, 228, 257, 286, 287, 315, 334





(Grades 9-12)





Concept 3: Revising Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?) PO 1. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency. (See Strand 2)

SE/TE: Revising Overall Structure: checking for unity, 133, highlighting key ideas, 156, color–coding details to analyze balance, 230, eliminating unnecessary details, 259, color–coding to identify supporting details, 289, considering paragraph order, 317; Revising Paragraphs: circling contradictory information, 20, creating parallelism, 134, cutting extraneous information, 156, eliminating digressions, 317, deleting unnecessary details, 336


PO 2. Add details to the draft to more effectively accomplish the purpose.

SE/TE: Providing elaboration: using SEE method, 18, applying drafting strategies, 22, " thought shots" for, 59, using elaboration, 107, using "layering," 132, citing statistics and experts, 155, supporting statements, 179, with data, giving examples, 203, using points to illuminate, 229, citing sources, 288, citing passages, 316


PO 3. Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose.

SE/TE: Revising Overall Structure: eliminating unnecessary details, 259; Revising Paragraphs: circling contradictory information, 20, cutting extraneous information, 156, eliminating digressions, 317, deleting unnecessary details, 336





(Grades 9-12)





PO 4. Rearrange words, sentences, and paragraphs in the draft in order to clarify the meaning or to enhance the writing style.

SE/TE: Revising Word Choice, Strategies for, 21, 87, 112, 136, 137, 158, 184, 207, 234, 263, 263, 264, 293, 320, 337; also see: Revising Overall Structure: checking for unity, 133, highlighting key ideas, 156, color–coding details to analyze balance, 230, eliminating unnecessary details, 259, color–coding to identify supporting details, 289, considering paragraph order, 317; Revising Paragraphs: circling contradictory information, 20, creating parallelism, 134, cutting extraneous information, 156, eliminating digressions, 317, deleting unnecessary details, 336


PO 5. Add transitional words and phrases to the draft in order to clarify meaning or enhance the writing style.



PO 6. Use a variety of sentence structures (i.e., simple, compound, complex) to improve sentence fluency in the draft.

SE/TE: Revising Your Sentences: color–coding to identify verb tenses, 61, creating varied sentences and creating variety for, 85, adding partial, 87, color–coding topic sentences, 109, adding descriptive details, 110, eliminating errors in logic, 135, correcting run-on sentences and color–coding sentence subjects, 157, varying sentences, 182, types of, 183, fixing faulty coordination, 205, underling to code sentence length and varying sentence lengths, 233, improving sentence variety, 261, creating variety and identifying length of, 291 Run–on Sentences: correcting, 496; Sentence Diagramming Workshop, 766–777





(Grades 9-12)





PO 7. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.

SE/TE: Rubric for Self–Assessment/Reflecting on Your Writing, 23, 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322; also see: Peer review: specific feedback for, 21, analytical talk, 63, reading aloud for, 87, sharing responses, 112, replaying for, 137, distributing and discussing survey, 158, making summary report, 184, asking peers to summarize, 207, using “double vision,” 234, getting group feedback, 264, working with partner, 293, creating response chart, 320


PO 8. Use resources and reference materials (e.g., thesaurus, dictionary) to select more effective and precise language.

SE/TE: Using Dictionaries, 856–859; also see: Word Processors: spell–check feature of, 64, 143, 294, 574, 819, thesaurus in, 158, 390, grammar check feature in, 595; Studying Words Systematically, 805–806

TE: Customize for Linguistic Learners: etymologies, and dictionaries, 859,





(Grades 9-12)





Concept 4: Editing Editing includes proofreading and correcting the draft for conventions. PO 1. Identify punctuation, spelling, and grammar and usage errors in the draft. (See Strand 2)

SE/TE: Editing and Proofreading: proofreading, 22, 138, 159, 321, correct spelling, 64, punctuation, 88, 185, drama, 93, mechanics, 113, focusing on which and that, 208, focusing on punctuation, 235, quotation marks, 265, formatting, quotations, 294, spelling, 338; Grammar in Your Writing: verb tenses, 62, homophones, 64, 338, parallelism, 135, abbreviating dates and ordinals, 159, using commas, 185, commas in essential and nonessential expressions, 208, independent and subordinate clauses, 206; also see: Standardized Test Preparation Workshops: revising and editing, 304–305; Hands–on Grammar: parts of speech points, 404, subject locator, 424, verbal phrase folds, 456, fragment completion, 499, pronoun sentence slide, 572, irregular modifier pocket fold, 624, unpuzzling double negatives, 644, capitalization, 681, punctuation circles, 718–719; Please note: The Online Essay Scorer provides writing and grammar tips.

TE: Grammar Skills, 36, 38, 59, 116, 134, 172, 231, 249, 285, 298, 316, 333, 336, 341, 357, 885


PO 2. Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.

SE/TE: Using Dictionaries, 856–859; also see: Word Processors: spell–check feature of, 64, 143, 294, 574, 819, thesaurus in, 158, 390, grammar check feature in, 595; Studying Words Systematically, 805–806

TE: Customize for Linguistic Learners: etymologies, and dictionaries, 859,





(Grades 9-12)





PO 3. Apply proofreading marks to indicate errors in conventions.

SE/TE: Proofreading marks, 938; also see: Editing and Proofreading, 22, 64, 88, 93, 113, 138, 159, 185, 208, 235, 265, 294, 321, 338


PO 4. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.

SE/TE: Rubric for Self–Assessment/Reflecting on Your Writing, 23, 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322; also see: Peer review: specific feedback for, 21, analytical talk, 63, reading aloud for, 87, sharing responses, 112, replaying for, 137, distributing and discussing survey, 158, making summary report, 184, asking peers to summarize, 207, using “double vision,” 234, getting group feedback, 264, working with partner, 293, creating response chart, 320


Concept 5: Publishing Publishing involves formatting and presenting a final product for the intended audience. PO 1. Prepare writing that follows a format appropriate for the purpose (e.g., for display, sharing with others, submitting to a publication).

SE/TE: Publishing and Presenting: A Walk Through the Writing Process pages 23; Autobiographical Writing, 65; Short Story, 89; Description, 114; Persuasion Speech, 139; Persuasion Advertisement, 160; Comparison-and Contrast Essay, 186; Cause-and-Effect Essay, 209; Problem and Solution Essay, 236; Research Documented Essay, 266; Research Paper, 296; Response to Literature, 322





(Grades 9-12)





PO 2. Include such techniques as principles of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.

SE/TE: Representing Skills: Creating Graphic Organizers, 792, Producing Other Visual Aids, 793, Using Formatting, 794, Working with Multimedia, 795; Producing a Video, 804; also see: Media and Technology Skills: conveying messages using visuals, 71, video adaptation, 95, 327, enhancing video, 165, using business technology, 361; Persuasion Advertisement, 148–149, 150, 151–154, 155, 156–158, 159, 160–161


PO 3. Write legibly. SE/TE: Manuscript, Preparing, for handwritten work, 918; also see: Writing for Assessment, 330–331, 332–333, 334–335, 336–337, 338, 339–341, 342–343





(Grades 9-12)





Strand 2: Writing Elements This strand focuses on the elements of effective writing. Good writing instruction incorporates multiple performance objectives into an integrated experience of learning for the student. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress. The order of the concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many. Concept 1: Ideas and Content Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished. PO 1. Maintain a clear, narrow focus to support the topic.

SE/TE: Narrowing Your Topic, pentad strategy for, 15, describing focus, 56, using CASPAR technique, 80, drawing and sketching, 104, creating an outline, 128, for editorials, 142, focusing topic, 152, creating web for, 200, 226, with looping strategy, 254, webbing, 282, using looping, 312; Providing elaboration: using SEE method, 18, applying drafting strategies, 22, " thought shots" for, 59, using elaboration, 107, using "layering," 132, citing statistics and experts, 155, supporting statements, 179, with data, giving examples, 203, using points to illuminate, 229, citing sources, 288, citing passages, 316; Shaping Your Writing, 18, 58, 82, 106, 132, 155, 178, 202, 228, 257, 286, 287, 315, 334


PO 2. Write with an identifiable purpose and for a specific audience.






(Grades 9-12)





PO 3. Provide sufficient, relevant, and carefully selected details for support.

SE/TE: Providing elaboration: using SEE method, 18, applying drafting strategies, 22, " thought shots" for, 59, using elaboration, 107, using "layering," 132, citing statistics and experts, 155, supporting statements, 179, with data, giving examples, 203, using points to illuminate, 229, citing sources, 288, citing passages, 316


PO 4. Demonstrate a thorough, balanced explanation of the topic.

SE/TE: Audiences: analyzing, 16, exposition for, 176, for cause–and–effect essay, 200, suiting details to, 226, identifying, 254, for research paper, 282, satisfying expectations of, 313, for writing for assessment, 333


PO 5. Include ideas and details that show original perspective and insights.

SE/TE: Providing elaboration: "thought shots" for, 59, using elaboration, 107, using "layering," 132, supporting statements, 179, with data, giving examples, 203, using points to illuminate, 229





(Grades 9-12)





Concept 2: Organization Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together. PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).

SE/TE: Shaping Your Writing, 18, 58, 82, 106, 132, 155, 178, 202, 228, 257, 286, 287, 315, 334; also see: The Writer in You pages 2–7; A Walk Through the Writing Process pages 12–23, 25–27; Autobiographical Writing pages 48–69; Short Story pages 74–93; Description pages 98–117; Persuasion Speech pages 122–143; Persuasion Advertisement pages 148–163; Comparison-and Contrast Essay pages 168–189; Cause-and-Effect Essay pages 194–213; Problem and Solution Essay pages 218–241; Research Documented Essay pages 246–269; Research Paper pages 274–301; Response to Literature pages 306–325, Writing for Assessment pages 330–343, and Workplace Writing pages 348–359


PO 2. Include a strong beginning or introduction that draws in the reader.

SE/TE: Parts of a composition, 39; Introduction/ conclusion for documented essay, 257; also see: Thesis Statement: color–coding, 109, circling, 180, in paragraph revision, 231 , effective placement of, 260, developing, 286, writing, 328; also see: Main Idea and Topic Sentence 33–36; Introduction, 39–41


PO 3. Place details appropriately to support the main idea.

SE/TE: Main Idea and Topic Sentence 33–36; Introduction, 39–41; also see: Providing elaboration: using SEE method, 18, applying drafting strategies, 22, " thought shots" for, 59, using elaboration, 107, using "layering," 132, citing statistics and experts, 155, supporting statements, 179, with data, giving examples, 203, using points to illuminate, 229, citing sources, 288, citing passages, 316




(Grades 9-12)






PO 4. Use effective transitions among all elements (sentences, paragraphs, and ideas).



PO 5. Employ a variety of paragraphing strategies (e.g., topical, chronological, spatial) appropriate to application and purpose.

SE/TE: Writing Effective Paragraphs, 33–36; Paragraphs in Essays and other Compositions, 37–41; Revising Paragraphs, 20, 60, 85, 109, 134, 156, 181, 204, 231, 260, 290, 317, 336


PO 6. Create an ending that provides a sense of resolution or closure.

SE/TE: Conclusion, of composition, 39, of documented essay, 257


Concept 3: Voice Voice will vary according to the type of piece, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose. PO 1. Show awareness of the audience through word choice, style, and an appropriate connection with, or distance from, the audience.





(Grades 9-12)






PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to topic and type of writing.

SE/TE: Revising Word Choice, Strategies for, 21, 87, 112, 136, 137, 158, 184, 207, 234, 263, 263, 264, 293, 320, 337; also see: Language Usage, Word Choice and, 835–836


PO 3. Choose appropriate voice (e.g., formal, informal, academic discourse) for the application.

SE/TE: Conventions of formal/informal English, 43; Revising Word Choice, Strategies for: conveying a tone, 112, 263


PO 4. Use engaging and expressive language that shows a commitment to the topic.



PO 5. Use language appropriate to purpose, topic, and audience.






(Grades 9-12)





Concept 4: Word Choice Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose. PO 1. Use accurate, specific, powerful words and phrases that effectively convey the intended message.



PO 2. Use vocabulary that is original, varied, and natural.

SE/TE: Developing Your Vocabulary, 801; Using Dictionaries, 856–859; also see: Revising Word Choice, Strategies for, 21, 87, 112, 136, 137, 158, 184, 207, 234, 263, 263, 264, 293, 320, 337; also see: Language Usage, Word Choice and, 835–836


PO 3. Use words that evoke clear images. SE/TE: Literary Allusions, in hexagonal writing strategy, 314; Figurative Language, 802


PO 4. Use literal and figurative language intentionally when appropriate. (See R09-S2C1-02, R10-S2C1-02, R11-S2C1-02, R12-S2C1-02)

SE/TE: Literary Allusions, in hexagonal writing strategy, 314; Figurative Language, 802


PO 5. Use clichés only when appropriate to purpose.

SE/TE: Revising Word Choice, Strategies for: deleting empty phrases, 136, revising weak words, 158, eliminating qualifying words and phrases, 207, replacing dull words, 320




(Grades 9-12)






Concept 5: Sentence Fluency Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length. PO 1. Use a variety of sentence structures (simple, compound, complex, and compound-complex) and lengths to reinforce relationships among ideas and to enhance the flow of the writing.



PO 2. Show extensive variation in sentence beginnings, lengths, and patterns to enhance the flow of the writing.






(Grades 9-12)





PO 3. Demonstrate a flow that is natural and powerful when read aloud.



Concept 6: Conventions Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks. PO 1. Use capitals correctly for: a. proper nouns: • holidays SE/TE: holidays, 671

TECH: Interactive Textbook CD-ROM; Teacher

Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

• place/regional names SE/TE: place/regional names, 670


• languages SE/TE: languages, 672


• historical events SE/TE: historical events, 671




(Grades 9-12)






• organizations SE/TE: organizations, 672


• academic courses (e.g., algebra/Algebra I) SE/TE: academic courses, 677


• product names SE/TE: product names, 673


b. words used as names (e.g., Grandpa, Aunt Lyn)

SE/TE: words used as names, 677


c. literary titles (book, story, poem, play, song) SE/TE: Capitalization, of titles, 677


d. titles SE/TE: Capitalization, of titles, 676





(Grades 9-12)





e. abbreviations SE/TE: abbreviations, 676


f. proper adjectives (e.g., German shepherd, Chinese restaurant)

SE/TE: Capitalization, proper adjectives, 674–675


PO 2. Use commas to correctly punctuate: a. items in a series SE/TE: Commas, with series and adjectives,

696–698


b. greetings and closings of letters SE/TE: Letters, 705


c. introductory words, phrases and clauses SE/TE: Commas, after introductory material, 699–700


d. direct address SE/TE: direct address, 701





(Grades 9-12)





e. interruptors SE/TE: interruptors, 699–700


f. compound sentences SE/TE: Commas, with compound sentences, 694–695


g. appositives SE/TE: Appositives, 701–702


h. dialogue SE/TE: Dialogue, punctuating, 88, quotation marks for, 728


PO 3. Use quotation marks to punctuate: a. dialogue SE/TE: Dialogue, punctuating, 88, quotation

marks for, 728


b. titles SE/TE: Quotation marks, 731–732





(Grades 9-12)





c. exact words from sources SE/TE: Quotation Marks, for direct quotations, 722–724


PO 4. Use underlining or italics to correctly identify titles and vessels (e.g., ships, spacecrafts, planes, trains).

SE/TE: Italics: using, 321, formatting with, 794, Titles, underlining, 731–732


PO 5. Use colons to punctuate business letter salutations and sentences introducing lists.

SE/TE: Business letter salutations, 716


PO 6. Use semicolons to punctuate compound and compound-complex sentences when appropriate.

SE/TE: Semicolons, 712–714, 717, 720–721


PO 7. Use apostrophes to punctuate: a. contractions SE/TE: Contractions, 752

TECH: Interactive Textbook CD-ROM; Teacher

Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

b. singular possessives SE/TE: Apostrophes, 749–750





(Grades 9-12)





c. plural possessives SE/TE: Apostrophes, 750, 751, 753


PO 8. Use hyphens, dashes, parentheses, ellipses, and brackets correctly.

SE/TE: Dashes, 736–739; Brackets, 743; Hyphens, 745–748; Parentheses, 740–742


PO 9. Spell words correctly. SE/TE: Improving Your Spelling, 812–821; also see: Word Processors: spell–check feature of, 64, 143, 294, 574, 819, thesaurus in, 158, 390, grammar check feature in, 595; Studying Words Systematically, 805–806


PO 10. Use paragraph breaks to reinforce the organizational structure, including dialogue.

SE/TE: Writing Effective Paragraphs, 33–36; Paragraphs in Essays and other Compositions, 37–41; Revising Paragraphs, 20, 60, 85, 109, 134, 156, 181, 204, 231, 260, 290, 317, 336


PO 11. Demonstrate control of grammar and usage in writing: a. parts of speech SE/TE: Parts of Speech, 366–367; Nouns,

Pronouns, 368–378; Verbs, 379–385; Adjectives and Adverbs, 386–393; Prepositions, Conjunctions, and Interjections, 394–401





(Grades 9-12)





b. verb forms and tenses SE/TE: Verbs, 379–385; also see: Verb Usage, 518, 519, 520–531, 532–547, 548–551, 552–561


c. subject/verb agreement SE/TE: Subjects, agreement with verbs of, 588


d. pronoun/antecedent agreement SE/TE: Pronouns, agreement with antecedents of, 600–605


e. parallel structure SE/TE: Parallelism, creating, 134–135, , correct use of, 505–506, faulty, 507, in literature, 508, and elliptical sentences, 706


f. comparative and superlative degrees of adjectives

SE/TE: Comparative and Superlative Degrees, 622–627; Making Clear Comparisons, 628–636


g. modifier placement SE/TE: Modifiers, misplaced, 501





(Grades 9-12)





h. homonyms Opportunities to address this standard can be found on the following pages: SE/TE: Related words, 804


PO 12. Use appropriate format, according to type of writing, to cite sources (e.g., Chicago, APA, MLA, UPI, any other recognized style manual).

SE/TE: Direct and Indirect Quotations, 265; Source Cards, 285; Cite Sources, 288; Creating a Reference List, 294–295; Reference Skills, 850–863; Citing Sources and Preparing Manuscript, 918–924; also see: Internet Research Handbook, 925–927


Strand 3: Writing Applications Writing skills particular to the applications listed here may be taught across the curriculum, although some applications may lend themselves more readily to specific content areas. It is imperative that students write in all content areas in order to increase their communication skills, and ultimately to improve their understanding of content area concepts. When appropriate, other content standards are referenced to show interdisciplinary connections. Concept 1: Expressive Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events. PO 1. Write in a variety of expressive forms (e.g., poetry, fiction, autobiography, narrative, and/or drama) that: a. use voice and style appropriate to audience and purpose b. organize ideas in writing to ensure coherence, logical progression, and support c. employ literary devices (e.g., irony, conceit, flashback, foreshadowing, symbolism, allusion) to enhance style and voice

SE/TE: Autobiographical Writing, 48–49, 50–53, 54–57, 58–59, 60–63, 64, 65–68; Description, 98–99, 100–101, 102–105, 106–107, 108–112, 113, 114–116




(Grades 9-12)






Concept 2: Expository Expository writing includes non-fiction writing that describes, explains, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience. PO 1. Write a multi-paragraph essay (e.g., analysis, deduction/induction, problem/solution, extended definition) that: a. includes background information to set up the thesis (hypothesis, essential question), as appropriate b. states a thesis (hypothesis, essential question) with a narrow focus c. includes evidence in support of a thesis (hypothesis, essential question) in the form of details, facts, examples, or reasons d. communicates information and ideas from primary and/or secondary sources accurately and coherently, as appropriate e. attributes sources of information as appropriate f. includes a topic sentence for each body paragraph g. includes relevant factors and variables that need to be considered h. includes visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate i. includes an effective conclusion

SE/TE: Comparison-and Contrast Essay, 168–169, 170–173, 174–177, 178–179, 180–184, 185, 186–188; Cause-and-Effect Essay, 194–195, 196–197, 198–201, 202–203, 204–207, 208, 209–211; Problem and Solution Essay, 218–219, 220–223, 224–227, 228–229, 230–234, 235, 236–239; Research Documented Essay, 246––247, 248–251, 252–256, 257–258, 259–264, 265, 266–268; Research Paper, 274–275, 276–279, 280–285, 286–288, 289–293, 294–295, 296–299; Response to Literature, 306–307, 308–309, 310–314, 315–316, 317–320, 321, 322–324 ; Writing for Assessment, 330–331, 332–333, 334–335, 336–337, 338, 339–341; also see: Reading from Varied Sources, 842–843; Reference Skills, 850–863; Internet Research Handbook, 893–897





(Grades 9-12)





Concept 3: Functional Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas. PO 1. Write a work-related document (e.g., resume, application essay) that: a. presents information purposefully and succinctly to meet the needs of the intended audience b. follows a conventional format

SE/TE: Workplace Writing, 348–349, 350–351, 352–353, 354–355, 356–357, 358; also see: Connected Assignments: Consumer Report, 189, Statistical Report, 269, E-mail, 358–359


Concept 4: Persuasive Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action. PO 1. Write a persuasive composition (e.g. speech, editorial, letter to the editor, public service announcement) that: a. states a position or claim b. presents detailed evidence, examples, and reasoning to support effective arguments and emotional appeals c. attributes sources of information when appropriate d. structures ideas e. acknowledges and refutes opposing arguments

SE/TE: Persuasion Speech, 122–123, 124–125, 126–131, 132, 133–137, 138, 139–141; Persuasion Advertisement, 148–149, 150, 151–154, 155, 156–158, 159, 160–161; Problem and Solution Essay, 218–219, 220–223, 224–227, 228–229, 230–234, 235, 236–239





(Grades 9-12)





Concept 5: Literary Response Literary response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature. PO 1. Write literary analyses that: a. evaluates the author’s use of literary elements (i.e., theme, point of view, characterization, setting, plot) b. interprets figurative language (i.e., personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory) with emphasis upon how the writer uses language to evoke readers’ emotions c. explains how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), graphic elements (e.g., line length, punctuation, word position) d. analyzes a writer’s word choice and imagery as a means to appeal to the reader's senses and to set the tone, providing evidence from the text to support the analysis, e. describes the function of dialogue, scene design, soliloquies, asides, and/or character foils in dramatic literature f. compares literary texts that express a universal theme, providing textual evidence (e.g., examples, details, quotations) as support for the identified theme g. analyzes characteristics of subgenres (e.g., satire, parody, allegory) that overlap or cut across the lines of genre classifications such as poetry, novel, drama, short story, essay or editorial

SE/TE: Response to Literature, 306–307, 308–309, 310–314, 315–316, 317–320, 321, 322–324; also see: Responding to Fine Art and Literature: autobiography, 55, in short story, 79, describing, 103, in persuasive speech, 127, in advertisement, 151, for cause–and–effect essay, 199, for comparison–and–contrast essay, 175, for problem–and–solution essay, 225, for documented essay, 253, for research paper, 281, literature, 311; Characters: in autobiographical writing, 58, film portrayals of, 70, in short story, 75, 76, 80, capturing details about, 81, profiling, 103, literary analysis of, 311, in hexagonal writing strategy, 314, identifying with, 837, in literary fiction, 838; Plot Diagram, making, 82; Setting, in short story, 75, 80; Figurative language, 802; Reading Methods and Tools, 825–830; Reading Literary Writing, 837–841





(Grades 9-12)





Concept 6: Research Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product. PO 1. Write a research product that: a. incorporates evidence in support of a thesis or claim b. integrates information and ideas from multiple primary and secondary sources c. makes distinctions between the relative value and significance of specific data, facts, and ideas d. includes visual aids to organize and records information on charts, data tables, maps and graphs, as appropriate e. integrates direct quotes f. uses internal citations g. includes a works cited, bibliography, or reference page

SE/TE: Research Documented Essay, 246––247, 248–251, 252–256, 257–258, 259–264, 265, 266–268; Research Paper, 274–275, 276–279, 280–285, 286–288, 289–293, 294–295, 296–299; Reading from Varied Sources, 842–843; Reference Skills, 850–863; Internet Research Handbook, 893–897; also see: Internet, evaluating advertising on, 145, research paper on, 296, Internet sites, 283, choosing user name for, 691, Internet Web Pages, 789, reference aids on, 807, evaluating material on, 831, using, 862–863, learning to use, 883; Internet Research Handbook, 893–897


STANDARD 3: LISTENING AND SPEAKING Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences. PROFICIENCY (Grades 9-12) Students know and are able to do all of the above and the following: • LS-P1. Deliver a polished speech that is organized and well suited to the audience and that uses resource materials to clarify and defend positions

SE/TE: Persuasion Speech, delivering, 139; also see: Speaking Skills: Speaking in Public, 780, Preparing and Presenting a Speech, 781–782; Representing Skills: Performing or Interpreting, 797; Workplace Skills: Conducting Meetings and Group Discussions, 875–876

TE: Speaking and Listening (speeches/ presentations), 8, 64, 93, 104, 110, 141, 339, 723, 842




(Grades 9-12)






• LS-P2. Deliver an impromptu speech that is organized, addresses a particular subject and is tailored to the audience

SE/TE: Speaking Skills: Speaking in Public, 780; Representing Skills: Performing or Interpreting, 797; Workplace Skills: Conducting Meetings and Group Discussions, 875–876; also see: Peer review, specific feedback for, 21, analytical talk, 63, reading aloud for, 87, sharing responses, 112, replaying for, 137, distributing and discussing survey, 158, making summary report, 184, asking peers to summarize, 207, using “double vision,” 234, getting group feedback, 264, working with partner, 293, creating response chart, 320

TE: Speaking and Listening (speeches/ presentations), 8, 64, 93, 104, 110, 141, 339, 723, 842


• LS-P3. Deliver oral interpretations of literary or original works



• LS-P4. Conduct an interview, taking appropriate notes and summarizing the information learned

SE/TE: Interviews, 283: conducting, 131, 256, gathering details through, 201, in investigative research, 284, television, 789, successful, 873





(Grades 9-12)





• LS-P5. Evaluate the effectiveness of informal and formal presentations that use illustrations, statistics, comparisons and analogies

SE/TE: Listening Critically, 783–785; also see: Peer review, specific feedback for, 21, analytical talk, 63, reading aloud for, 87, sharing responses, 112, replaying for, 137, distributing and discussing survey, 158, making summary report, 184, asking peers to summarize, 207, using “double vision,” 234, getting group feedback, 264, working with partner, 293, creating response chart, 320


STANDARD 4: VIEWING AND PRESENTING Students use a variety of visual media and resources to gather, evaluate and synthesize information and to communicate with others. PROFICIENCY (Grades 9-12) Students know and are able to do all of the above and the following: • VP-P1. Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

SE/TE: Information Media: analyzing, 119, 145, 191, 215, 303, 789, editorial, 142, documentary, 212, 271; Viewing Information Media Critically, 789–790; also see: Newsletters, 158; Newspapers: editorial positions of, 191, underlining, 731, reading, 842; Persuasion Advertisement, 148–149, 150; News headlines, scanning, 280; News Programs: in video format, 861; Using the Internet and Other Media Resources, 861–863

TE: Viewing and Representing (photos and media), 28, 70, 118, 270, 413, 501, 630, 652, 838, 863





(Grades 9-12)





• VP-P2. Plan, organize, develop, produce and evaluate an effective multimedia presentation, using tools such as charts, photographs, maps, tables, posters, transparencies, slides and electronic media

SE/TE: Representing Skills: Working with Multimedia, 795; Producing a Video, 804; also see: Media and Technology Skills: conveying messages using visuals, 71, video adaptation, 95, 327, enhancing video, 165, using business technology, 361; Persuasion Advertisement, 148–149, 150, 151–154, 155, 156–158, 159, 160–161

TE: Technology Skills, 29, 188, 255, 299, 317, 345


• VP-P3. Analyze and evaluate the impact of visual media on the intended audience

SE/TE: Information Media: analyzing, 119, 145, 191, 215, 303, 789, editorial, 142, documentary, 212, 271; Viewing Information Media Critically, 789–790; also see: Newsletters, 158; Newspapers: editorial positions of, 191, underlining, 731, reading, 842; Persuasion Advertisement, 148–149, 150; News headlines, scanning, 280; News Programs: in video format, 861; Using the Internet and Other Media Resources, 861–863

TE: Viewing and Representing (photos and media), 28, 70, 118, 270, 413, 501, 630, 652, 838, 863



Documents

Prentice Hall Writing and Grammar, Grade 12, 8E © 2008 ... · PDF filePrentice Hall Writing and Grammar, Grade 12, 8E © 2008 Correlated to: Arizona Articulated Language Arts Standards