Analyzing Text Interactions
Students demonstrate they have the ability to:
A: Analyze a complex set of ideas or sequence of events by examining how specific individuals, ideas, or events interact over the course of a text B: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem |
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Applying Grammar and Mechanics
Students demonstrate they have the ability to:
A: Use the appropriate word in less-common confused pairs (e.g., allude and elude) B: Use commas to avoid confusion when the syntax or language is sophisticated (e.g., to set off a complex series of items) C: Use punctuation to set off a nonessential appositive or clause |
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*Accessible on your www.noredink.com account (get your class code from Rost) 3A: Loose vs. Lose, Because vs. Cause, Weather vs. Whether, Than vs. Then, Allusion vs. Illusion 3B: Punctuating Restrictive and Nonrestrictive Clauses 3C: Identifying Appositives, Commas with Appositives 3W: Is the Quote Introduced by a Complete Thought?; Formatting Dialogue and Colon Quotes; Dialogue, Flow, and Colon Quotes |
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NoRedInk site |
Collaborating in Discussions
Students initiate and engage effectively in a range of collaborative discussions with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly and persuasively:
A: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic to stimulate a thoughtful, well-reasoned exchange of ideas B: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives C: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; determine what additional information or research is required to deepen the investigation or complete the task |
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Constructing Writing
Students demonstrate they have the ability to:
A: Develop a plan for writing, focusing on what is most significant for a specific purpose and audience B: Create an organizational structure that logically sequences claims and helps accomplish the purpose C: Produce clear and coherent writing in which the development is appropriate to the task, purpose and audience. D: Create multiple drafts, examining rough drafts and considering ways to revise through the addition or subtraction of material. E: Apply the stylistic conventions and expectations of the task or genre F: Use technology to produce, publish, and present individual or shared writing products in response to ongoing feedback, including new arguments or information |
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Evaluating Arguments
Students demonstrate they have the ability to:
A: Analyze links among ideas, diction, points of emphasis, and tone of written and spoken works of public advocacy B: Evaluate the effectiveness of reasoning, premises, purposes, and arguments of written or spoken works of public advocacy C: Analyze the style and content of a text in which the rhetoric contributes to the text’s power, persuasiveness, or beauty |
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Mastering Vocabulary
Students demonstrate they have the ability to:
A: Use context as a clue to the meaning of a word or phrase B: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech |
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Presenting Verbal Arguments
Students demonstrate they have the ability to engage an audience by preparing and delivering verbal arguments that:
A: Present information, findings, and supporting evidence, conveying clear and distinct perspectives, such that listeners can follow the line of reasoning B: Apply techniques, substance, and style appropriate to audience and task C: Effectively use organization to develop claims and address alternate or opposing perspectives |
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Utilizing Text Evidence
Students demonstrate they have the ability to:
A: Support analysis with inferences and evidence paraphrased from text with appropriate credit given to the source B: Support analysis with inferences and evidence cited directly from text C: Distinguish between relevant and irrelevant evidence in a text |
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Writing Arguments
Students demonstrate they have the ability to write 4+ page arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence:
A: Introduce precise, knowledgeable claims B: Establish the significance of the claims C: Distinguish the claims from alternate or opposing claims D: Create an organization that logically sequences claims, counterclaims, and evidence E: Develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both F: Address the audience’s knowledge level, values, and possible biases in the development of the argument |
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