Analyzing Complex Language
Students demonstrate they have the ability to:
A: Analyze the impact of specific word choices on meaning and tone in a text, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful B: Analyze the role of figures of speech (for example, hyperbole, paradox) in a text C: Analyze nuances in the connotations/meanings of words with similar denotations/definitions in a text D: Analyze the point of view in a text where distinguishing what is directly stated from what is really meant is required (satire, sarcasm, irony, or understatement) |
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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 other 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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Developing Writing
Students demonstrate they have the ability to:
A: Develop writing by planning or outlining and conducting necessary research for background information B: Strengthen writing by revising for clarity, organization, tone, and to vary syntax for effect C: Strengthen writing by editing for conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling |
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Writing for Specific Purposes
Students demonstrate they have the ability to write substantial coherent writing in which the development, organization, and style are appropriate the task, purpose, and audience:
A: Write argumentative pieces that attend to the requirements of the argumentative genre of writing B: Write informative pieces that attend to the requirements of the informative/explanatory genre of writing C: Write creative pieces that attend to the requirements of the narrative/creative genre of writing |
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