cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)
analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme
determine a theme or central idea of a text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden's poem "Musee des Beaux Arts" and Breughel's painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment
read and comprehend literature and literary nonfiction, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range, by the end of grade 9
B - Reading Informational Text
analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter)
analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them
determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper)
delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning
determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose
cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
read and comprehend informational texts in the grades 9-10 text complexity band proficiently by the end of grade 9
determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account
analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail," Nelson Mandela's Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts
C - Writing
gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citations
draw evidence from literary or informational texts to support analysis, reflection, and research
write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subject under investigation
develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audienceuse technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically
produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences
D - Speaking and Listening
integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, and orally), evaluating the credibility and accuracy of each source
adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task
evaluate and/or reflect on a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
E - Language
apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, to comprehend more fully when reading or listening
determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies
acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
demonstrate command of the conventions of standard English grammar and usage when writing or speaking
demonstrate understanding of figurative language, word relationships, and nuances in word meanings
cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden's poem "Musee des Beaux Arts" and Breughel's painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment
determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme
read and comprehend literature and literary nonfiction, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range, by the end of grade 10
analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)
B - Reading Informational Text
delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning
read and comprehend informational texts at the high end of the grades 9-10 text complexity band independently and proficiently, by the end of grade 10
determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail," Nelson Mandela's Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts
analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account
determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper)
analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter)
determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose
cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them
C - Writing
gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citations
write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences
write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically
develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
draw evidence from literary or informational texts to support analysis, reflection, and research
write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden the inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subject under investigation
D - Speaking and Listening
evaluate and/or reflect on a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task
integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source
adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
E - Language
acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
demonstrate understanding of figurative language, word relationships, and nuances in word meanings
demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening
demonstrate command of the conventions of standard English grammar and usage when writing or speaking
determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies
demonstrate knowledge of 18th, 19th, and early 20th-century foundational works (of American literature, British literature, world literature, or multicultural literature), including how two or more texts from the same period treat similar themes or topics
determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (include Shakespeare as well as other authors)
determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text
analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement)
read and comprehend literature and literary nonfiction, including stories, dramas, and poems, in the grades 11-12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, by the end of grade 11
analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text (Include at least one play by Shakespeare and one play by an American dramatist)
B - Reading Informational Text
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
analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
read and comprehend informational texts in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, by the end of grade 11
determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text
determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text
cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text
analyze foundational U.S. documents (and comparable documents for British literature, American literature, and Multicultural literature) of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, The Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features
determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines 'faction' in Federalist 10)
delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist presidential addresses)
C - Writing
draw evidence from literary or informational texts to support analysis, reflection, and research
gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citations
write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden the inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subjects under investigation
produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information
write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences
D - Speaking and Listening
initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, and orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks
evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used
adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate
E - Language
demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies
apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening
demonstrate understanding of figurative language, word relationships, and nuances in word meanings
demonstrate command of the conventions of standard English grammar and usage when writing or speaking
acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (include Shakespeare as well as other authors)
demonstrate knowledge of 18th, 19th, and early 20th-century foundational works (of American literature, British literature, world literature, or multicultural literature), including how two or more texts from the same period treat similar themes or topics
analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement)
analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text (include at least one play by Shakespeare and one play by an American dramatist)
read and comprehend literature and literary nonfiction, including stories, dramas, and poems, at the high end of the grades 11-12 CCR text complexity band independently and proficiently, by the end of grade 12
determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text
B - Reading Informational Text
analyze foundational documents of historical and literary significance for their themes, purposes, and rhetorical features
determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist 10)
determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text
delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses)
analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
read and comprehend informational texts at the high end of the grades 11-12 CCR text complexity band independently and proficiently, by the end of grade 12
analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text
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
determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text
cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
C - Writing
write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences
write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
draw evidence from literary or informational texts to support analysis, reflection, and research
write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation
conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden the inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subjects under investigation
develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information
D - Speaking and Listening
integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used
make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate
present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks
E - Language
demonstrate understanding of figurative language, word relationships, and nuances in word meanings
demonstrate command of the conventions of standard English grammar and usage when writing or speaking
determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies
apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening
acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
draw inferences from a variety of sources (i.e., print, media, internet, and electronic databases)
distinguish between formal and informal fallacies to evaluate the validity and soundness of arguments in the text
synthesize and evaluate the quality of collected information by critically analyzing the value and credibility of the sources
apply principles of inductive and deductive reasoning to arguments
conduct research using a broad range of sources by utilizing secondary and primary methods of research such as databases, open sources, keyword searches, and interviews
identify cultural and social impacts communicated through diverse texts or sources
analyze ethical issues in academic writing (i.e., literary and informational)
gather, report, and evaluate information; manage and appropriately document sources
analyze multiple writings from appropriate academic publications distinguishing between factual and opinion statements
B - Business and Industry Writing
respond to constructive peer and community feedback through refinement and revision of the work (i.e., target group feedback)
critique multiple writings from diverse business professions (i.e., counterclaims and opposing viewpoints)
conduct primary and secondary research relevant to the topic; integrate appropriate sources using APA style
analyze the impact of propaganda and other manipulations of rhetoric in texts
analyze ethical issues in writing from a real-world lens (e.g., current events, societal and environmental issues)
examine and apply writing in professional and disciplinary contexts using evidence to support claims and arguments
develop a scope of work, determine research methods, and analyze data with a team
analyze images as text; evaluate and incorporate reference documents into researched works
evaluate audience, purpose, and/or situations as they apply to business writing contexts (i.e., emails, proposals, spreadsheets, and reports)
C - Technical and Informational Writing
analyze and infer technical data (e.g., forms of charts, graphs) to draw conclusions
synthesize writing and rhetoric through reading, analysis, and reflection
compare and contrast a variety of genres and contexts, both formal and informal
identify and explain an author's use of text features (e.g., headings, subheadings, captions, footnotes, digital menus)
determine purposes for various technical documents and write effective technical documents by incorporating editorial changes and user feedback
research and consult a variety of source material and exemplar texts that model effective technical and information writing for a specific purpose (e.g., resume, cover letters, evaluative feedback, instructional articles, executive summaries)
examine multiple digital technologies to compose for different purposes; apply visual communication principles specific to industry standards
D - Language and Organization in Writing
adapt tone and style for appropriate writing purposes
demonstrate understanding and mastery of standard written English as well as stylistic maturity in writing
incorporate specific processes (i.e., research, invention, writing, revision, and editing) into all writing tasks through multiple drafts
utilize discipline-specific denotative and connotative aspects of vocabulary to effectively communicate claims
produce expository, analytical, and/or argumentative writing that introduces a complex central idea and develops it with appropriate, specific evidence drawn from primary and/or secondary sources, cogent explanations, and clear transitions
demonstrate understanding of the conventions of citing primary and secondary sources
identify and analyze the structure of arguments and their impactful placements within texts
utilize unique grammatical components for industry-specific work (i.e., active voice passive voice)
progress effectively through the writing process with careful attention to structure and organization
E - Presentation
utilize persuasive and extemporaneous speaking skills
initiate and participate effectively in a range of collaborative discussions building on others' ideas and expressing their own viewpoints clearly and persuasively
present components created into a final product that can be utilized to showcase the presenter's professional identity to an outside audience and potential employers
demonstrate topic control and limitation by adjusting the speaking rate to match purpose and emphasis for the impact of delivery
utilize traditional and digital communication by learning about the applications and preferred usages of those media
design accurate and visually appealing components to engage the audience and enhance the presentation's purpose (e.g., images, charts, graphs, documents)
identify and evaluate diverse and effective communication goals (i.e., tone, style, and form) necessary for interested audiences
create and sustain a presentation for your arguments based on purpose, scope of work, and/or personal experience
analyze and evaluate presentations of other presenters while practicing respect for the integrity of evidence and accurate representation of the ideas of others
demonstrate competence in the use of cross-examination techniques
demonstrate an understanding of a national debate topic
adjust reading rate to match purpose
demonstrate research skills involving proposition of policy using appropriate techniques, resources, and documentation
identify methods of reasoning and types of fallacies
identify and acceptably utilize parliamentary procedure rules
demonstrate critical thinking skills by developing an affirmative and negative case
analyze and evaluate presentations of other students
demonstrate appropriate speaking skills in a round of competitive speaking or dramatic interpretation
demonstrate understanding of competitive speaking vocabulary
demonstrate respect for the integrity of evidence and accurate representation of the ideas of others
define and differentiate among various debate propositions and among debate formats
demonstrate an understanding of forensic tournament procedures and conduct
B - Extemporaneous (Impromptu) and Oratory
increase vocabulary using various strategies
identify and summarize the main and subordinate ideas in a written work
recognize different purposes and methods of writing, identify a writer's point-of-view and tone, and comprehend a writer's meaning inferentially as well as literally
utilize the school's media center, its resources, and the Internet to document current events
practice thesis support, appropriate documentation, and synthesis of information from various sources
distinguish own personal opinions and assumptions from those of other writers
utilize persuasive and extemporaneous speaking skills demonstrate topic control and limitation
C - Dramatic Events
read and use scripted materials to determine the text and subtext of the script
recognize and describe personal and universal meanings in interpretation
apply techniques of emotional expression to portray human personalities in characterization
apply skills for ensemble blend, group communication, focus, and balance in improvisation, rehearsal of scripted materials, and performance
apply and synthesize vocal techniques to create characterization in scripted and improvised activities
recognize the importance of energy, build, and control for precise nonverbal communication
read, edit, and practice dramatic, humorous, and oral interpretation of various works
read, discuss, and write to formulate reasoned judgments about written and oral communication in various media genres and literary forms
use movement to discover and explore thought, feeling, sensory awareness, and emotional responses
use improvisation as a tool for creating and developing characterization
explain the code of journalism ethics (e.g. seek the truth and report it, do no harm, act independently, be accountable and transparent)
recognize copyright laws of plagiarism and fair use
summarize the decisions of the Supreme Court cases pertaining to the First Amendment's freedoms of speech and the press (e.g., Times Sullivan (1964), Tinker v. Des Moines (1968), Bethel v. Fraser (1968), Hazelwood School District v. Kuhlmeier (1988), Morse v. Frederick (2007))
B - Planning and Organization
demonstrate awareness of the intended audience and provide appropriate coverage
create and carry-out long-term and short-term plans and deadlines
summarize rules for local digital storage
recognize the basic elements in the publication layout
define roles and responsibilities for each member of the publication process
C - Design
explain the publishing process
create a product that adheres to the basic design elements (e.g., typography, graphics, color, and use of space)
recognize current trends in production
D - Interviewing and Writing
produce content that meets professional and community standards as defined by Hazelwood School District v. Kuhlmeir 1988
demonstrate effective interview skills
E - Photography
evaluate the quality of an image (e.g., conveying the message, technical quality, and composition)
recognize the value of quality pictures and art, when applicable
demonstrate ability to crop pictures and art, when applicable
use appropriate photographic techniques
demonstrate an understanding of the importance of variety in photo choice
F - Marketing
develop strategies to increase publication awareness through promotions
identify the most appropriate means of distribution for the publication
identify the sources of income and expenses
identify and meet financial goals necessary to produce a publication
determine an author's central purpose with a high level of precision, and analyze and evaluate the way(s) that purpose is developed through significant choices in the elements of composition (e.g., diction, syntax, imagery, figurative language, organization, tone, etc.)
listen critically and respond appropriately to written and oral communication in a variety of genres and media in order to increase precision as a reader and competence as a writer
initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-appropriate topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
edit and revise compositions multiple times in order to make them more correct, clear, economical, engaging, and compelling
write proposals and reports that effectively organize and convey technical information through economical selection of details and language and purposeful attention to conventions as a part of the inquiry and problem-solving process
demonstrate command of the conventions of standard English grammar and usage when writing or speaking
demonstrate thorough knowledge of the elements of the major forms of fiction and nonfiction: short story, folktale, poetry, drama, essay, biography, autobiography, memoir, and editorial (e.g., plot, characterization, purpose, structure, evidence, etc.)
demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
write for a variety of purposes and audiences, effectively adapting the elements of writing (e.g., diction, syntax, tone, organization, selection of support, format, etc.) as needed
use the conventions of standard English grammar, usage, punctuation, and spelling through analysis and imitation of mentor texts
analyze how various texts of literary merit reflect the social and historical context of the culture in which they were written
analyze and evaluate the clarity and effectiveness of informational and transactional texts through consideration of factors
study a selection of mentor texts and adopt features of those texts, as appropriate, to revise and improve compositions; demonstrate conscious use of those features as well as an understanding of their impact on the clarity, effectiveness, or beauty of compositions
determine the sincerity, credibility and authority of informational and transactional texts through careful consideration of the source of the text and the author's language, as well as possible instances of propaganda, disinformation, or bias
recognize significant incongruities (e.g., irony, ambiguity, omissions, ) in literary texts and analyze the purpose and impact of those incongruities
write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; effectively anticipate and respond to likely concerns and objections of readers who would be opposed to the writer's position
write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
write narratives to develop real or imagined experiences or events, using effective techniques, well-chosen details, and well-structured event sequences in support of a significant theme or purpose
demonstrate knowledge of 18th, 19th, and early 20th-century works of multicultural literature, including how two or more texts from the same period treat similar themes or topics
read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently, by the end of grade 12
analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text
cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text
analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful
analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement)
B - Reading Informational Text
cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
analyze foundational documents of historical and literary significance for their themes, purposes, and rhetorical features
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
determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text
determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text
determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text
read and comprehend informational texts at the high end of the grades 11-CCR text complexity band independently and proficiently, by the end of grade 12
analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy
analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text to create a distinct perspective
C - Writing
develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation
write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences
draw evidence from literary or informational texts to support analysis, reflection, and research
conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden the inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subjects under investigation
use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information
D - Speaking and Listening
make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate
initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used
integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks
E - Language
demonstrate command of the conventions of standard English grammar and usage when writing or speaking
apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening
determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies
demonstrate understanding of figurative language, word relationships, and nuances in word meanings
acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
use and understand the patterns of organization to structure information for each specific type of speech
demonstrate effective preparation skills in the organization of speeches into appropriate sections and develop each section using the appropriate information and transitions between sections
demonstrate, through presentation skills, an understanding of the basic process for audience analysis, including demographics, cultural concerns, gender, and knowledge of the subject
demonstrate an understanding of ethical speaking and listening during presentations
evaluate the messages and effects of mass communication
comprehend, develop, and use concepts and generalizations to affect an audience
use, identify, and create speeches for different types of speaking purposes, including informing, persuading, entertaining, and motivating
use voice effectively (e.g., volume, rate, clarity, and inflection)
perform social rituals (e.g., introductions, greetings, and conversations)
analyze an issue to determine the topic, subtopic, amount, and timeliness of information for a given speech
use nonverbal signs appropriately (e.g., gestures, eye contact, facial expression, and posture)
demonstrate effective listening skills as they relate to critical understanding of speech topics
read, discuss, and analyze speeches and other types of literature that lend themselves to oral interpretation
analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text
analyze how an author's choices concerning how to structure a literary text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
determine a theme or central idea of a literary text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
read and comprehend literature, including stories, dramas, and poems, at the high end of the ninth through tenth grades text complexity band independently and proficiently, with scaffolding as needed at the high end of the range, by the end of ninth grade
determine the meaning of words and phrases as they are used in a literary text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact with other characters, and advance the plot or develop the theme
B - Informational Text
determine a central idea of an informational text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper)
read and comprehend informational texts in the grades ninth through tenth text complexity band proficiently, by the end of ninth grade
analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter)
cite strong and thorough textual evidence to support analysis of what an informational text says explicitly as well as inferences drawn from the text
delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning
analyze how the author of an informational text unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them
analyze documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms Speech, King's "Letter from Birmingham Jail," Nelson Mandela's Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts
analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter)
C - Writing
produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden inquiries when appropriate; synthesize subjects, demonstrating understanding of the subject under investigation
gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citations
develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
draw evidence from literary or informational texts to support analysis, reflection, and research
analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement)
analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text
determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (include Shakespeare as well as other authors)
determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text
read and comprehend literature and literary nonfiction, including stories, dramas, and poems, at the high end of the grades 11-12 CCR text complexity band independently and proficiently, by the end of grade 12
analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
demonstrate knowledge of 18th, 19th, and early 20th-century foundational works (of American literature, British literature, world literature, or multicultural literature), including how two or more texts from the same period treat similar themes or topics
cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
B - Reading Informational Text
determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text
analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
read and comprehend informational texts at the high end of the grades 11-12 text complexity band independently and proficiently, by the end of grade 12
determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist 10)
cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text
determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text
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
analyze foundational documents of historical and literary significance for their themes, purposes, and rhetorical features
delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses)
C - Writing
gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation
produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences
use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information
write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden the inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subjects under investigation
draw evidence from literary or informational texts to support analysis, reflection, and research
write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
D - Speaking and Listening
initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
evaluate and/or reflect on a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task
integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source
E - Language
demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies
demonstrate command of the conventions of standard English grammar and usage when writing or speaking
demonstrate understanding of figurative language, word relationships, and nuances in word meanings
apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening
identify and analyze techniques specific to a variety of genres (e.g., poem and short story, creative nonfiction, drama) and effectively utilize the appropriate genre technique(s) in writing an original text
analyze the function and effect of poetic and literary devices in mentor text in order to emulate in original poetry, or to use poetic language, voice, style, and purpose in a variety of texts
read text as a writer analyzing the author's craft (e.g., structure, ideas, details, syntax, diction, tone) and use of language
create an original piece in multiple genres in response to a single stimuli (e.g., text, visual, prompt, situation) purposefully and effectively using poetic devices and techniques (e.g., form, meter, rhyme) and the elements of fiction (e.g., characters, plot, setting, mood)
adapt writing style to various audiences
choose appropriate diction, syntax, and conventions for the intended audience and purpose, and use language choices effectively and purposefully in a variety of genres
use a variety of techniques in writing to affect the reader
develop imaginative expression in writing (i.e., fresh ideas, diction, and voice)
establish and maintain effective techniques (e.g., well-chosen details, well-structured event sequence, poetic and literary devices, point-of-view, elements of fiction) to develop an original piece of fiction
create and develop an original text, based on self-selected topics, themes, ideas, research, or areas of interest, in a variety of genres using the elements of fiction and rhetorical techniques
use techniques appropriate to different stages of the writing process to achieve fluency, control, and proficiency
identify and analyze components (e.g., structure, fluency, style, voice, diction, mechanics, grammar, imaginative expressions, details, literary and poetic devices) in exemplar texts
evaluate and analyze a variety of genres representing multiple literary periods, cultures, and perspectives to emulate and inform the writing of original fiction
create and develop original writing by effectively using individual revision strategies and writing workshops to address weakness and gaps in the development of what is most significant in a text (e.g., response to the needs of the audience, effective use of the elements of language, purposeful and effective use of literary and poetic devices)
use a variety of platforms (e.g., blog, performance, traditional publication, social media) to publish original writing for specific audiences and purposes using an appropriate genre for the platform
develop advanced literary and poetic devices (e.g., motifs, symbols, archetypes, extended metaphors, conflicts) in the development of an original text
analyze the development of theme in exemplar texts in order to create major and minor themes in original writing (e.g., fiction, poetry, drama, creative nonfiction)
