prentice hall writing and grammar, grade 10, 8e © 2008 ... · pdf filesq4r method, 794,...

Prentice Hall Writing and Grammar, Grade 10, 8E © 2008Correlated 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))

PO 1. Determine the meaning of vocabulary, using linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon).

SE/TE: Studying Word Parts and Origins, 774–777

TE: Native American roots of English words, 400; Anglo–Saxon roots of English words, 413

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. Infer word meanings from context (e.g., definition, example, restatement, comparison/contrast, cause/effect).

SE/TE: Recognizing Context Clues, 768; Using Context to Determine Meaning, 788–789

TE: Context clues, unfamiliar words, 297; Native American roots of English words, 400; Anglo–Saxon roots of English words, 413


Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3)

Concept 4: Vocabulary

Acquire and use new vocabulary in relevant contexts.

Demonstrate understanding of print concepts. (Grades K-3)

Concept 2: Phonemic Awareness

Identify and manipulate the sounds of speech. (Grades K-2)

Concept 3: Phonics

GRADE 10

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

1SE = Student Edition - TE = Teacher Edition - TECH = Technology



(Grades 9-12)





PO 3. Determine how the meaning of the text is affected by the writer’s word choice (e.g., literal vs. figurative language, idioms, adages).

SE/TE: Figurative Language, types of, 108; Poems, 118–119; also see: Onomatopoeia, 103; Vocabulary, development of, 767–771; systematic study for, 772–773; Revising Word Choice: highlighting repeated words, 21, color–coding personal pronouns, 63, evaluating tag words, 89, replacing vague words, 112, revising informal language, 141, replacing dull words, 162, adding transitions, 186, reading aloud, 186, underlining repeated words, 210, highlighting to change tone, 234, deleting empty words, 263, reading and replacing, 292, deleting "empty" and "hedging" words, 311

TE: Poetry, figurative language, 807


PO 4. Identify the meaning of metaphors based on common literary allusions.

SE/TE: Figurative Language, types of, 108; Poems, 118–119


PO 5. Determine the meanings, pronunciations, contextually appropriate synonyms and antonyms, replacement words and phrases, etymologies, and correct spellings of words by using resources such as general and specialized dictionaries, thesauri, glossaries, and CD-ROM and the Internet when available.

SE/TE: Synonyms/Antonyms, 770; Electronic Dictionaries, 820, 821; Electronic Indexes, 819 Computers: creating visual aids on, 759, 760, applying skills on, 845 Internet Research Handbook, 855–857





(Grades 9-12)





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

SE/TE: Keeping Track of Your Reading and Writing, 4; Reading Skills: methods and tools for, 791–797, in nonfiction, 798–803, in literary writing, 804–807, sources for, 808–809, test questions for, 810–811, 832–833; also see: Model from Literature, 50–53, 78–79, 102–103, 126–129, 154, 174–175, 198–199, 222–223, 246–249, 278–281, 306–307; Please note: The Online Essay Scorer provides interactive model essays.

TE: Read slowly and carefully, 123; emotional and intellectual responses to reading, 277; reading, list enjoyable and difficult things about, 791; read entire text before focusing on individual sentences,627


PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).

SE/TE: Reading Textbooks, 791; Textbook Features, 792; also see: Reading Skills: Use Question-Answer Relationships, 793; Use the SQ4R Method, 794; Outlining What You Read, 795; Using Graphic Organizers, 796–797; Reading Nonfiction Critically, 798–804; Reading From Varied Sources, 808–809; Study, Reference, and Test-Taking Skills: Basic Study Skills, 813–814, Reference Skills, 815–828; Standardized Test Preparation Workshop: reading informational texts, 846–847


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

SE/TE: Reading–Writing Connections: questioning statements, 198, answering readers' questions, 199; Reading Skills: Reading Methods and Tools, 790–791; Reading Textbooks, 791–792; Use Question-Answer Relationships, 793;

Read fluently.

Concept 6: Comprehension Strategies

Employ strategies to comprehend text.

Concept 5: Fluency




(Grades 9-12)






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

SE/TE: Reading Skills: Using Graphic Organizers, 796–797; also see: Outlining What You Read, 795


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

SE/TE: Main Ideas: locating and ranking, 310; Reading–Writing Connections: identifying main points, 126, 129, recognizing and using patterns, 174, 175, questioning statements, 198, evaluating messages, 222, identifying supporting points, 278, 281; Standardized Test Preparation Workshop: cause-and-effect relationships, 218–219, reading informational texts, 846–847; Reading Skills: Use Question-Answer Relationships, 793, Use the SQ4R Method, 794, Outlining What You Read, 795, Using Graphic Organizers, 796–797, Reading Nonfiction Critically, 798–804, Reading Literary Writing, 804–807;


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

SE/TE: Models From Literature: Comparison–and–Contrast Essay, 174; Cause–and–Effect Essay, 198–199; Problem–and–Solution Essay, 222–223; also see: Standardized Test Preparation Workshop: cause-and-effect relationships, 218–219; Use Question-Answer Relationships, 793; Use the SQ4R Method, 794; Outlining What You Read, 795; Using Graphic Organizers, 796–797





(Grades 9-12)





• theme (moral, lesson, meaning, message, view or comment on life),

SE/TE: Themes, 98; also see: Comparing themes in different media, 24 ;

TE: Identify theme, details, 278


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

SE/TE: Point of View, 875;


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

SE/TE: Characters, 98: profiles for, 57, developing, 82, dialogue for, 85, gathering details about, 83, sketches of, 101;


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

SE/TE: Settings, 98: gathering details for, 57, 83, envisioning, 805


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

SE/TE: Plot Diagrams, 58, 84; Plot Analyzers, 86; Plots, 98: elements of, 84, revealing through dialogue, 85;


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. Analyze the author’s use of literary elements:

Strand 2: Comprehending Literary Text




(Grades 9-12)





PO 2. Analyze the author’s use of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in a literary selection.

SE/TE: Reading–Writing Connections: recognizing and using figurative language, 154; Figurative Language, types of, 108

TE: Poetry, figurative language, 807


PO 3. Compare (and contrast) the illustration of the same theme in two different literary genres, using their structural features as the basis for the comparison (e.g., novel and play, poem, short story).



PO 4. Identify how an author's choice of words and imagery sets the tone and advances the work's theme.

SE/TE: Figurative Language, types of, 108; Poems, 118–119; also see: Onomatopoeia, 103; Vocabulary, development of, 767–771; systematic study for, 772–773; Revising Word Choice: highlighting repeated words, 21, color–coding personal pronouns, 63, evaluating tag words, 89, replacing vague words, 112, revising informal language, 141, replacing dull words, 162, adding transitions, 186, reading aloud, 186, underlining repeated words, 210, highlighting to change tone, 234, deleting empty words, 263, reading and replacing, 292, deleting "empty" and "hedging" words, 311;

TE: Idiomatic expressions, 160; Poetry, figurative language, 807;





(Grades 9-12)





PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature.

SE/TE: Spotlight on the Humanities: analyzing culture as presented in media, 44; appreciating cultural contributions, 192; making cultural connections, 120; recognizing oral traditions, 96;


PO 2. Compare (and contrast) classic works of literature that deal with similar topics and problems (e.g., individual and society, meaning of friendship, freedom, responsibility).

SE/TE: Reading Literary Writing/Literary Criticism, 804; Reading Fiction, 805; Reading Drama, 806; Reading Poetry, 807; also see: Response to Literature pages 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297, 298


PO 3. Recognize ways that forms of literature (including poetry, novel and/or short story) present similar themes differently across genres.



PO 1. Compare (and contrast) original text to a summary for accuracy of the main ideas, inclusion of critical details, and the extent to which it conveys the underlying meaning of the original text.

SE/TE: Summaries, 814, note–taking and, 818, crediting sources of, 850


Concept 1: Expository Text

Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.

Concept 2: Historical and Cultural Aspects of Literature

Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.

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.




(Grades 9-12)





PO 2. Distinguish supported inferences from unsupported inferences in expository selections such as editorials, newspaper articles, essays, reviews, and critiques.

SE/TE: Inferences: in nonfiction, 798, test items for making, 810–811;


PO 3. Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words, topic sentences, concluding sentences, end notes, footnotes, bibliographic references) in expository text. (Connected to Research Strand in Writing)

SE/TE: Reading From Varied Sources, 808–809; Reference Skills, 815–828; Standardized Test Preparation Workshop: reading informational texts, 846–847; also see: Media and Technology Skills: recognizing varieties of media sources of information, 45, comparing media sources, 193, using technology to find answers, 241; Internet: printing information from, 203, sharing research writing on, 266, evaluating material on, 798, catalogs on, 816, finding and evaluating information on, 826–827, learning to use, 845; Electronic Bulletin Boards, 301; Electronic Indexes, 819; Electronic Dictionaries, 820, 821; Electronic Maps, 825, 827; Internet Research Handbook: researching on, 887–889, terms for, 890–891


PO 4. Organize information from both primary and secondary sources by taking notes, outlining ideas,paraphrasing information; and by making charts, conceptual maps, learning logs and/or timelines for a research document or other assigned tasks. (Connected to Research Strand in Writing)

SE/TE: Reference Skills, 815–828; also see: Internet: printing information from, 203, sharing research writing on, 266, evaluating material on, 798, catalogs on, 816, finding and evaluating information on, 826–827, learning to use, 845; Electronic Bulletin Boards, 301; Electronic Indexes, 819; Electronic Dictionaries, 820, 821; Electronic Maps, 825, 827; Internet Research Handbook: researching on, 887–889, terms for, 890–891





(Grades 9-12)





PO 5. Interpret graphic sources of information (e.g., charts, maps, diagrams, illustrations, tables, timelines, graphs) to support ideas. (Connected to Research Strand in Writing)

SE/TE: Viewing Skills, 752–757; also see: Representing Skills: Creating Visual Aids, 758–759, Using Formatting, 760


PO 6. Use knowledge of modes of expository writing (e.g., chronological order, comparison and contrast, cause and effect relationships, logical order, classification schemes, sequence-time order, problem-solution, analogy, definition, narrative) to interpret text.

SE/TE: Reading Skills: from textbooks, 791–792; strategies for, 793–794; outlines for, 795; in nonfiction, 798–803; in literary writing, 804–807; sources for, 808–809; test questions for, 810–811, 832–833; Reading–Writing Connections: identifying and including main points, 126, 129, recognizing and using patterns, 174, 175, questioning statements, 198, evaluating messages, 222, identifying supporting points, 278, 281; Standardized Test Preparation Workshop: analyzing persuasive texts, 170–171, cause-and-effect relationships, 218–219, inferences and predictions, 810–811, reading informational texts, 846–847


PO 7. Make relevant inferences by synthesizing concepts and ideas from a single reading selection.

SE/TE: Inferences: in nonfiction, 798, test items for making, 810–811;


PO 8. Support conclusions drawn from ideas and concepts in expository text.

SE/TE: Media and Technology Skills: comparing media sources, 193, using technology to find answers, 241; Internet: evaluating material on, 798, finding and evaluating information on, 826–827; also see: Internet Research Handbook: researching on, 887–889, terms for, 890–891





(Grades 9-12)





PO 1. Synthesize information from multiple sources (e.g., texts, maps, illustrations, workplace documents, schematic diagrams) to solve a problem.

SE/TE: Solving Problems and Thinking Critically, 840–841; also see: Viewing Skills, 752–757; Reading From Varied Sources, 808–809; Reference Skills, 815–828; Standardized Test Preparation Workshop: reading informational texts, 846–847


PO 2. Synthesize information from multiple sources (e.g., texts, maps, illustrations, workplace documents, schematic diagrams) to draw conclusions.

SE/TE: Research Writing, 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269, 270; Viewing Skills, 752–757; Reading From Varied Sources, 808–809; Reference Skills, 815–828; Standardized Test Preparation Workshop: reading informational texts, 846–847


PO 3. Analyze the effectiveness of functional text (e.g., warranties, product information, technical manuals, consumer publications, workplace documents) to achieve its stated purpose(s).

SE/TE: Workplace Writing: Business Letter, 324–325, Meeting Minutes, 326–327, Forms and Applications, 328–329; also see: Connected Assignments: Flyer, 166–167, Consumer Report, 191, Phone Message, 330


Concept 2: Functional Text

Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.




(Grades 9-12)





PO 1. Describe the central argument and its elements (e.g., argument by cause and effect, analogy, authority, emotion, logic) in persuasive text.

SE/TE: Persuasion: Advertisement, 152; Public–Service Announcements, 153; Model Advertisement, 154; Connected Assignment: Consumer Report, 191; Reading–Writing Connections: evaluating messages, 222; Analyzing and Evaluating Nonfiction, 798; Distinguishing Fact From Opinion, 799; Applying Modes of Reasoning, 800–801; Identifying an Author’s Purpose and Evaluating Language Use, 802–803; Evaluating Web Sites, 826; also see: Media and Technology Skills: recognizing media persuasion, 146, comparing media sources, 193; Information from Media: Facts vs. opinions, 756


PO 2. Describe how persuasive techniques (e.g., repetition, sentence variety, understatement, overstatement) contribute to the power of persuasive text.

SE/TE: Identifying an Author’s Purpose and Evaluating Language Use, 802–803; Evaluating Web Sites, 826; also see: Media and Technology Skills: recognizing media persuasion, 146, comparing media sources, 193; Information from Media: Facts vs. opinions, 756


PO 3. Identify unsupported inferences or fallacious reasoning (e.g., circular reasoning, false causality, over-generalization, over-simplification, self-contradiction) in the arguments advanced in persuasive text.

SE/TE: Applying Modes of Reasoning, 800–801; Identifying an Author’s Purpose and Evaluating Language Use, 802–803; also see: Reading Literary Writing/Literary Criticism, 804


Concept 3: Persuasive Text

Explain basic elements of argument in text and their relationship to the author’s purpose and use of persuasive strategies.




(Grades 9-12)





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, 80–83, 104–107, 130–134, 155–157, 176–179, 200–203, 224–227, 250–255, 282–285, 306

TE: Organize and Plan, organizing a narrative, 56; organize supporting details with visuals, 99; Strategy, Organization and Style, topic and purpose, 122; organization of comparison–and–contrast essays, 175; graphic organizer for main points and details, 195, Integrating Organization Skills, keep research notes organized, 230, organizing drafts, 271

TECH: Language Lab CD-ROM, 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. 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, 82, 106, 106, 133, 156, 178, 202, 226, 252, 252, 284, 284, 307

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; Writing Lab CD-ROM, Resource Pro CD-ROM, Writing Support Transparencies, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com

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. Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

Writing Standard Articulated by Grade Level

Grade 10




(Grades 9-12)





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

SE/TE: Audiences, 870: creating profile for, 16, purpose planner and, 82, choosing tone for, 106, basing arguments on, 133, persuading, 156, evaluating topic for, 178, plan for identifying, 202, impressing, in assessment, 307, choosing details for, 56, 106, 252, 284, choosing language for, 226, 252, 284

TE: Drafting, Revising, addressing audience in letter, 325; Considering Your Audience and Purpose, 307

TECH: Language Lab CD-ROM, Resource Pro CD-ROM, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com

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

SE/TE: Main Ideas: topic sentences and, 33–34, placement of, 159, developing single, 231, locating and ranking, 310; also see: Main Points: color–coding support for, 19, charting, 796 Ideas: in good writing, 3, keeping track of, 4, extending, 161, connecting, 184, 230, adding dashes for dramatic, 698–700, incorporating, from research, 850

TE: Supporting ideas and beliefs, 151; Identify details that do not contribute to main idea, 207; Prominently Place the Main Idea, 159; Connecting Ideas, 230; Ranking Main Ideas, 310


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

SE/TE: Prewriting, 14–17, 54–57, 80–83, 104–107, 130–134, 155–157, 176–179, 200–203, 224–227, 250–255, 282–285, 306


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

SE/TE: Ideas: keeping track of, 3–4; also see: Providing Elaboration: elaborating on notes, 258; Revising Overall Structure, Strategies for: marginal notes, 259, listing main points, 310




(Grades 9-12)





TECH: Text CD-ROM; Resource Pro CD-ROM, Test Bank CD-ROM; Writer’s at Work Videotape; Writing and Grammar Companion Web Site

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

SE/TE: The Writer in You: Writing in Everyday Life, 2, Why Write & Developing Your Writing Life, 3–4, Planning to Write, 5, Sharing your Work, 6; Reflecting On Your Writing, 7, 23, 67, 91, 115, 137, 164, 188, 212, 236, 266, 294

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 1. Use a prewriting plan to develop the main idea(s) with supporting details.

SE/TE: Prewriting, 14–17, 54–57, 80–83, 104–107, 130–134, 155–157, 176–179, 200–203, 224–227, 250–255, 282–285, 306

TE: Prewriting, Drafting, Revising, addressing audience in letter, 325


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

SE/TE: Transitions: connecting details with, 38, in functional paragraphs, 40, expressing relationships with, 186, clarifying relationships with, 208, connecting ideas with, 271, conjunctive adverbs as, 400; Transitional Phrases, 209; Transitional Expressions, 672

TE: Transitions, 182


PO 1. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency. (See Strand 2)

SE/TE: Revising, 19–21, 60–65, 86–89, 109–113, 137–141, 159–162, 182–186, 206–210, 230–234, 259–263, 288–292, 310–311

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?)

Concept 2: Drafting

Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.




(Grades 9-12)





TE: Descriptive words, 105, Choose Your Words Carefully, 156, Transitions, 182, Transitional Cause–and–effect essay, transitions, details, 213


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

SE/TE: Providing Elaboration: "exploding the moment" for, 59; using dialogue for, 85; creating figurative language, 108; evidence for, 136; testimonials, statistics, and graphs for, 158; citing quotations and figures for, 181; using SEE technique for, 205; expanding outlines for, 229; elaborating on notes, 258; citing passages for, 287; details for, 309


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

SE/TE: Revising Overall Structure: Strategies for: deleting unrelated details, 60; Revising Paragraphs: color–coding for unity, 109, creating parallelism, 138, circling important details, 159, using TRI/PS/QA, 183, color–coding related details, 207, questioning choices in, 231, locating and ranking main ideas, 310


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, 19–21, 60–65, 86–89, 109–113, 137–141, 159–162, 182–186, 206–210, 230–234, 259–263, 288–292, 310–311

TE: Revise topic sentence, 99; Applying Revising and Editing Skills to Writing, 274; Revision, 289; Revising and Editing, conjunctions and prepositions, details in a series, 406;Revising sentence structure for variety, 477; Revising and Editing Sentences, 514; Revising, Editing and Proofreading, 726; Revising, editing and proofreading others’ work, 727




(Grades 9-12)





TECH: Language Lab CD-ROM, 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 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: Structure and Style, 28; Sentence Combining, 29–32; Revising Sentences, Strategies for: bracketing sentence openers, 20, color–coding for variety, 62, color–coding passive sentences, 87, adding modifiers, 110, color–coding clues, 140, color–coding end marks, 160, extending ideas, 161, using conjunctions, 184, clarifying relationships, 208, naming verb tenses, 232, color–coding subject–verb pat–terns, 261, color–coding subjects, 290, checking beginnings, 311

TECH: Language Lab CD-ROM, Resource-Pro CD-ROM, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com

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

SE/TE: Revising, 19–21, 60–65, 86–89, 109–113, 137–141, 159–162, 182–186, 206–210, 230–234, 259–263, 288–292, 310–311; Computers: storing portfolios on, 25, freewriting on, 56, language for, 301, note–taking on, 814; also see: Peer review, 21, 89, 113, 141, 162, 186, 210, 234, 263; Reflecting on Your Speaking, Listening, Viewing, and Representing, 763





(Grades 9-12)





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

SE/TE: Thesaurus, 141, 772, 823; Dictionaries, 772, 820–822

TE: Integrating Test–Taking Skills, practice on computer, 319; Use dictionary to check definitions, 776; Applying Computer Skills, 845


PO 1. Identify punctuation, spelling, and grammar and usage errors in the draft. (See Strand 2)

SE/TE: Grammar in Your Writing & Editing and Proofreading: pronoun cases, 64, punctuating dialogue, 66, active and passive voice, 88, formatting and punctuating dialogue, 90, dangling and misplaced modifiers, 111, commas, 114, parallel clauses, 139, –ance, –ence words, 142, sentence functions, 161, homophones, 163, conjunctions, 185, compound sentences, 187, transitional phrases, 209, use of since, because, then, than, 211, verb tenses, 233, restrictive and nonrestrictive clauses, 235, agreement, 262, citing sources, 265, pronouns and antecedents, 291, styling titles, 293, use of ie, ei, 312


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

SE/TE: Spell–Checking, Electronic, 22, 549, 613, 845 Thesaurus, 772, 827; Thesaurus, 141, 772, 823; Dictionaries, 772, 820–822;

TE: Use dictionary to check definitions, 776


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

SE/TE: Proofreading marks, 868

Concept 4: Editing

Editing includes proofreading and correcting the draft for conventions.




(Grades 9-12)






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

SE/TE: Grammar in Your Writing & Editing and Proofreading: pronoun cases, 64, punctuating dialogue, 66, active and passive voice, 88, formatting and punctuating dialogue, 90, dangling and misplaced modifiers, 111, commas, 114, parallel clauses, 139, –ance, –ence words, 142, sentence functions, 161, homophones, 163, conjunctions, 185, compound sentences, 187, transitional phrases, 209, use of since, because, then, than, 211, verb tenses, 233, restrictive and nonrestrictive clauses, 235, agreement, 262, citing sources, 265, pronouns and antecedents, 291, styling titles, 293, use of ie, ei, 312


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, 23, Autobiographical Writing, 67, Short Story, 91, Description, 115, Persuasive Essay, 137, Persuasion Advertisement, 164, Comparison-and Contrast Essay, 188, Cause-and-Effect Essay, 212, Problem and Solution Essay, 236, Research Writing, 266, Response to Literature, 294; Speeches, giving and getting feedback, 747–748


Concept 5: Publishing

Publishing involves formatting and presenting a final product for the intended audience.




(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: Publishing and Presenting: A Walk Through the Writing Process, 23, Autobiographical Writing, 67, Short Story, 91, Description, 115, Persuasive Essay, 137, Persuasion Advertisement, 164, Comparison-and Contrast Essay, 188, Cause-and-Effect Essay, 212, Problem and Solution Essay, 236, Research Writing, 266, Response to Literature, 294; Speeches, giving and getting feedback, 747–748


PO 3. Write legibly. SE/TE: Documents, handwritten, 880; also see: Test–Taking Skills, 828–831


PO 1. Maintain a clear, narrow focus to support the topic.

SE/TE: Main Ideas: topic sentences and, 33–34, placement of, 159, developing single, 231, locating and ranking, 310; also see: Ideas: keeping track of, 3–4, extending, 161, connecting, 184, 230, adding dashes for dramatic, 698–700, incorporating, from research, 850



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.

Strand 2: Writing Components

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.




(Grades 9-12)





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

SE/TE: Considering your audience: creating profile for, 16, purpose planner and, 82, choosing tone for, 106, basing arguments on, 133, persuading, 156, evaluating topic for, 178, plan for identifying, 202, impressing, in assessment, 307, choosing details for, 56, 106, 252, 284, choosing language for, 226, 252, 284

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

SE/TE: Main Ideas: topic sentences and, 33–34, placement of, 159, developing single, 231, locating and ranking, 310; also see: Providing Elaboration: "exploding the moment" for, 59; using dialogue for, 85; creating figurative language, 108; evidence for, 136; testimonials, statistics, and graphs for, 158; citing quotations and figures for, 181; using SEE technique for, 205;expanding outlines for, 229; elaborating on notes, 258; citing passages for, 287; details for, 309



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

SE/TE: Providing Elaboration: "exploding the moment" for, 59; using dialogue for, 85; creating figurative language, 108; evidence for, 136; testimonials, statistics, and graphs for, 158; citing quotations and figures for, 181; using SEE technique for, 205; expanding outlines for, 229; elaborating on notes, 258; citing passages for, 287; details for, 309




(Grades 9-12)







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

SE/TE: Shaping Your Writing: thesis statements for, 286; also see: Main Ideas: topic sentences and, 33–34, placement of, 159, developing single, 231, locating and ranking, 310


PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).

SE/TE: Autobiographical Writing, 48–49, 50–53, 54–57, 58–59, 60–65, 66, 67–70; Short Story, 76–77, 78–79, 80–83, 84–85, 86–89, 90, 91–93; Description, 100–101, 102–103, 104–107, 108, 109–113, 114, 115–117; Persuasive Essay, 124–125, 126–129, 130–134, 135–136, 137–141, 142; Persuasion Advertisement, 152–153, 154, 155–157, 158, 159–162, 163, 164–165; Comparison-and Contrast Essay, 172–173, 174–175, 176–179, 180–181, 182–186, 187, 188–190; Cause-and-Effect Essay, 196–197, 198–199, 200–203, 204–205, 206–210, 211, 212–214; Problem and Solution Essay, 220–221, 222–223, 224–227, 228–229, 230–234, 235, 236–238; Research Writing, 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269; Response to Literature, 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297; Writing for Assessment, 304–305, 306–307, 308–309, 310–311, 312, 313–315, 316; Please note: The Online Essay Scorer provides instant essay scoring and analytical feedback.

Concept 2: Organization

Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.




(Grades 9-12)






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

SE/TE: Introductions, in essays, 39, strengthening, 206, matching conclusions to, 288, 310, in textbooks, 791; Drafting, 18, 58–59, 84–85, 108, 135–136, 158, 180–181, 204–205, 228–229, 256–258, 286–287, 308–309


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

SE/TE: Main Ideas: topic sentences and, 33–34, placement of, 159, developing single, 231, locating and ranking, 310; also see: Ideas: keeping track of, 3–4, extending, 161, connecting, 184, 230, adding dashes for dramatic, 698–700, incorporating, from research, 850



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







(Grades 9-12)





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

SE/TE: Paragraphs : writing effective, 33–38, in essays and other compositions, 39–41, structuring, with TRI/PS/QA, 135, strengthening unity among, 207, focusing, 231, functional, 61, quotation marks for, 689; also see: Revising Paragraphs: steps, stacks, chains, and balances, 20, forming functional, 61, using contractions, 86, color–coding for unity, 109, creating parallelism, 138, circling important details, 159, using TRI/PS/QA, 183, color–coding related details, 207, questioning choices in, 231, coding to identify structure, 260, checklists, 289, locating and ranking main ideas, 310


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

SE/TE: Introductions, matching conclusions to, 288, 310


PO 1. Show awareness of the audience through word choice, style, and an appropriate connection with, or distance from, the audience.



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.




(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: highlighting repeated words, 21, color–coding personal pro–nouns, 63, evaluating tag words, 89, replacing vague words, 112, revising informal language, 141, replacing dull words, 162, adding transitions, 186, reading aloud, 186, underlining repeated words, 210, highlighting to change tone, 234, deleting empty words, 263, reading and replacing, 292, deleting "empty" and "hedging" words, 311; Please note: The Online Essay Scorer provides instant essay scoring and analytical feedback.


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

SE/TE: Considering your audience: choosing tone for, 106, choosing language for, 226, 252, 284; also see: Revising Word Choice: highlighting repeated words, 21, color–coding personal pro–nouns, 63, evaluating tag words, 89, replacing vague words, 112, revising informal language, 141, replacing dull words, 162, adding transitions, 186, reading aloud, 186, underlining repeated words, 210, highlighting to change tone, 234, deleting empty words, 263, reading and replacing, 292, deleting "empty" and "hedging" words, 311; Please note: The Online Essay Scorer provides instant essay scoring and analytical feedback.


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

SE/TE: Revising Word Choice: highlighting repeated words, 21, color–coding personal pro–nouns, 63, evaluating tag words, 89, replacing vague words, 112, revising informal language, 141, replacing dull words, 162, adding transitions, 186, reading aloud, 186, underlining repeated words, 210, highlighting to change tone, 234, deleting empty words, 263, reading and replacing, 292, deleting "empty" and "hedging" words, 311; Please note: The Online Essay Scorer provides instant essay scoring and analytical feedback.




(Grades 9-12)






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



PO 1. Use accurate, specific, powerful words and phrases that effectively convey the intended message.

SE/TE: Revising Word Choice: highlighting repeated words, 21, color–coding personal pro–nouns, 63, evaluating tag words, 89, replacing vague words, 112, revising informal language, 141, replacing dull words, 162, adding transitions, 186, reading aloud, 186, underlining repeated words, 210, highlighting to change tone, 234, deleting empty words, 263, reading and replacing, 292, deleting "empty" and "hedging" words, 311



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.




(Grades 9-12)





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

SE/TE: Revising Word Choice: highlighting repeated words, 21, color–coding personal pro–nouns, 63, evaluating tag words, 89, replacing vague words, 112, revising informal language, 141, replacing dull words, 162, adding transitions, 186, reading aloud, 186, underlining repeated words, 210, highlighting to change tone, 234, deleting empty words, 263, reading and replacing, 292, deleting "empty" and "hedging" words, 311



PO 3. Use words that evoke clear images. SE/TE: Revising Word Choice: replacing vague words, 112, replacing dull words, 162, deleting empty words, 263, deleting "empty" and "hedging"words, 311

TE: Descriptive words, 105


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: Reading–Writing Connections: envisioning words and subjects, 102, 103, recognizing and using figurative language, 154; also see: Revising Word Choice: highlighting repeated words, 21, color–coding personal pro–nouns, 63, evaluating tag words, 89, replacing vague words, 112, revising informal language, 141, replacing dull words, 162, adding transitions, 186, reading aloud, 186, underlining repeated words, 210, highlighting to change tone, 234, deleting empty words, 263, reading and replacing, 292, deleting "empty" and "hedging" words, 311





(Grades 9-12)






PO 5. Use clichés only when appropriate to purpose.

SE/TE: Revising Word Choice: deleting empty words, 263, deleting "empty" and "hedging" words, 311


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.

SE/TE: Sentence Combining, 29–32; Writing Effective Paragraphs, 33–41; Writing Style, 42–43; Revising Sentences, Strategies for: bracketing sentence openers, 20, color–coding for variety, 62, color–coding passive sentences, 87, adding modifiers, 110, color–coding clues, 140, color–coding end marks, 160, extending ideas, 161, using conjunctions, 184, clarifying relationships, 208, naming verb tenses, 232, color–coding subject–verb pat–terns, 261, color–coding subjects, 290, checking beginnings, 311; Revising Word Choice: highlighting repeated words, 21, color–coding personal pro–nouns, 63, evaluating tag words, 89, replacing vague words, 112, revising informal language, 141, replacing dull words, 162, adding transitions, 186, reading aloud, 186, underlining repeated words, 210, highlighting to change tone, 234, deleting empty words, 263, reading and replacing, 292, deleting "empty" and "hedging" words, 311


Concept 5: Sentence Fluency

Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.




(Grades 9-12)





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

SE/TE: Revising Sentences, Strategies for: bracketing sentence openers, 20, color–coding for variety, 62, color–coding passive sentences, 87, adding modifiers, 110, color–coding clues, 140, color–coding end marks, 160, extending ideas, 161, using conjunctions, 184, clarifying relationships, 208, naming verb tenses, 232, color–coding subject–verb pat–terns, 261, color–coding subjects, 290, checking beginnings, 311; Revising Word Choice: highlighting repeated words, 21, color–coding personal pro–nouns, 63, evaluating tag words, 89, replacing vague words, 112, revising informal language, 141, replacing dull words, 162, adding transitions, 186, reading aloud, 186, underlining repeated words, 210, highlighting to change tone, 234, deleting empty words, 263, reading and replacing, 292, deleting "empty" and "hedging" words, 311


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

SE/TE: Reading Aloud: sharing short stories by, 91, checking transitions while, 186, finding errors while, 235, checking grammar and style by, 497


• holidays SE/TE: holidays, 636


• place/regional names SE/TE: place/regional names, 636

PO 1. Use capitals correctly for:

a. proper nouns:

Concept 6: Conventions

Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.




(Grades 9-12)






• languages SE/TE: languages, 637


• historical events SE/TE: historical events, 636


• organizations SE/TE: organizations, 637


• academic courses (e.g., algebra/Algebra I) SE/TE: academic courses (e.g., algebra/Algebra I), 642

• product names SE/TE: product names, 637


b. words used as names (e.g., Grandpa, Aunt Lyn) SE/TE: words used as names (e.g., Grandpa, AuntLyn), 635


c. literary titles (book, story, poem, play, song) SE/TE: literary titles (book, story, poem, play, song), 637, 640


d. titles SE/TE: titles, 640




(Grades 9-12)






e. abbreviations SE/TE: abbreviations, 641


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

SE/TE: Proper adjectives, 639


a. items in a series SE/TE: items in a series, 656


b. greetings and closings of letters SE/TE: greetings and closings of letters, 665


c. introductory words, phrases and clauses SE/TE: introductory words, phrases and clauses, 659


d. direct address SE/TE: direct address, 342


e. interruptors SE/TE: interruptors, 684

PO 2. Use commas to correctly punctuate:




(Grades 9-12)






f. compound sentences SE/TE: compound sentences, 654–655


g. appositives SE/TE: appositives, 662


h. dialogue SE/TE: dialogue, 66, 90, 689–690


a. dialogue SE/TE: dialogue, 66, 90, 689–690


b. titles SE/TE: titles, 632–633


c. exact words from sources SE/TE: exact words from sources, 666, 850, 872


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

SE/TE: underlining, italics, 293, 696

PO 3. Use quotation marks to punctuate:




(Grades 9-12)






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

SE/TE: colons, 678


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

SE/TE: semicolons, 671–675


a. contractions SE/TE: contractions, 719–720


b. singular possessives SE/TE: singular possessives, 713–714


c. plural possessives SE/TE: plural possessives, 715


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

SE/TE: ellipses, 472–473, 556–557, 666; hyphens, 698, 704–710; dashes, 698–700; parentheses, 701–703; brackets, 20


PO 7. Use apostrophes to punctuate:




(Grades 9-12)





PO 9. Spell words correctly. SE/TE: Spell–Checking, Electronic, 22, 549, 613, 845; Spelling: for–ance,–ence words, for–er,–or words, 142; of adjective forms of nouns, 370; ie, ei rules for, 312; of proper nouns, 342, 709; of adverbs, 382; of "borrowed" words, 419; for complement, compliment, 430; of foreign words, 452; of suffixes, 502; of modifiers, 592; of negative verb forms, 608; for–ball words, 705; notebooks for, 778–779; applying rules for, 781–787; of troublesome words, 862–863


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

SE/TE: Paragraphs : writing effective, 33–38, in essays and other compositions, 39–41, structuring, with TRI/PS/QA, 135, strengthening unity among, 207, focusing, 231, functional, 61, quotation marks for, 689; also see: Revising Paragraphs: steps, stacks, chains, and balances, 20, forming functional, 61, using contractions, 86, color–coding for unity, 109, creating parallelism, 138, circling important details, 159, using TRI/PS/QA, 183, color–coding related details, 207, questioning choices in, 231, coding to identify structure, 260, checklists, 289, locating and ranking main ideas, 310


a. parts of speech SE/TE: Nouns, Pronouns, and Verbs, 338, 339–367; Adjectives and Adverbs, 368, 369–388; Prepositions, Conjunctions, and Interjections, 390, 391–406; Verb Usage, 518–519, 520–533, 534–541; Pronoun Usage, 542–543, 544–551, 552–563


PO 11. Demonstrate control of grammar and usage in writing:




(Grades 9-12)





b. verb forms and tenses SE/TE: Verbs, 338, 352–359, 360–366; Verb Usage, 518–519, 520–533, 534–541


c. subject/verb agreement SE/TE: Subject–Verb Agreement: collective nouns and, 262; singular and plural subjects, 566–567; compound subjects, 568–569; special problems with, 570–573; sample test items for, 586–587

TE: Applying usage rules to writing, 334; Discuss grammar, usage, and mechanics, 337; Pronoun Usage, 562 ;


d. pronoun/antecedent agreement SE/TE: Pronouns, antecedents for, 291, 344, 349, 350

TE: Applying usage rules to writing, 334; Discuss grammar, usage, and mechanics, 337; Pronoun Usage, 562 ;


e. parallel structure SE/TE: Parallel Structure, examples of, 128, 144; creating, 138, 161; creating, with adjectives, 656


f. comparative and superlative degrees of adjectives

SE/TE: comparative degree, superlative degree, 590, 591–595, 604–605





(Grades 9-12)





g. modifier placement SE/TE: modifier placement, 507–510


h. homonyms SE/TE: related words, 770


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: Preparing a Reference List, 264, 265; Reference Skills, 815–827; Citing Sources and Preparing Manuscript, 880–886; also see: Taking Organized Notes (preparing for references list, source cards), 254; Internet Research Handbook, 887–889


a. describes a sequence of events, communicating the significance of the events to the audience b. sets scenes and incidents in specific times and places c. describes with specific details the sights, sounds, and smells of the scenes d. describes with specific details the actions, movements, gestures, and feelings of the characters e. uses interior monologue f. uses figurative language (e.g., simile, metaphor, personification)

SE/TE: Autobiographical Writing, 48–49, 50–53, 54–57, 58–59, 60–65, 66, 67–70; Description, 100–101, 102–103, 104–107, 108, 109–113, 114, 115–117; also see: Connected Assignment: Firsthand Biography, 71; Please note: The Online Essay Scorer provides instant essay scoring and analytical feedback.

PO 1. Write a reflective personal narrative that:

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.




(Grades 9-12)






a. includes background information to establish 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: Problem and Solution Essay, 220–221, 222–223, 224–227, 228–229, 230–234, 235, 236–238; Shaping Your Writing: thesis statements for, 286; also see: Representing Skills: Creating Visual Aids, 758–759, Using Formatting, 760, Working With Multimedia, 761, Producing a Video, 762; also see: Media and Technology Skills: creating video journals, 73, video adaptation of short story, 97, enhancing print pieces, 169; Persuasion Advertisement, 152–153, 154, 155–157, 158, 159–162, 163, 164–165


a. presents information purposefully and succinctly to meet the needs of the intended audience b. follows a conventional format (block, modified block, memo, email)

SE/TE: Workplace Writing: Business Letter, 324–325, Meeting Minutes, 326–327, Forms and Applications, 328–329; also see: Connected Assignments: Flyer, 166–167, Consumer Report, 191, Phone Message, 330

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 business letter and/or memo that:

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 an explanatory, multi-paragraph essay that:




(Grades 9-12)






PO 2. Address an envelope for correspondence that includes: a. an appropriate return address b. an appropriate recipient address

SE/TE: Workplace Writing: Business Letter, 324–325


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. addresses the reader’s concerns

SE/TE: Persuasive Essay, 124–125, 126–129, 130–134, 135–136, 137–141, 142; Connected Assignment: Advice Column, 239, Movie Review, 298; also see: Persuasion Advertisement, 152–153, 154, 155–157, 158, 159–162, 163, 164–165; Problem and Solution Essay, 220–221, 222–223, 224–227, 228–229, 230–234, 235, 236–238; Please note: The Online Essay Scorer provides instant essay scoring and analytical feedback.


PO 1. Write a persuasive composition (e.g., business letter, essay, letter to the editor) that:

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.




(Grades 9-12)





a. analyzes the author’s use of literary elements (i.e., theme, point of view, characterization, setting, plot) b. analyzes different elements of figurative language (i.e., simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery) in a literary selection c. compares the illustration of the same theme in two different literary genres, using their structural features as the basis for the comparison (e.g., novel and play, poem and short story) d. identifies how an author's choice of words and imagery sets the tone and advances the work's theme

SE/TE: Response to Literature, pages 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297, 298 Responding to Fine Art and Literature: for autobiographical writing, 55, for short stories, 81, for description, 105, for persuasive essays, 131, for comparison–and–contrast essays, 177, for cause–and–effect essays, 201;


a. incorporates evidence in support of a thesis/claim b. integrates information from two or more pieces of primary and/or secondary research information c. makes distinctions between the relative value and significance of specific data, facts, and ideas d. integrates direct quotes e. uses internal citations f. includes a works cited, bibliography, or reference page

SE/TE: Research Writing, 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269; also see: Connected Assignment: Documentary, 215, Documented Essay, 270; Shaping Your Writing: thesis statements for, 286; also see: Main Ideas: topic sentences and, 33–34, placement of, 159, developing single, 231, locating and ranking, 310; also see: Preparing a Reference List, 264, 265; Reference Skills, 815–827; Citing Sources and Preparing Manuscript, 880–886; also see: Taking Organized Notes (preparing for references list, source cards), 254; Internet Research Handbook, 887–889

PO 1. Write a research report that:

PO 1. Write a literary analysis that:

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.

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 and selected elements within it.




(Grades 9-12)






• 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: Speaking Skills: Speaking in Public, 746–748; Reflecting on Your Speaking, Listening, Viewing, and Representing, 763

TE: Different opportunities for speeches, 761; Outlines, for speeches and oral presentations, 795


• 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 a Group Discussion, 745; Workplace Skills: Working With People, 835–836, Learning Teamwork, 837–838; also see: Peer review, 21, 89, 113, 141, 162, 186, 210, 234, 263; Reflecting on Your Speaking, Listening, Viewing, and Representing, 763


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

Opportunities to address this standard may be found on the following pages: SE/TE: Reading Aloud: sharing short stories by, 91, checking transitions while, 186, finding errors while, 235, checking grammar and style by, 497; Representing Skills : Performing or Interpreting, 763; also see: Peer review, 21, 89, 113, 141, 162, 186, 210, 234, 263

TE: Different opportunities for speeches, 761; Outlines, for speeches and oral presentations, 795

PROFICIENCY (Grades 9-12)

Students know and are able to do all of the above and the following:

STANDARD 3: LISTENING AND SPEAKING

Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences.




(Grades 9-12)






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

SE/TE: Interviews: conducting, 134, gathering details through, 227, in investigative research, 255; Speaking Skills: Listening Critically, 749–751; Workplace Skills: Working With People, 835–836, Learning Teamwork, 837–838; also see: Peer review, 21, 89, 113, 141, 162, 186, 210, 234, 263


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

SE/TE: Speaking Skills: Listening Critically, 749–751; also see: also see: Media and Technology Skills: recognizing media persuasion, 146, comparing media sources, 193; Information from Media: Facts vs. opinions, 756


• 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 : comparing and contrasting newscasts, 45, 121, analyzing relationships between media (compare versions of a news story), 193, examining the effects of mediaon perceptions of reality, 217, television news program, 755–756; also see: Newspapers: school and local, 143; Persuasion: in advertising, 156, evaluating and critiquing, 756


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:

STANDARD 4: VIEWING AND PRESENTING




(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: Creating Visual Aids, 758–759, Using Formatting, 760, Working With Multimedia, 761, Producing a Video, 762; also see: Media and Technology Skills: creating video journals, 73, video adaptation of short story, 97, enhancing print pieces, 169; Persuasion Advertisement, 152–153, 154, 155–157, 158, 159–162, 163, 164–165; Information Media : comparing and contrasting newscasts, 45, 121, analyzing relationships between media (compare versions of a news story), 193, examining the effects of media on perceptions of reality, 217, television news program, 755–756; also see: Newspapers: school and local, 143; Persuasion: in advertising, 156, evaluating and critiquing, 756


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

SE/TE: Information Media : comparing and contrasting newscasts, 45, 121, analyzing relationships between media (compare versions of a news story), 193, examining the effects of mediaon perceptions of reality, 217, television news program, 755–756; also see: Newspapers: school and local, 143; Persuasion: in advertising, 156, evaluating and critiquing, 756

