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Prentice Hall Writing and Grammar, Grade 11, 8E © 2008 Correlated to:

Ohio Academic Content Standards (Grade 11)

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

OHIO ACADEMIC CONTENT STANDARDS

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Grade Eleven Phonemic Awareness, Word Recognition and Fluency Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts. Acquisition of Vocabulary Contextual Understanding, Conceptual Understanding, Structural Understanding, and Tools and Resources 1. Recognize and identify how authors clarify

meanings of words through context and use definition, restatement, example, comparison, contrast and cause and effect to advance word study.

SE/TE: Recognizing Context Clues, 810; also see: Studying Words Systematically, 814–815; Studying Word Parts and Origins, 816–819; also see: Using Dictionaries, 864–867

TR: Writing Support Activity Book, 9–1–2, 9–3, 9–4; Topic Bank for Heterogeneous Classes, Ch. 9; Scoring Rubrics on Transparency, Ch. 9; Writing Assessment and Portfolio Management; Formal Assessment, Ch. 9, 24; Grammar Exercise Workbook, 125–128, 129–134; Hands–On Activity Book, 47–48; Academic and Workplace Skills Activity Book, 13–16, 17–22

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

2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and evaluate the effectiveness of analogous relationships.

SE/TE: Synonyms, Antonyms, 810; Denotation and Connotation, 811; Recognizing Related Words, 812; Using Related Words in Analogies, 813; Analogy questions, 875

TR: Academic & Workplace Skills Activity Book: 13–16, 17–22, 30–34, 35–38, 39–42, 43; Formal Assessment, Ch. 7, 30; Writing Support Activity Book, 7–1–3, 7–4–5, 7–6; Scoring Rubrics on Transparency, Ch. 7; Writing Assessment and Portfolio Management








3. Examine and explain the influence of the English language on world literature, communications and popular culture.

SE/TE: Studying Word Parts and Origins, 816–819; Context: connecting to historical, 847, 848, 849; also see: Spotlight on the Humanities: meaning communicated in the arts, 8, 114, ideas represented in various cultures, 24, cultural history through the arts, 44, composer's influence on art and popular culture, 92, culture represented in the arts, 142, 262, meaning conveyed through design and texture, 214, 356, ideas represented in various art forms, 238, relationships represented in various media, 294, relationships among various arts, 322, ideas represented in various media, 340; Models from Literature: ”My American Beginning,” by Better Bao Lord, pp. 50–51; ”Crossing Spider Creek,” by Dan O’Brien, pp. 74–75; From Through the Ivory Gate by Rita Dove, pp. 98–99; The Balancing Act: Testimony Before the Senate Subcommittee… by Michael J. Fox, pp. 120–123; ”Reunion Rules,” by Amy Dickinson, pp. 244–245; From Our English Language: One From All by Richard Lederer, pp. 268–271; Preface by Amy Tan: An Introduction to Belle Yang’s BABA: A Return to China Upon My Father’s Shoulders, pp. 300–303

TR: Teaching Resources: Reading Support Practice Book; Assessment; Workbooks: Reading Support; Transparencies


4. Use knowledge of Greek, Latin and Anglo–Saxon roots, prefixes and suffixes to understand complex words and new subject–area vocabulary (e.g., unknown words in science, mathematics and social studies).

SE/TE: Studying Word Parts and Origins, 816–819; also see: Adding Prefixes and Suffixes, 824–825; Other Confusing Endings, 827–828

TR: Academic & Workplace Skills Activity Book: 17–22, 27–28








5. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

SE/TE: Thesaurus, 134, 341, 809, finding colorful synonyms, 62, finding the most precise words, 183, as research tool, 21, in word–processing programs, 357; Reference Books, 276; Dictionaries, 809, 864–867, electronic, 865; Reference Materials, 861

TR: Academic and Workplace Skills Activity Book, 30–34, 35–38, 39–42, 43; Formal Assessment, Ch. 30


Reading Process: Concepts of Print, and Self–Monitoring Strategies In Grades 8 through 12, students should read purposefully and automatically, using the comprehension and self–monitoring strategies outlined in previous grades. As they encounter increasingly challenging content–area and literary texts, students may more consciously employ these strategies and benefit from teacher modeling of the reading process. Comprehension Strategies, Self–Monitoring Strategies and Independent Reading 1. Apply reading comprehension strategies,

including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

SE/TE: Reading–Writing Connections: identifying main points, 50, 51, identifying chronological order, 74, 75, making inferences, 98, 99, distinguishing fact from opinion, 120, 123, setting a purpose, 168, 171, connecting to your experience, 196, 197, identifying background infor–mation, 220, 221, quoting reliable sources, 244, 245, main ideas, 268, 271, supporting an opinion, 300, 303; Reading Skills: methods and tools for, 833–839, in nonfiction, 840–845, in literary writing, 846–849; Reading Comprehension Questions, 895–901

TR: Academic and Workplace Skills Activity Book, 30–34, 35–38, 39–42, 44–45








2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade–appropriate print texts and electronic and visual media.

SE/TE: Standardized Test Preparation Workshops: responding to questions about short stories, 94–95, analyzing persuasive texts, 164–165, responding to document–based writing prompts, 264–265, responding to literature–based writing prompts, 324–325, making inferences and predictions, 852–853, reading: constructing meaning from informational texts, 878–879, reading informational texts, 892–893; Reading Skills: methods and tools for, 833–839, in nonfiction, 840–845, in literary writing, 846–849; Test Preparation Handbook: Reading Comprehension Questions, 895–901; also see: Response to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320



3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

SE/TE: Summarizing: peer review, 256, and note taking, 277, 856–857, drama, 848, for studying, 857; Skimming, Scanning (Reading), 835; also see: Reading Skills: methods and tools for, 833–839, in nonfiction, 840–845, in literary writing, 846–849; Test Preparation Handbook: Reading Comprehension Questions, 895–901



4. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

SE/TE: Reading Skills: methods and tools for, 833–839, in nonfiction, 840–845, in literary writing, 846–849; also see: Responding to Fine Art and Literature, 53, 77, 101, 125, 149, 173, 199, 223, 247, 273, 305, 328; Response to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320









5. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

SE/TE: Reading Skills: methods and tools for, 833–839, in nonfiction, 840–845, in literary writing, 846–849; also see: Responding to Fine Art and Literature, 53, 77, 101, 125, 149, 173, 199, 223, 247, 273, 305, 328; Response to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320



Reading Applications: Informational, Technical and Persuasive Text 1. Analyze the rhetorical devices used in public

documents, including newspaper editorials and speeches.

SE/TE: Connected Assignment: Editorial, 140–141; Recognizing Speech Forms, 788; Evaluatue a Speech, 790; Listening Critically, 791–793; Viewing Information Media Critically, 797–798; Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843; also see: Evaluating images in magazines, 115, keeping a product–placement log—analyzing persuasive messages, 143, identifying special effects on the TV news, 215, evaluating movie reviews, 323

TR: Academic and Workplace Skills Activity Book: 1–3, 4–7, 8–12; Topic Bank for Heterogeneous Classes, Ch. 7; Formal Assessment, Ch. 28








2. Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience.

SE/TE: Reading Skills: Reading Methods and Tools, 833–839, Reading Nonfiction Critically, 840–845, Reading Literary Writing, 846–849, Reading from Varied Sources, 850–851; also see: Standardized Test Preparation Workshops: responding to questions about short stories, 94–95, analyzing persuasive texts, 164–165, responding to document–based writing prompts, 264–265, responding to literature–based writing prompts, 324–325, making inferences and predictions, 852–853, reading: constructing meaning from informational texts, 878–879, reading informational texts, 892–893; Connected Assignment: Editorial, 140–141; Recognizing Speech Forms, 788; Evaluatue a Speech, 790; Listening Critically, 791–793; Viewing Information Media Critically, 797–798

TR: Academic and Workplace Skills Activity Book:1–3, 6; Topic Bank for Heterogeneous Classes, Ch. 7


3. Analyze the content from several sources on a single issue, clarifying ideas and connecting them to other sources and related topics.

SE/TE: Documented Essay: identify sources, 249, attribute information, 251, evaluate links to quoted material, 253, providing internal documentation, 257; Research Paper: use library resources, 276, take notes, 277, include outside sources, 280, historical references, 284, creating a reference list, 286, conventions for citing sources, 287; Reading from Varied Sources, 850–851; Reference Skills, 858–871; Citing Sources, 926–932; also see: Internet: as news source, 191, search engines, 200, finding and evaluating sources on–line, 263, to access library resources, 276, locating appropriate Web sites, 870; Internet Research Handbook: researching on, 901–905; Research: for speeches, 789; Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843

TR: Academic and Workplace Skills Activity Book: 46–48, 50–52; Writing Support Act. Book: 12–1; Topic Bank for Heterogeneous Classes, Ch. 12








4. Distinguish between valid and invalid inferences and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping.

SE/TE: Reading–Writing Connections: making inferences, 98, distinguishing fact from opinion, 120, setting a purpose, 168, identifying background information, 220, quoting reliable sources, 244; Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843; also see: Evaluating images in magazines, 115, analyzing persuasive messages, 143, identifying special effects on the TV news, 215, evaluating movie reviews, 323

TR: Academic and Workplace Skills Activity Book: 12–1,46–48, 50–52, 43; Formal Assessment, Ch. 31; Topic Bank for Heterogeneous Classes, Ch. 12


5. Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject.

SE/TE: Reading–Writing Connections: distinguishing fact from opinion, 120; Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843

TR: Academic and Workplace Skills Activity Book: 30–43; Formal Assessment Ch. 30


6. Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences.

SE/TE: The Balancing Act: Testimony Before the Senate Subcommittee… by Michael J. Fox, 120–123; Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843, Inflated Language and Jargon, 845; Reference Skills: Evaluating Web Sites, 870–871; also see: Information Media: comparing and contrasting newscasts, 191, 215, documentary, 295, newscasts, 797–798







TR: Writing Support Act. Book: 10–1–2; Topic Bank for Heterogeneous Classes, Ch. 10


7. Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable.

SE/TE: Workplace Writing, 344–345, Business Letter, 346–347, Memo, 348–349, Résumé, 350–351, Forms and Application, 352–354; Connected Assignment: E–mail, 355

TR: Writing Assessment & Portfolio Management Formal Assessment Ch. 16, Academic and Workplace Skills Activity Book: 55–60; Formal assessment: Ch. 32; Writing Support Activity Book: 16–1&2


8. Critique functional and workplace documents (e.g., instructions, technical manuals, travel schedules and business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal.

SE/TE: Workplace Writing, 344–345, Business Letter, 346–347, Memo, 348–349, Résumé, 350–351, Forms and Application, 352–354; Connected Assignment: E–mail, 355

TR: Writing Assessment & Portfolio Management Formal Assessment: Ch. 16, Writing Support Activity Book 16–1&2, Academic and Workplace Skills Activity Book: Formal Assessment Ch. 28








Reading Applications: Literary Text 1. Compare and contrast motivations and

reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.

SE/TE: Characters: sound off, 76, interviews, 79, adding dialogue to reveal, 83, in the short story, 94, sketches, 97, analyses, 299, gathering details for, 308

TR: Writing Support Transparencies: 5–A–E; 5–F–G; 5–H–I, 14–E; Writing Support Activity Book: 5–1–2; 5–3–4, 14–3; Scoring Rubrics on Transparency, Ch. 5; Writing Assessment and Portfolio Management; Formal Assessment, Ch. 5


2. Analyze the historical, social and cultural context of setting.

SE/TE: Settings: picturing, 79, in the short story, 94, gathering details for, 308

TR: Writing Support Activity Book: 14–3, Academic and Workplace Skills Activity Book, 39–40


3. Explain how voice and narrator affect the characterization, plot and credibility.

SE/TE: Plot: and hexagonal strategy for gathering details, 17, in a television drama, 93, in the short story, 94; Plot Diagram, 80; Character: sound off, 76, interviews, 79, adding dialogue to reveal, 83, in the short story, 94, sketches, 97, analyses, 299, gathering details for, 308

TR: Grammar Exercise Workbook, 97–102; Formal Assessment, Ch. 21








4. Evaluate the author’s use of point of view in a literary text.

Opportunities to address this standard can be found on the following pages: SE/TE: Character: sound off, 76, interviews, 79, adding dialogue to reveal, 83, in the short story, 94, sketches, 97, analyses, 299, gathering details for, 308

TR: Grammar Exercise Workbook, 97–102; Formal Assessment, Ch. 21


5. Analyze variations of universal themes in literary texts.

SE/TE: Theme: and hexagonal strategy for gathering details, 17, in the short story, 94, gathering details for, 308; also see: Culture: represented in art, 24, 142, 262, exploring cultural history through arts, 44, composer's influence on, 92, identifying historical context, 847; Cultural Trends, 243; My American Beginning, 50–51; Healthy Aging, 196–197; Our English Language: One from All, 268–269; BABA: A Return to China Upon My Father’s Shoulders, 300–303



6. Recognize characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of a theme or topic.

SE/TE: Models From Literature: My American Beginning, 50–51; Healthy Aging, 196–197; Our English Language: One from All, 268–269; BABA: A Return to China Upon My Father’s Shoulders, 300–303; Responding to Fine Art and Literature, 53, 77, 101, 125, 149, 173, 199, 223, 247, 273, 305, 328; Response to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320; Reading Skills: in literary writing, 846–849

TR: Academic and Workplace Skills Activity Book: 39–43








7. Analyze the characteristics of various literary periods and how the issues influenced the writers of those periods.

SE/TE: Context: connecting to historical, 847, 848, 849; also see: Spotlight on the Humanities: meaning communicated in the arts, 8, 114, ideas represented in various cultures, 24, cultural history through the arts, 44, composer's influence on art and popular culture, 92, culture represented in the arts, 142, 262, meaning conveyed through design and texture, 214, 356, ideas represented in various art forms, 238, relationships among various arts, 322, ideas represented in various media, 340

TR: Academic and Workplace Skills Activity Book: 39–43


8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.

SE/TE: Tone, 42; Figurative Language, 105; Irony, 845; Reading Literary Writing/Literary Criticism, 846; Reading Fiction, 847; Reading Drama, 848; Reading Poetry, 849; also see: Response to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320

TR: Writing Support Transparencies: 3–D, 9–G–J, 14–H–J; Formal Assessment Ch. 3; Writing Support Activity Book 19–4, 14–4








Writing Processes Prewriting; Drafting, Revising and Editing; and Publishing 1. Generate writing ideas through discussions

with others and from printed material, and keep a list of writing ideas.

SE/TE: Prewriting, 14–17, 52–55, 76–79, 100–103, 124–128, 149–152, 172–176, 198–201, 222–225, 246–249, 272–277, 304–308, 330–331, 348–349; Rubric for Self–Assessment/Reflecting on Your Writing, 7, 23, 64, 87, 110, 137, 158, 186, 2096, 234, 258, 288, 317, 335; Rubric for Self–Assessment/Reflecting on Your Writing, 7, 23, 64, 87, 110, 137, 158, 186, 2096, 234, 258, 288, 317, 335

TR: Writing Support Transparencies. 1–A, 4A–C; Writing Support Activity Book 1–1; Formal Assessment, Ch. 1, 4


2. Determine the usefulness of and apply appropriate pre–writing tasks (e.g., background reading, interviews or surveys).

SE/TE: Prewriting, 14–17, 52–55, 76–79, 100–103, 124–128, 149–152, 172–176, 198–201, 222–225, 246–249, 272–277, 304–308, 330–331, 348–349

TR: Writing Support Transparencies. 1–A, 4A–C; Writing Support Activity Book 1–1; Formal Assessment, Ch. 1, 4


2. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.

SE/TE: Thesis Statements: in paragraphs, 37, as part of a composition, 39, developing, 129, and elaboration, 130, writing a, 250, proposing, 278, backing up with support, 331; also see: Main Ideas: 33–34, 268, 271; Introduction: as part of a composition, 39, and framing your description, 105, planning a structure, 330, checking against conclusion, 332

TR: Writing Support Transparencies: 2–H–I, 13–F, 14–E–F, 15–C; Writing Support Activity Book: 14–3; Academic and Workplace Skills Activity Book, 2, 8–12








3. Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience.

SE/TE: Considering Audience & Purpose, 16, 56, 82, 106, 133, 156, 178, 202, 226, 252, 284, 307

TR: Writing Support Transparencies: 2–D–E, 3–D, 5–C–F, 6–C, 7–D–E, 8–B, 9–D–F, 10–C, 11–D, 12–C, 13–D–I, 14–D, 15–A–B; Writing Support Activity Book, 2–2, 5–1–3, 7–2–3, 8–2, 9–1–3,10–1, 11–2, 12–1, 13–2, 14–2, 15–1; Formal Assessment, Ch. 3


4. Use organizational strategies (e.g., notes and outlines) to plan writing.

SE/TE: Prewriting, 14–17, 52–55, 76–79, 100–103, 124–128, 149–152, 172–176, 198–201, 222–225, 246–249, 272–277, 304–308, 330–331, 348–349

TR: Writing Support Transparencies: 2–E, 4–D, 6–E, 7–F–G, 9–F, 10–E, 11–E–F, 13–F, 14–F, 15–A–C; Writing Support Activity Book: 4–1, 7–4–5, 9–3, 11–3, Academic and Workplace Skills Activity Book, 44–48


6. Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.

SE/TE: Shaping Your Writing: focusing on the form, 18, organizing to develop pacing, 56, building toward a climax, 80, planning an organization, 104, developing a thesis statement, 129, creating a slogan, 152, organizing to show comparison and contrast, 177, choosing an organization, 202, organizing in paragraph blocks, 226, organizing to suit your topic, 250, proposing a thesis statement, 278, organizing to support a response, 309, finding a focus, 330







TR: Writing Support Transparencies: 2–L, 5–H–J, 7–F–G, 14–F–G; Writing Support Activity Book: 2–1–5, 7–4–5; Grammar Exercise Workbook: 43–48, 49–50, 51–60, 61–82; Rubrics on Transparency, Ch. 11, 15, 20; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 11, 15, 20; Grammar Exercises on Transparency, Ch. 19, 20


5. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).

SE/TE: Effective Sentences, 476–515; also see: Revision Strategies for Sentences: bracketing sentence beginnings, 60, listing sentence starters, 84, combining sentences, 107, 230, color–coding to check connections, 133, identifying sentence types to create parallelism, 155, identifying the verb tense of each paragraph, 181, tracking sentence length, 20, 206, identifying sentence patterns, 254, bracketing complete sentences, 313, reviewing your topic sentences, 333; Standardized Test Preparation Workshops: basic sentence parts, 430–431, effective sentences, 516–517

TR: Writing Support Transparencies: 3–A–D, 5–I, 6–F; Writing Support Activity Book: 3–1; Grammar Exercise Workbook, 5–6, 63–64, 27–28, 29–30, 31–38, 59–60, 79–82; Hands–on Grammar Activity Book, Ch. 18; Grammar Exercises Answers on Transparency, Ch. 19, 20; Formal Assessment, Ch. 19, 20








6. Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.

SE/TE: Writing Effective Paragraphs, 33–36; Paragraphs in Essays and other Compositions, 37–41; Paragraph Blocks, 226; Paragraphs, Revision Strategies for: color–coding to evaluate coherence, 20, adding dialogue, 59, 83, to evaluate paragraph unity, 106, looking for logic, 132, using parallel structure, 155, to evaluate transitions, 180, to identify transitions, 205, strengthening content by taking the opposing view, 229, to evaluate links to quoted material, 253, transition boxes, 282, bracketing to identify passive voice, 283, personalizing your response, 312, checking introduction against conclusion, 332

TR: Writing Support Transparencies: 3–A–D, 5–I, 6–F, 9–H, 10–G, 11–E–G, 12–E, 14–H; Writing Support Activity Book: 3–1, 11–3; Grammar Exercise Workbook, 49–50, 99–100


7. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.

SE/TE: Revision Strategies for Word Choice, color–coding to strengthen use of nouns, 21, using a thesaurus to find colorful synonyms, 62, circling action verbs, 84, vague words, 108, 207, using a thesaurus, 134, underlining nouns to assess adjectives, 156, charting opposites, 183, technical language, 231, forms of the verb be, 256, highlighting to identify specialized vocabulary, 284, words of praise or criticism, 314, evaluating vague words, 333

TR: Writing Support Transparencies: 3–D, 5–C, 6–D–E, 7–D, 7–G, 8–B, 10–C, 11–D, 12–C, 13–I, 15–C; Writing Support Activity Book: 5–1, 6–2, 7–2, 7–5, 8–2, 10–1, 11–2, 12–1; Grammar Exercise Workbook, 5–10, 11–12, 87–88, 99–100, 101–102 125–134; Grammar Exercises Answers on Transparencies, Ch. 17, 21; Formal Assessment, Ch. 24








8. Use available technology to compose text.

SE/TE: Media and Technology Skills: using a variety of technologies, 9, building an electronic portfolio, 25, evaluating a word–processing program, 357; Publishing and Presenting, 23, 64, 87, 110, 137, 158, 186, 2096, 234, 258, 288, 317, 335; Workplace Skills: applying computer skills, 891; also see: Internet: search engines, 200, to access library resources, 276, locating appropriate Web sites, 870

TR: Writing Support Transparencies: 2–M, 4–I, 6–H, 7–L, 8–E, 8–H, 9–K, 10–J, 11–K, 12–H, 13–K, 14–K, 15–E, 16–H; Writing Support Activity Book: 4–3, 6–3, 7–8, 8–6, 9–5, 10–4, 11–5, 12–3, 13–1, 13–4, 14–5, 15–316–4


9. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.

SE/TE: Revising, 19, 58–62, 82–85, 105–108, 131–135, 154–156, 179–184, 204–207, 228–232, 252–256, 281–285, 311–315, 332–333

TR: Grammar Exercise Workbook,, 59–60; Formal Assessment, Ch. 6, Ch. 19; Writing Support Transparencies 6–A–D, 6–E, 6–F–G, 9–F, Writing Support Activity Book,6–1–2, 9–3; Topic Bank for Heterogeneous Classes, Ch. 6; Scoring Rubrics on Transparency, Ch. 6


10. Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts.

SE/TE: Providing Elaboration: SEE method of, 18, 178, add details by exploding the moment, 57, show, don't tell, 81, adding details with the SEE technique, 104, considering a variety of points for illumination, 130, using a pentad to identify key points, 153, prove the connection, 203, using depth–charging, 227, attributing information & let quotations tell the story, 251, including a variety of outside sources, 280, incorporating references from the text, 310, backing up your thesis with support, 331; Revising, 19, 58–62, 82–85, 105–108, 131–135, 154–156, 179–184, 204–207, 228–232, 252–256, 281–285, 311–315, 332–333







TR: Writing Support Transparencies, 5–C–G, 7–A–J, 14–E–G; Writing Support Activity Book, 5–1, 5–2, 5–3, 5–4, 7–1–6, Topic Bank for Heterogeneous Classes, Ch. 7


11. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes.

SE/TE: Revising, 19, 58–62, 82–85, 105–108, 131–135, 154–156, 179–184, 204–207, 228–232, 252–256, 281–285, 311–315, 332–333

TR: Writing Support Transparencies: 4–F–G, 5–H–I, 6–F–G, 10–F–G, 12–E–F, 13–H–I, 14–G–H; Academic and Workplace Skills Activity Book, 2


12. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.

SE/TE: Thesaurus, 134, 341, 809, finding colorful synonyms, 62, finding the most precise words, 183, as research tool, 21, in word–processing programs, 357; Reference Books, 276; Dictionaries, 809, 864–867, electronic, 865; Reference Materials, 861

TR: Writing Support Transparencies: 7–I–J, 8–F, 9–I, 13–H, 15–E; Writing Support Activity Book: 7–6, 9–4, 15–3, Grammar Exercise Workbook, 99–102; Formal Assessment, Ch. 21; Academic and Workplace Skills Activity Book, 38, 48–50








13. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run–ons and eliminate inappropriate slang or informal language.

SE/TE: Editing and Proofreading: A Walk Through the Writing Process, 22, Autobiographical Writing pages 63, Short Story pages 86, Description pages 109, Persuasive Essay pages 136, Persuasion Advertisement pages 157, Comparison–and Contrast Essay pages 185, Cause–and–Effect Essay pages 208, Problem and Solution Essay pages 233, Research Documented Essay pages 257, Research Paper pages 287, Response to Literature pages 316; Grammar in Your Writing: three cases of personal pronouns, 61, action vs. linking verbs, 85, combining sentences, 107, conventions for providing practical information, 133, six tenses of verbs, 182, using gerunds to combine sentences, 206, using infinitives to combine sentences, 230, prepositional phrases, 255, active and passive voice, 283, splices, 313; also see: Standardized Test Preparation Workshops: revising and editing, 296–297, analyzing mechanical errors, 342–343, applying usage rules to writing, 358–359, parts of speech, 402–403, basic sentence parts, 430–431, phrases and clauses, 472–473, effective sentences, 516–517, verb usage, 558–559, pronoun usage, 580–581, subject–verb agreement, 616–617, using modifiers, 638–639, standard English usage, 665–666, capitalization, 688–689, punctuation, 768–769

TR: Writing Assessment and Portfolio Management; Formal Assessment, Ch. 14, 26, 27, 29; Scoring Rubrics on Transparency, Ch. 14; Grammar Exercise Workbook, 141–142, 143–144, 145–152, 153–154, 155–160, 161–172, 61–64, 65–70, 71–74, 75–82, 83–86; Grammar Exercise Answers on Transparencies, Ch. 26; Hands–on Grammar Activity Book, Ch. 26, 27; Academic and Workplace Skills Activity Book, 13–16, 17–22, 23–25, 26–29








14. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

SE/TE: Rubric for Self–Assessment/Reflecting on Your Writing, 7, 23, 64, 87, 110, 137, 158, 186, 2096, 234, 258, 288, 317, 335; also see: Peer review, 21, 62, 85, 108, 135, 156, 184, 207, 232, 256, 285, 315

TR: Writing Support Transparencies: 2–A, 2–K, 5–I, 6–G, 7–I–J, 8–F, 9–J, 14–I–J; Formal Assessment, Ch. 2, 4, 6, 7, 8, 9, 10, 11, 13, 14, 15; Scoring Rubrics on Transparency, Ch. 4, 5, 6, 7, 8, 9, 10, 11, 13, 14; Writing Assessment and Portfolio Management, Ch. 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15; Writing Support Transparencies, 7–6; Writing Support Activity Book, 14–4


15. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

SE/TE: Publishing and Presenting, 23, 64, 87, 110, 137, 158, 186, 209, 234, 258, 288, 317, 335; Representing Skills, 800–805; also see: Media and Technology Skills: video slide show, 69, creating a video advertisement, 163, producing a documentary, 295; Connected Assignment: Documentary, 213

TR: Academic and Workplace Skills Activity Book, 1–2, 3, 4–7, 8–12, 55–56, 57–60; Formal Assessment, Ch. 28, 32


Writing Applications 1. Write reflective compositions that: SE/TE: Autobiographical Writing, 48–49, 50–51,

52–55, 56–57, 58–62, 63, 64–66, 67; Description, 96–97, 98–99, 100–103, 104, 105–108, 109, 110–112, 113









a. use personal experiences as a basis for reflection on some aspect of life;

SE/TE: Autobiographical Writing, 48–49, 50–51, 52–55, 56–57, 58–62, 63, 64–66, 67; Description, 96–97, 98–99, 100–103, 104, 105–108, 109, 110–112, 113

TR: Writing Support Transparencies 4–A–G, 6–A–D, 12–A; Topic Bank for Heterogeneous Classes, Ch. 4, 6; Formal Assessment, Ch. 4


b. draw abstract comparisons between specific incidents and abstract concepts;


TR: Writing Support Transparencies 4–A–G, 6–A–D, 12–A; Topic Bank for Heterogeneous Classes, Ch. 4, 6; Formal Assessment, Ch. 4, 6; Academic and Workplace Skills Activity Book, 39–43


c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and


TR: Writing Support Transparencies 4–A–G, 6–A–D, 12–A; Topic Bank for Heterogeneous Classes, Ch. 4, 6; Formal Assessment, Ch. 4, 6; Academic and Workplace Skills Activity Book, 39–43








d. move from specific examples to generalizations about life.

SE/TE: Autobiographical Writing, 48–49, 50–51, 52–55, 56–57, 58–62, 63, 64–66, 67; Description, 96–97, 98–99, 100–103, 104, 105–108, 109, 110–112, 113; also see: Providing Elaboration: add details by exploding the moment, 57, considering a variety of points for illumination, 130, using a pentad to identify key points, 153, prove the connection, 203, using depth–charging, 227

TR: Writing Support Transparencies: 3–A, 15–C; Writing Support Activity Book: 3–1; Academic and Workplace Skills Activity Book, 35–36


2. Write responses to literature that: SE/TE: Response to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320; also see: Responding to Fine Art and Literature, 53, 77, 101, 125, 149, 173, 199, 223, 247, 273, 305, 328



a. advance a judgment that is interpretative, analytical, evaluative or reflective;

SE/TE: Response to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320; also see: Responding to Fine Art and Literature, 53, 77, 101, 125, 149, 173, 199, 223, 247, 273, 305, 328

TR: Writing Support Transparencies, 6–B–G, 7–J, 14–B; Academic and Workplace Skills Activity Book, 39–40, 45








b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors;


TR: Writing Support Transparencies, 13–G, 14–B, 14–G; Formal Assessment, Ch. 30; Academic and Workplace Skills Activity Book, 46–52


c. analyze the author’s use of stylistic devices and express an appreciation of the effects the devices create;


TR: Writing Support Transparencies: 14–C, 14–E–F; Writing Support Activity Book: 14–1, 14–3; Academic and Workplace Skills Activity Book: 39–43


d. identify and assess the impact of possible ambiguities, nuances and complexities within text;


TR: Writing Support Transparencies: 14–C, 14–E–F; Writing Support Activity Book: 14–1, 14–3; Academic and Workplace Skills Activity Book: 39–43








e. anticipate and answer a reader’s questions, counterclaims or divergent interpretations; and

SE/TE: Response to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320; also see: Audiences: profile of your, 16, keeping their experiences in mind, 55, purpose in writing, 78, surveying your, 128, identifying words to define for, 284, developing an audience profile, 307, analyzing your, 127, 225, 275, identifying, 78, 102, 151, 175, 200, 248

TR: Writing Support Transparencies: 14–A–C, 14–D–J; Writing Support Activity Book: 14–1–3; Academic and Workplace Skills Activity Book: 39–43; Scoring Rubrics on Transparency: Ch. 14; Writing Assessment and Portfolio Management; Formal Assessment: Ch. 14


f. provide a sense of closure to the writing.

SE/TE: Response to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320; also see: Introduction, planning a structure, 330, checking against conclusion, 332

TR: Writing Support Transparencies: 14–A–C, 14–D–J, 15–C; Writing Support Activity Book: 14–1–3; Scoring Rubrics on Transparency: Ch. 14; Writing Assessment and Portfolio Management; Formal Assessment: Ch. 14


3. Write functional documents (e.g., requests for information, resumes, letters of complaint, memos and proposals) that:

SE/TE: Workplace Writing: Business Letter, 346–347, Memo, 348–349, Forms and Applications, 352–353; also see: Connected Assignments: Consumer Report, 189, Statistical Report, 261, E–mail, 355









a. report, organize and convey information accurately.


TR: Writing Support Transparencies, 16–E; Writing Support Activity Book, 16–1–2, Writing Assessment and Portfolio Management, Ch. 16; Formal Assessment, Ch. 16


b. use formatting techniques that make a document user–friendly.


TR: Academic and Workplace Skills Activity Book, 1–2, 3, 4–7, 8–12, 55–56, 57–60; Formal Assessment, Ch. 28, 32, 16; Writing Support Transparencies, 16–E; Writing Support Activity Book, 16–1–2; Writing Assessment and Portfolio Management, Ch. 16


c. anticipate readers’ problems, mistakes and misunderstandings.


TR: Writing Support Transparencies, 16–E; Writing Support Activity Book, 16–1–2, Writing Assessment and Portfolio Management, Ch. 16; Formal Assessment, Ch. 16








4. Write informational essays or reports, including research, that:

SE/TE: Comparison–and Contrast Essay, 166–167, 168–171, 172–176, 177–178, 179–184, 185, 186–188; Cause–and–Effect Essay, 194–195, 196–197, 198–201, 202–203, 204–207, 208, 209–212; Problem and Solution Essay, 218–219, 220–221, 222–225, 226–227, 228–232, 233, 234–236; Research Documented Essay, 242–243, 244–245, 246–249, 250–251, 252–256, 257, 258–260, 261; Research Paper, 266–267, 268–271, 272–277, 278–280, 281–285, 286–287, 288–291, 292



a. develop a controlling idea that conveys a perspective on the subject;

SE/TE: Choosing Your Topic: Comparison–and Contrast Essay, 172–176; Cause–and–Effect Essay, 198–201; Problem and Solution Essay, 222–225; Research Documented Essay, 246–249; Research Paper, 272–277

TR: Writing Support Transparencies: 12–A–C, 12–D, 12–E–F, 13–A–E, 13–F–J; Writing Support Activity Book: 12–1; Topic Bank for Heterogeneous Classes, Ch. 12; Scoring Rubrics on Transparency, Ch. 12, 13; Writing Assessment and Portfolio Management, Ch. 12, 13; Formal Assessment, Ch. 12, 13








b. create an organizing structure appropriate to purpose, audience and context;

SE/TE: Shaping Your Writing: Comparison–and Contrast Essay, 179–184; Cause–and–Effect Essay, 204–207; Problem and Solution Essay, 228–232; Research Documented Essay, 252–256; Research Paper, 281–285

TR: Writing Support Transparencies, 7–D–H, 9–G, 10–E, 11–D, 12–E; Writing Support Activity Book, 7–2–5, 11–2; Grammar Exercise Workbook, 59–60; Grammar Exercises on Transparencies, Ch. 19; Academic and Workplace Skills Activity Book: 13–15


c. include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources;

SE/TE: Documented Essay: identify sources, 249, attribute information, 251, evaluate links to quoted material, 253, providing internal documentation, 257; Research Paper: use library resources, 276, take notes, 277, include outside sources, 280, historical references, 284, creating a reference list, 286, conventions for citing sources, 287; Reading from Varied Sources, 850–851; Reference Skills, 858–871; Citing Sources, 926–932; Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843

TR: Writing Support Transparencies, 12–A–F, 13–A–I; Topic Bank for Heterogeneous Classes, Ch. 12, 13; Writing Support Activity Book, 12.1–6; 13–1–3; Scoring Rubrics on Transparency, Ch. 13; Academic and Workplace Skills Activity Book, 44–54; Formal Assessment, Ch. 31








d. make distinctions about the relative value and significance of specific data, facts and ideas;

SE/TE: Analyzing and Evaluating Nonfiction, 840; Applying Modes of Reasoning, 842–843; Evaluating Word Choice Language Use, 844–891; Evaluating Web Sites, 871; Reading from Varied Sources, 850–851; also see: Reading–Writing Connections: distinguishing fact from opinion, 120, 123, quoting reliable sources, 244, 245

TR: Writing Support Transparencies, 12–A–F, 13–A–I; Topic Bank for Heterogeneous Classes, Ch. 12, 13; Writing Support Activity Book, 12.1–6; 13–1–3; Scoring Rubrics on Transparency, Ch. 13; Academic and Workplace Skills Activity Book, 44–54; Formal Assessment, Ch. 31


e. anticipate and address a reader’s potential biases, misunderstandings and expectations; and

SE/TE: Audiences: profile of your, 16, keeping their experiences in mind, 55, purpose in writing, 78, identifying, 102, 151, 175, 200, 248, analyzing your, 127, 225, 275, surveying your, 128, identifying words to define for, 284, developing an audience profile, 307

TR: Academic and Workplace Skills Activity Book, 35–38


f. provide a sense of closure to the writing.

SE/TE: Conclusions, as part of compositions, 39, evaluating, 58, framing your description, 105, signaling, 133, personalizing, 312, planning a structure, 330, checking against introduction, 332, and inferences, 847

TR: Writing Support Transparencies: 9–F, 10–E, 11–E–F, 13–F, 15–C; Writing Support Activity Book: 9–3, 11–3; Scoring Rubrics on Transparency: Ch. 9, 10, 11, 13; Writing Assessment and Portfolio Management; Formal Assessment: Ch. 9, 10, 11, 13








5. Write persuasive compositions that: SE/TE: Persuasive Essay, 118–119, 120–123, 124–128, 129–130, 131–135, 136, 137–139, 140; Persuasion Advertisement, 146–147, 148, 149–152, 153, 154–156, 157, 158–159, 160; Problem and Solution Essay, 218–219, 220–221, 222–225, 226–227, 228–232, 233, 234–236, 237; also see: Connected Assignments: Ad Campaign, 160, Consumer Report, 189, Statistical Report, 261



a. articulate a clear position;

SE/TE: Persuasive Essay, 118–119, 120–123, 124–128, 129–130, 131–135, 136, 137–139, 140; Persuasion Advertisement, 146–147, 148, 149–152, 153, 154–156, 157, 158–159, 160; Problem and Solution Essay, 218–219, 220–221, 222–225, 226–227, 228–232, 233, 234–236, 237; also see: Connected Assignments: Ad Campaign, 160, Consumer Report, 189, Statistical Report, 261

TR: Writing Support Transparencies: 7–A–J; Writing Support Activity Book: 7–1–6; Topic Bank for Heterogeneous Classes, Ch. 7; Scoring Rubrics on Transparency, Ch. 7; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 7, 28; Academic and Workplace Skills Activity Book, 1–12








b. support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and

SE/TE: Speaking Skills: rhetorical strategies, 789; Persuasive Essay, 118–119, 120–123, 124–128, 129–130, 131–135, 136, 137–139, 140; Persuasion Advertisement, 146–147, 148, 149–152, 153, 154–156, 157, 158–159, 160; Problem and Solution Essay, 218–219, 220–221, 222–225, 226–227, 228–232, 233, 234–236, 237; also see: Connected Assignments: Ad Campaign, 160, Consumer Report, 189, Statistical Report, 261



c. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause–effect reasoning).

SE/TE: Persuasive Essay, 118–119, 120–123, 124–128, 129–130, 131–135, 136, 137–139, 140; Persuasion Advertisement, 146–147, 148, 149–152, 153, 154–156, 157, 158–159, 160; Problem and Solution Essay, 218–219, 220–221, 222–225, 226–227, 228–232, 233, 234–236, 237; also see: Connected Assignments: Ad Campaign, 160, Consumer Report, 189, Statistical Report, 261









6. Produce informal writings (e.g., journals, notes and poems) for various purposes.

SE/TE: Keep Track of Your Ideas: 3; Journals, and building writing skills, 4, reader's response journals, 299; also see: Reflecting On Your Writing, 7, 64, 87, 110, 137, 158, 186, 209, 234, 258, 288, 317, 335



Writing Conventions Spelling; Punctuation and Capitalization; and Grammar and Usage 1. Use correct spelling conventions.

SE/TE: Spelling, 63, 157, 316, 808–831, commonly misspelled words, 908–909, eliminating errors, 334, preferred and variant, 866, proofreading, 26, spelling rules notebook, 828–829

TR: Grammar Exercise Workbook, 99–100; Scoring Rubrics on Transparency, Ch. 14, 15; Formal Assessment, Ch. 14, 15; Academic and Workplace Skills Activity Book: 23–29


2. Use correct capitalization and punctuation.

SE/TE: Capitalization, of titles, 668–669, 670–671, 672–678, 679–680, 681–684; Punctuation, 690–771

TR: Grammar Exercise Workbook, 141–144, 145–172; Grammar Exercises Answers on Transparencies, Ch. 26, 27; Formal Assessment, Ch. 26, 27








3. Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns).

SE/TE: Editing and Proofreading: A Walk Through the Writing Process, 22, Autobiographical Writing pages 63, Short Story pages 86, Description pages 109, Persuasive Essay pages 136, Persuasion Advertisement pages 157, Comparison-and Contrast Essay pages 185, Cause-and-Effect Essay pages 208, Problem and Solution Essay pages 233, Research Documented Essay pages 257, Research Paper pages 287, Response to Literature pages 316; Grammar in Your Writing: three cases of personal pronouns, 61, action vs. linking verbs, 85, combining sentences, 107, conventions for providing practical information, 133, six tenses of verbs, 182, using gerunds to combine sentences, 206, using infinitives to combine sentences, 230, prepositional phrases, 255, active and passive voice, 283, splices, 313; also see: Standardized Test Preparation Workshops: revising and editing, 296–297, analyzing mechanical errors, 342–343, applying usage rules to writing, 358–359, parts of speech, 402–403, basic sentence parts, 430–431, phrases and clauses, 472–473, effective sentences, 516–517, verb usage, 558–559, pronoun usage, 580–581, subject–verb agreement, 616–617, using modifiers, 638–639, standard English usage, 665–666, capitalization, 688–689, punctuation, 768–769

TR: Grammar Exercise Workbook, 1–20, 27–38, 43–60, 87–96, 115–124; Grammar Exercises Answers on Transparencies, Ch. 17, 18, 19, 21, 22, 23; Hands–on Grammar Activity Book, Ch. 17, 18, 19, 21, 22, 23; Formal Assessment, Ch. 17, 18, 19, 21, 22, 23








Research 1. Compose open–ended questions for

research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.

SE/TE: Research Documented Essay, 242–243, 244–245, 246–249, 250–251, 252–256, 257, 258–260; Media and Technology Skills: finding and evaluating sources on–line, 263, producing a documentary, 295; Research Paper, 266–267, 268–271, 272–277, 278–280, 281–285, 286–287, 288–291; Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843; Reading from Varied Sources, 850–851; Reference Skills, 858–871; Citing Sources, 926–932; also see: Internet: as news source, 191, search engines, 200, finding and evaluating sources on–line, 263, to access library resources, 276, locating appropriate Web sites, 870; Information Media: comparing and contrasting newscasts, 215, documentary, 295, newscasts, 797–798; Internet Research Handbook: researching on, 933–935, terms for, 936–937

TR: Writing Support Transparencies: 13–A–I; Writing Support Activity Book: 13–1–2; Topics for Heterogeneous Classes, Ch. 13; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management; Formal Assessment, Ch. 13


1. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet–based resources).

SE/TE: Documented Essay: identify sources, 249, attribute information, 251, evaluate links to quoted material, 253, providing internal documentation, 257; Research Paper: use library resources, 276, take notes, 277, include outside sources, 280, historical references, 284, creating a reference list, 286, conventions for citing sources, 287; Reading from Varied Sources, 850–851; Reference Skills, 858–871; Citing Sources, 926–932; Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843









2. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).

SE/TE: Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843; also see: Documented Essay: identify sources, 249, attribute information, 251, evaluate links to quoted material, 253, providing internal documentation, 257; Research Paper: use library resources, 276, take notes, 277, include outside sources, 280, historical references, 284, creating a reference list, 286, conventions for citing sources, 287; Reading from Varied Sources, 850–851; Reference Skills, 858–871; Citing Sources, 926–932



3. Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes.

SE/TE: Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843; also see: Documented Essay: identify sources, 249, attribute information, 251, evaluate links to quoted material, 253, providing internal documentation, 257; Research Paper: use library resources, 276, take notes, 277, include outside sources, 280, historical references, 284, creating a reference list, 286, conventions for citing sources, 287; Reading from Varied Sources, 850–851; Reference Skills, 858–871; Citing Sources, 926–932









4. Integrate quotations and citations into written text to maintain a flow of ideas.

SE/TE: Documented Essay: attribute information, 251, evaluate links to quoted material, 253, providing internal documentation, 257; Research Paper: creating a reference list, 286, conventions for citing sources, 287; Reference Skills, 858–871; Citing Sources, 926–932; Internet Research Handbook: researching on, 933–935, terms for, 936–937

TR: Writing Support Transparencies, 12–E, 13–E; Scoring Rubrics on Transparency, Ch. 12; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 12


5. Use style guides to produce oral and written reports that give proper credit for sources, and include appropriate in–text documentation, notes and an acceptable format for source acknowledgement.

SE/TE: Conventions for Citing Sources, 287, APA style, 286, 896, 898, CMS style, 286, 896, 899, formats for documentation, 896, MLA style, 286, 896, 897, 900









6. Use a variety of communication techniques (e.g., oral, visual, written or multimedia reports) to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.

SE/TE: Multimedia Presentation, 803; also see: Connected Assignment: Documentary, 213; Media and Technology Skills: using a variety of technologies, 9, building an electronic portfolio, 25, producing a documentary, 295, evaluating a word–processing program, 357; Research Documented Essay, 242–243, 244–245, 246–249, 250–251, 252–256, 257, 258–260, 261; Research Paper, 266–267, 268–271, 272–277, 278–280, 281–285, 286–287, 288–291, 292;

TR: Writing Support Transparencies: 12–A–F, 13–A–I, 15–A–C; Writing Support Activity Book: 12–1–2, 13–1–2, 15–1; Academic and Workplace Skills Activity Book: 1–12; Formal Assessment, Ch. 28


Communication: Oral and Visual Listening and Viewing; Speaking Skills and Strategies; and Speaking Applications 1. Apply active listening strategies (e.g.,

monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.

SE/TE: Speaking and Listening Skills: Using Critical Listening, 791–793; Workplace Skills: Working With Others, 881–884; also see: Peer review, 21, 62, 85, 108, 135, 156, 184, 207, 232, 256, 285, 315


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

2. Analyze types of arguments used by a speaker, such as causation, analogy and logic.

SE/TE: Speaking Skills: rhetorical strategies, 789, evaluating, 790; Speaking and Listening Skills: using critical listening, 791–793; also see: Media and Technology Skills: analyzing persuasive messages, 143, evaluating movie reviews, 323









3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points.

SE/TE: Speaking and Listening Skills: Using Critical Listening, 791–793; Workplace Skills: Working With Others, 881–884; also see: Peer review, 21, 62, 85, 108, 135, 156, 184, 207, 232, 256, 285, 315



4. Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) affect the mood and tone and impact the audience.

SE/TE: Dramatic Reading, 110; Representing Skills: Performing or Interpreting, 805; also see: Peer Review (reading aloud): asking reviewers to offer suggestions, 184, pointing out strengths, 207, summarizing, 256, editor's conference, 285; Speaking Skills: giving a speech, 788, planning a speech, preparing note cards for, preparing outlines for, providing main idea and details, rhetorical strategies, 789, evaluating, 790



5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.

SE/TE: Speaking Skills: giving a speech, 788, rhetorical strategies, 789









6. Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response.

SE/TE: Speaking Skills starts on page 787: Speeches: volume, pitch, and tone, 789; audience and, 788, 790



7. Vary language choices as appropriate to the context of the speech.

SE/TE: Speaking Skills: giving a speech, 788, rhetorical strategies, 789



8. Deliver informational presentations (e.g., expository, research) that:

SE/TE: Speaking Skills: giving a speech, 788, planning a speech, preparing note cards for, preparing outlines for, providing main idea and details, rhetorical strategies, 789, evaluating, 790









a. present a clear and distinctive perspective on the subject;




b. present events or ideas in a logical sequence;




c. support the controlling idea with well–chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;

SE/TE: Speaking Skills: planning a speech, preparing note cards for, preparing outlines for, providing main idea and details, rhetorical strategies, 789



d. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause–effect, compare–contrast, problem–solution);

SE/TE: Speaking Skills: planning a speech, preparing note cards for, preparing outlines for, providing main idea and details, rhetorical strategies, 789









e. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and

SE/TE: Representing Skills, 800–805; also see: Media and Technology Skills: video slide show, 69, creating a video advertisement, 163, producing a documentary, 295; Connected Assignment: Documentary, 213



f. draw from and cite multiple sources including both primary and secondary sources and consider the validity and reliability of sources.

SE/TE: Speaking Skills: preparing note cards for, preparing outlines for, providing main idea and details, 789; also see: Reading from Varied Sources, 850–851; Reference Skills, 858–871; Citing Sources, 926–932



9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.

SE/TE: Dramatic Reading, 110; Representing Skills: Performing or Interpreting, 805; also see: Peer Review (reading aloud): asking reviewers to offer suggestions, 184, pointing out strengths, 207, summarizing, 256, editor's conference, 285; Speaking Skills: giving a speech, 788, planning a speech, preparing note cards for, preparing outlines for, providing main idea and details, rhetorical strategies, 789, evaluating, 790









10. Deliver persuasive presentations that:

a. establish and develop a logical and controlled argument;

SE/TE: Speaking Skills: rhetorical strategies, 789; Speaking and Listening Skills: Speaking in a Group Discussion, 787; also see: Peer review, 21, 62, 85, 108, 135, 156, 184, 207, 232, 256, 285, 315



b. include relevant evidence, differentiating between evidence and opinion, to support a position and to address counter–arguments or listener bias;




c. use persuasive strategies, such as rhetorical devices, anecdotes and appeals to emotion, authority, reason, pathos and logic;










d. consistently use common organizational structures as appropriate (e.g., cause–effect, compare–contrast, problem–solution); and

SE/TE: 39, 58, 105, 118, 119, 120–123, 124–128, 129, 131–135, 133, 148, 158, 164, 167, 172–176, 177–178, 186, 193, 195, 196–197, 198–201, 201, 202–203, 208, 209, 219, 222–225, 226–227, 234, 250, 312, 330, 331, 332, 339, 788–790, 798, 833, 839, 916, 949, 951, 953, 955



e. use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).

SE/TE: Speaking Skills: giving a speech, 788, planning a speech, preparing note cards for, preparing outlines for, providing main idea and details, 789, evaluating, 790



Reference: http://ims.ode.state.oh.us/ODE/IMS/ACS/Default.asp

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