Prentice Hall Literature, The British Tradition 2010 Correlated to: ACT College Readiness Standards for English, Reading, and Writing

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1 College Readiness Standards English Topic Development in Terms of Purpose and Focus Identify the basic purpose or role of a specified phrase or sentence Delete a clause or sentence because it is obviously irrelevant to the essay Identify the central idea or main topic of a straightforward piece of writing Determine relevancy when presented with a variety of sentence-level details Identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens that focus or to determine if an essay has met a specified goal Delete material primarily because it disturbs the flow and development of the paragraph Add a sentence to accomplish a fairly straightforward purpose such as illustrating a given statement SE/TE: ACT Editing in Context (deleting a sentence), 233; also see: Irrelevant details, delete, 121; Clarity, rephrase for, 153; Redundant ideas, remove, 271; Message, clarify, 627; Unnecessary details, omit, 698; Trouble spots, eliminate, 745; Topic, narrow, 879; Topic sentences, place effectively, 1100; Position, clarify, 1206; Clarity/accuracy, review, 1431 SE/TE: Irrelevant details, delete, 121; Main idea, develop, 136; Thesis statement, 153, 226, 280, 359, 444, 454, 706, 754, 794, 894, 1084, 1098; ACT Test-taking Practice: Main Idea, 230, 936; Redundant ideas, remove, 271; Message, clarify, 627; Position, establish, 663, 745, 1051, 1095, 1243, 1279; Unnecessary details, omit, 698; Trouble spots, eliminate, 745; Author's perspective, analyze, 754 SE/TE: Topic, stay on, 121; Clarity, rephrase for, 153; Significance, clarify, 218, 492; ACT Editing in Context (deleting a sentence), 233; Redundant ideas, remove, 271; Thesis, refine, 280; Logical flow, follow, 446, 1243; Opening, strengthen, 538, 794; Message, clarify, 627; Impact, strive for, 663; Unnecessary details, omit, 698; Trouble spots, eliminate, 745; Details, place for emphasis, 754; Evidence and support, ensure, 975; Topic sentences, place effectively, 1100; Position, clarify, 1206; Clarity/accuracy, review, 1431; Perspective, use consistent,

2 28 32* Apply an awareness of the focus and purpose of a fairly involved essay to determine the rhetorical effect and suitability of an existing phrase or sentence, or to determine the need to delete plausible but irrelevant material Add a sentence to accomplish a subtle rhetorical purpose such as to emphasize, to add supporting detail, or to express meaning through connotation Determine whether a complex essay has accomplished a specific purpose Add a phrase or sentence to accomplish a complex purpose, often expressed in terms of the main focus of the essay Organization, Unity, and Coherence Use conjunctive adverbs or phrases to show time relationships in simple narrative essays (e.g., then, this time) Select the most logical place to add a sentence in a paragraph Use conjunctive adverbs or phrases to express straightforward logical relationships (e.g., first, afterward, in response) Decide the most logical place to add a sentence in an essay Add a sentence that introduces a simple paragraph SE/TE: Irrelevant details, delete, 121; Elaboration, provide, 216, 444, 696, 922, 1098, 1470; Significance, clarify, 218, 492; Redundant ideas, remove, 271; Thesis, refine, 280; Rhetorical devices, use, 444; 1243; Opening, strengthen, 538, 794; Message, clarify, 627; Impact, strive for, 663; Unnecessary details, omit, 698; Trouble spots, eliminate, 745; Details, place for emphasis, 754; Evidence and support, ensure, 975; Position, clarify, 1206; Clarity/accuracy, review, 1431; Perspective, use consistent, 1472 SE/TE: Topic, stay on, 121; Clarity, rephrase for, 153; Significance, clarify, 218, 492; Thesis, refine, 280; Opening, strengthen, 538, 794; Message, clarify, 627; Impact, strive for, 663; Topic sentences, place effectively, 1100; Position, clarify, 1206; Clarity/accuracy, review, 1431; Perspective, use consistent, 1472 SE/TE: Adjective, Adverb clause, 419; also see: Variety in Sentence Beginnings, 1339 SE/TE: Topic sentences, place effectively, 1100; also see: Transition words, use, 446, 988; Structure, balance, 698; Organization, review, 894, 1100, 1472; Sentence fluency (transitional words and phrases), 1099 SE/TE: Adjective, Adverb clause, 419; Transition words, use, 446, 988; Structure, balance, 698; Organization, review, 894, 1100, 1472; Sentence fluency (transitional words and phrases), 1099; Topic sentences, place effectively, 1100; Variety in Sentence Beginnings,

3 24 27 Determine the need for conjunctive adverbs or phrases to create subtle logical connections between sentences (e.g., therefore, however, in addition) Rearrange the sentences in a fairly uncomplicated paragraph for the sake of logic Add a sentence to introduce or conclude the essay or to provide a transition between paragraphs when the essay is fairly straightforward 28 32* Make sophisticated distinctions concerning the logical use of conjunctive adverbs or phrases, particularly when signaling a shift between paragraphs Rearrange sentences to improve the logic and coherence of a complex paragraph Add a sentence to introduce or conclude a fairly complex paragraph Consider the need for introductory sentences or transitions, basing decisions on a thorough understanding of both the logic and rhetorical effect of the paragraph and essay Word Choice in Terms of Style, Tone, Clarity, and Economy Revise sentences to correct awkward and confusing arrangements of sentence elements Revise vague nouns and pronouns that create obvious logic problems Delete obviously synonymous and wordy material in a sentence Revise expressions that deviate from the style of an essay SE/TE: Opening strategy, 136, 216, 341, 398, 418, 444, 538, 696, 794, 1098, 1431; Adjective, Adverb clause, 419; Transition words, use, 446, 988; Structure, balance, 698; Topic sentences, place effectively, 1100 Organization, review, 894, 1100, 1472 Sentence fluency (transitional words and phrases), 1099; Variety in Sentence Beginnings, 1339 SE/TE: Adjective, Adverb clause, 419; Transition words, use, 446, 988; Structure, balance, 698; Organization, review, 894, 1100, 1472; Sentence fluency (transitional words and phrases), 1099; Topic sentences, place effectively, 1100; Variety in Sentence Beginnings, 1339 SE/TE: Opening strategy, 136, 216, 341, 398, 418, 444, 538, 696, 794, 1098, 1431; Transition words, use, 446, 988; Structure, balance, 698; Organization, review, 894, 1100, 1472; Logical organization, plan, 922, 1098, 1186, 1307; Sentence fluency (transitional words and phrases), 1099; Topic sentences, place effectively, 1100; Variety in Sentence Beginnings, 1339 SE/TE: Writing, Identifying Sentence Errors, 460; Pronoun-antecedent agreement, 795, R61; Improving Sentences, 938; Writer's Toolbox: Sentence fluency, 1099; Sentence Fragments and Run-ons, 1151; Sentence order, normal/inverted, 1339 SE/TE: Irrelevant details, delete, 121; Style, develop, 219, 447, 925, 1103; Style, use consistent, 306; Redundant ideas, remove, 271; Message, clarify, 627; Stylistic devices, apply, improve, 645; Unnecessary details, omit, 698; Trouble spots, eliminate, 745; Style, develop, 1099; Traditional narrative style, maintain,

4 20 23 Delete redundant material when information is repeated in different parts of speech (e.g., alarmingly startled ) Use the word or phrase most consistent with the style and tone of a fairly straightforward essay Determine the clearest and most logical conjunction to link clauses Revise a phrase that is redundant in terms of the meaning and logic of the entire sentence Identify and correct ambiguous pronoun references Use the word or phrase most appropriate in terms of the content of the sentence and tone of the essay 28 32* Correct redundant material that involves sophisticated vocabulary and sounds acceptable as conversational English (e.g., an aesthetic viewpoint versus the outlook of an aesthetic viewpoint ) Correct vague and wordy or clumsy and confusing writing containing sophisticated language Delete redundant material that involves subtle concepts or that is redundant in terms of the paragraph as a whole Sentence Structure and Formation Use conjunctions or punctuation to join simple clauses Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences Determine the need for punctuation and conjunctions to avoid awkward-sounding sentence fragments and fused sentences Decide the appropriate verb tense and voice by considering the meaning of the entire sentence SE/TE: Irrelevant details, delete, 121; Style, develop, 219, 447, 925, 1103; Redundant ideas, remove, 271; Style, use consistent, 306; Transition words, use, 446, 988; Stylistic devices, apply, improve, 645; Message, clarify, 627; Unnecessary details, omit, 698; Trouble spots, eliminate, 745; Style, develop, 1099; Traditional narrative style, maintain, 1206 SE/TE: Redundant ideas, remove, 271; Pronoun-antecedent agreement, 795, R61; Technical language, use, 988; Formal language, use, 1095; Consistent tone, adopt, 1186; Sensory details/language, use, 1307, 1472; Descriptive language, use, 1472 SE/TE: Irrelevant details, delete, 121; Vivid language, use, 197, 341, 446, 663, 851; Style, develop, 219, 447, 925, 1103; Redundant ideas, remove, 271; Style, use consistent, 306; Stylistic devices, apply, improve, 645; Unnecessary details, omit, 698; Style, develop, 1099; Traditional narrative style, maintain, 1206 SE/TE: Subtlety, add, 341; also see: Irrelevant details, delete, 121; Redundant ideas, remove, 271; Unnecessary details, omit, 698; Traditional narrative style, maintain, 1206 SE/TE: Opportunities to address this standard may be found on the following pages: Conjunction, 67, 154; Subordinating conjunction, 263; Adjective & adverb clauses, 419; Subject/verb agreement, 767, R61; Verb tense, 1009; also see: Transition words, use, 446, 988; Sentence fluency (transitional words and phrases), 1099 SE/TE: Conjunction, 67, 154; Adjective & adverb clauses, 419; Subject/verb agreement, 767, R61; Verb tense, 1009; Sentence Fragments and Run-ons, 1151; Sentence order, normal/inverted,

5 20 23 Recognize and correct marked disturbances of sentence flow and structure (e.g., participial phrase fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers) Revise to avoid faulty placement of phrases and faulty coordination and subordination of clauses in sentences with subtle structural problems Maintain consistent verb tense and pronoun person on the basis of the preceding clause or sentence 28 32* Use sentence-combining techniques, effectively avoiding problematic comma splices, run-on sentences, and sentence fragments, especially in sentences containing compound subjects or verbs Maintain a consistent and logical use of verb tense and pronoun person on the basis of information in the paragraph or essay as a whole Work comfortably with long sentences and complex clausal relationships within sentences, avoiding weak conjunctions between independent clauses and maintaining parallel structure between clauses Conventions of Usage Solve such basic grammatical problems as how to form the past and past participle of irregular but commonly used verbs and how to form comparative and superlative adjectives Solve such grammatical problems as whether to use an adverb or adjective form, how to ensure straightforward subject-verb and pronoun-antecedent agreement, and which preposition to use in simple contexts Recognize and use the appropriate word in frequently confused pairs such as there and their, past and passed, and led and lead SE/TE: Modifier placement, 539; Pronoun-antecedent agreement, 795, R61; Writer's Toolbox: Sentence fluency, 1099; Sentence Fragments and Run-ons, 1151; Sentence order, normal/inverted, 1339; also see: Writing, Identifying Sentence Errors, ; Improving Sentences, SE/TE: Subordinating conjunction, 263; Modifier placement, 539; Pronounantecedent agreement, 795, R61; Verb tense, 1009; Writer's Toolbox: Sentence fluency, 1099; Sentence Fragments and Run-ons, 1151; Sentence order, normal/inverted, 1339 SE/TE: Subordinating conjunction, 263; Pronoun-antecedent agreement, 795, R61; Verb tense, 1009; Writer's Toolbox: Sentence fluency, 1099; Sentence Fragments and Run-ons, 1151; Sentence order, normal/inverted, 1339; also see: Writing, Identifying Sentence Errors, ; Improving Sentences, SE/TE: Conjunction, 67, 154; Subordinating conjunction, 263; Adjective & adverb clauses, 419; Subject/verb agreement, 767, R61; Pronoun-antecedent agreement, 795, R61; Verb tense, 1009; Writer's Toolbox: Sentence fluency, 1099; Sentence Fragments and Run-ons, 1151; Sentence order, normal/inverted, 1339; Parallel structure, 1207 SE/TE: Adjectives, comparative, superlative, 493; Participle, 503; Verb tense, 1009; Verbs, active/passive voice, 1085 SE/TE: Adverb, 493; Participle, 503; Subject/verb agreement, 767, R61; Pronoun-antecedent agreement, 795, R61; Verb tense, 1009; Verbs, active/passive voice, 1085; Adjectival modifier, 1169; Commonly Confused Words, R62 R63 5

6 20 23 Use idiomatically appropriate prepositions, especially in combination with verbs (e.g., long for, appeal to) Ensure that a verb agrees with its subject when there is some text between the two Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences Identify the correct past and past participle forms of irregular and infrequently used verbs and form present-perfect verbs by using have rather than of 28 32* Correctly use reflexive pronouns, the possessive pronouns its and your, and the relative pronouns who and whom Ensure that a verb agrees with its subject in unusual situations (e.g., when the subject verb order is inverted or when the subject is an indefinite pronoun) Provide idiomatically and contextually appropriate prepositions following verbs in situations involving sophisticated language or ideas Conventions of Punctuation Ensure that a verb agrees with its subject when a phrase or clause between the two suggests a different number for the verb Delete commas that create basic sense problems (e.g., between verb and direct object) Provide appropriate punctuation in straightforward situations (e.g., items in a series) Delete commas that disturb the sentence flow (e.g., between modifier and modified element) Use commas to set off simple parenthetical phrases Delete unnecessary commas when an incorrect reading of the sentence suggests a pause that should be punctuated (e.g., between verb and direct object clause) SE/TE: Subject/verb agreement, 767, R61; Prepositions and Prepositional Phrases, R59 SE/TE: Pronoun-antecedent agreement, 795, R61; Verb tense, 1009; Verbs, active/passive voice, 1085 SE/TE: Subject/verb agreement, 767, R61; Pronoun-antecedent agreement, 795, R61 SE/TE: Subject/verb agreement, 767, R61; Prepositions and Prepositional Phrases, R59 SE/TE: Opportunities to address this standard may be found on the following pages: Punctuation tip/commas, 67, 154, 263, 419, 755; Handbook: commas, R63 SE/TE: Opportunities to address this standard may be found on the following pages: Punctuation tip/commas, 67, 154, 263, 419, 755; Handbook: commas, R63 SE/TE: Opportunities to address this standard may be found on the following pages: Punctuation tip/commas, 67, 154, 263, 419, 755; Handbook: commas, R63 6

7 24 27 Use punctuation to set off complex parenthetical phrases Recognize and delete unnecessary commas based on a careful reading of a complicated sentence (e.g., between the elements of a compound subject or compound verb joined by and) Use apostrophes to indicate simple possessive nouns Recognize inappropriate uses of colons and semicolons 28 32* Use commas to set off a nonessential/nonrestrictive appositive or clause Deal with multiple punctuation problems (e.g., compound sentences containing unnecessary commas and phrases that may or may not be parenthetical) Use an apostrophe to show possession, especially with irregular plural nouns Use a semicolon to indicate a relationship between closely related independent clauses Use a colon to introduce an example or an elaboration College Readiness Standards Reading Main Ideas and Author's Approach Recognize a clear intent of an author or narrator in uncomplicated literary narratives SE/TE: Opportunities to address this standard may be found on the following pages: Punctuation tip/commas, 67, 154, 263, 419, 755; Handbook: commas, R63, SE/TE: Opportunities to address this standard may be found on the following pages: Punctuation tip/commas, 67, 154, 263, 419, 755; Handbook: commas, R63, apostrophes, R64 SE/TE: Colons, R64 SE/TE: ACT Test-taking Practice: Author s Purpose, 228; Author's purpose, 628, 635, 638, 644, 646, 656, 662, 679, 708, 910, 913, 919, 997, 1002, 1006, 1308, 1310, 1312, 1313, 1315; Informational Texts: evaluate author s purpose and perspective, , predict content and purpose, , determine essential message, analyze rhetorical devices, ; SAT Test-taking Practice: Author s Purpose, 934 7

8 16 19 Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages SE/TE: Main idea, determine, 38, 42, 45, 48, 51, 52, 53, 58, 61, 65, 168, 196, 252, 254, 305; Essential message, 168, 172, 176, 181, 183, 186, 189, 194, 196, 252, 254, 261, 296, 305, 664, 676, 775, 1272, 1278; ACT Test-taking Practice: Author s Purpose, 228, Main Idea, 230, 936; Main points, identify, 1284, 1285, 1290; Author's message, judge, 1394; also see: Informational Texts: summarizing, restating main ideas, , evaluate author s purpose and perspective, , predict content and purpose, , determine essential message, analyze rhetorical devices, SE/TE: Main idea, determine, 38, 42, 45, 48, 51, 52, 53, 58, 61, 65, 168, 196, 252, 254, 305; Essential message, 168, 172, 176, 181, 183, 186, 189, 194, 196, 252, 254, 261, 296, 305, 664, 676, 775, 1272, 1278; ACT Test-taking Practice: Author s Purpose, 228, Main Idea, 230, 936; Author's perspective, analyze, 436, 480, 484, 491, 708, 934; Facts, verify and clarify, 568, 569, 573, 575, 581; Author's opinion, note, 934; Author's beliefs, analyze, 958, 974, 1086, 1093, 1094; Main points, identify, 1284, 1285, 1290; Social criticism, compare, 1011, 1014, 1015, 1017, 1018, 1020, 1021; Author's assumptions, analyze, 1028, 1030, 1035, 1149; Supporting details, identify, 1284, 1285, 1290; Authors' styles, compare, 1366; Author's message, judge, 1394; Author's strategies, outline, 1462, 1464, 1467; Author's arguments, outline, 1462, 1464, 1467; also see: Informational Texts: summarizing, restating main ideas, , evaluate author s purpose and perspective, , predict content and purpose, , determine essential message, analyze rhetorical devices,

9 24 27 Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated passages Infer the main idea or purpose of straightforward paragraphs in more challenging passages Summarize basic events and ideas in more challenging passages Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in more challenging passages SE/TE: Main idea, determine, 38, 42, 45, 48, 51, 52, 53, 58, 61, 65, 168, 196, 252, 254, 305; Summarize, to determine essential message/main idea, 168, 172, 176, 181, 183, 186, 189, 194, 196; ACT Test-taking Practice: Author s Purpose, 228, Main Idea, 230, 936; Inferences, draw/support, 300, 305, 1278; Author's perspective, analyze, 436, 480, 484, 491, 708, 934; Facts, verify and clarify, 568, 569, 573, 575, 581; Author's opinion, note, 934; Author's beliefs, analyze, 958, 974, 1086, 1093, 1094; Main points, identify, 1284, 1285, 1290; Social criticism, compare, 1011, 1014, 1015, 1017, 1018, 1020, 1021; Author's assumptions, analyze, 1028, 1030, 1035, 1149; Supporting details, identify, 1284, 1285, 1290; Authors' styles, compare, 1366; Author's message, judge, 1394; Author's strategies, outline, 1462, 1464, 1467; Author's arguments, outline, 1462, 1464, 1467; also see: Informational Texts: summarizing, restating main ideas, , evaluate author s purpose and perspective, , predict content and purpose, , determine essential message, analyze rhetorical devices,

10 28 32* Infer the main idea or purpose of more challenging passages or their paragraphs Summarize events and ideas in virtually any passage Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in virtually any passage Identify clear main ideas or purposes of complex passages or their paragraphs SE/TE: Main idea, determine, 38, 42, 45, 48, 51, 52, 53, 58, 61, 65, 168, 196, 252, 254, 305; Summarize, to determine essential message/main idea, 168, 172, 176, 181, 183, 186, 189, 194, 196; ACT Test-taking Practice: Author s Purpose, 228, Main Idea, 230, 936; Inferences, draw/support, 300, 305, 1278; Author's perspective, analyze, 436, 480, 484, 491, 708, 934; Facts, verify and clarify, 568, 569, 573, 575, 581; Author's opinion, note, 934; Author's beliefs, analyze, 958, 974, 1086, 1093, 1094; Main points, identify, 1284, 1285, 1290; Social criticism, compare, 1011, 1014, 1015, 1017, 1018, 1020, 1021; Author's assumptions, analyze, 1028, 1030, 1035, 1149; Supporting details, identify, 1284, 1285, 1290; Summarize to focus on central images and ideas, 1366, 1370, 1376; Author's message, judge, 1394; Author's strategies, outline, 1462, 1464, 1467; Author's arguments, outline, 1462, 1464, 1467; also see: Informational Texts: summarizing, restating main ideas, , evaluate author s purpose and perspective, , predict content and purpose, , determine essential message, analyze rhetorical devices, SE/TE: Main idea, determine, 38, 42, 45, 48, 51, 52, 53, 58, 61, 65, 168, 196, 252, 254, 305; Essential message, 168, 172, 176, 181, 183, 186, 189, 194, 196, 252, 254, 261, 296, 305, 664, 676, 775, 1272, 1278; ACT Test-taking Practice: Author s Purpose, 228, Main Idea, 230, 936; Main points, identify, 1284, 1285, 1290; Social criticism, compare, 1011, 1014, 1015, 1017, 1018, 1020, 1021; Author's message, judge, 1394; Author's arguments, outline, 1462, 1464, 1467; also see: Informational Texts: summarizing, restating main ideas, , evaluate author s purpose and perspective, , predict content and purpose, , determine essential message, analyze rhetorical devices,

11 Supporting Details Locate basic facts (e.g., names, dates, events) clearly stated in a passage Locate simple details at the sentence and paragraph level in uncomplicated passages Recognize a clear function of a part of an uncomplicated passage Locate important details in uncomplicated passages Make simple inferences about how details are used in passages Locate important details in more challenging passages Locate and interpret minor or subtly stated details in uncomplicated passages Discern which details, though they may appear in different sections throughout a passage, support important points in more challenging passages 28 32* Locate and interpret minor or subtly stated details in more challenging passages Use details from different sections of some complex informational passages to support a specific point or argument Locate and interpret details in complex passages Understand the function of a part of a passage when the function is subtle or complex Sequential, Comparative, and Cause-Effect Relationships Determine when (e.g., first, last, before, after) or if an event occurred in uncomplicated passages Recognize clear cause-effect relationships described within a single sentence in a passage SE/TE: Informational Texts: verify and clarify facts, 568, 569, 573, 575, 581 SE/TE: ACT Test-taking Practice: Detail, 230; Text structure, analyze, 272, 279, 378, 381, 391, 392, 397, 552, 557; Informational Texts: verify and clarify facts, 568, 569, 573, 575, 581; Patterns of organization, analyze, 1076, 1080, 1081; Supporting details, identify, 1284, 1285, 1290; Parallel structures, recognize, 1410, 1414, 1415 SE/TE: ACT Test-taking Practice: Detail, 230; Inferences, draw/support, 300, 305, 1278; Informational Texts: verify and clarify facts, 568, 569, 573, 575, 581; Implied connections, identify, 1217; Supporting details, identify, 1284, 1285, 1290 SE/TE: ACT Test-taking Practice: Detail, 230; Facts, verify and clarify, 568, 569, 573, 575, 581; Supporting details, identify, 1284, 1285, 1290; Author's arguments, outline, 1462, 1464, 1467 SE/TE: ACT Test-taking Practice: Detail, 230; Informational Texts: facts, verify and clarify, 568, 569, 573, 575, 581; Supporting details, identify, 1284, 1285, 1290; Author's arguments, outline, 1462, 1464, 1467 SE/TE: ACT Test-taking Practice: Detail, 230; Text structure, analyze, 272, 279, 378, 381, 391, 392, 397, 552, 557; Informational Texts: facts, verify and clarify, 568, 569, 573, 575, 581; Supporting details, identify, 1284, 1285, 1290; Author's arguments, outline, 1462, 1464, 1467 SE/TE: Cause-and-effect relationships, 360, 363, 365, 367, 370, 376, 1218, 1222, 1225, 1227, 1228, 1233, 1238, 1239, 1242; Plot, 990, 1216, 1218, 1224, 1226, 1228, 1230, 1237, 1238, 1242; Informational Texts: analyze cause-and-effect relationships,

12 16 19 Identify relationships between main characters in uncomplicated literary narratives Recognize clear cause-effect relationships within a single paragraph in uncomplicated literary narratives Order simple sequences of events in uncomplicated literary narratives Identify clear relationships between people, ideas, and so on in uncomplicated passages Identify clear cause-effect relationships in uncomplicated passages Order sequences of events in uncomplicated passages Understand relationships between people, ideas, and so on in uncomplicated passages Identify clear relationships between characters, ideas, and so on in more challenging literary narratives Understand implied or subtly stated cause-effect relationships in uncomplicated passages Identify clear cause-effect relationships in more challenging passages 28 32* Order sequences of events in more challenging passages Understand the dynamics between people, ideas, and so on in more challenging passages Understand implied or subtly stated cause-effect relationships in more challenging passages SE/TE: Cause-and-effect relationships, 360, 363, 365, 367, 370, 376, 1218, 1222, 1225, 1227, 1228, 1233, 1238, 1239, 1242; Causes of characters' actions, identify, 1418, 1420, 1422, 1424, 1430; Characters' decisions, evaluate, 1425, 1428; Informational Texts: analyze cause-and-effect relationships, SE/TE: Cause-and-effect relationships, 360, 363, 365, 367, 370, 376, 1218, 1222, 1225, 1227, 1228, 1233, 1238, 1239, 1242; Plot, 990, 1216, 1218, 1224, 1226, 1228, 1230, 1237, 1238, 1242; Causes of characters' actions, identify, 1418, 1420, 1422, 1424, 1430; Characters' decisions, evaluate, 1425, 1428; Informational Texts: analyze cause-and-effect relationships, SE/TE: Cause-and-effect relationships, 360, 363, 365, 367, 370, 376, 1218, 1222, 1225, 1227, 1228, 1233, 1238, 1239, 1242; Plot, 990, 1216, 1218, 1224, 1226, 1228, 1230, 1237, 1238, 1242; Causes of characters' actions, identify, 1418, 1420, 1422, 1424, 1430; Characters' decisions, evaluate, 1425, 1428; Informational Texts: analyze cause-and-effect relationships, SE/TE: Internal/external conflict, 360, 364, 366, 373, 376, 1356; Cause-andeffect relationships, 363, 365, 367, 370, 1218, 1222, 1225, 1227, 1228, 1233, 1238, 1239, 1242; Plot, 990, 1216, 1218, 1224, 1226, 1228, 1230, 1237, 1238, 1242; Conflict, 1216, , 1354; Cultural conflict, 1316, 1319, 1330, 1337; Causes of characters' actions, identify, 1418, 1422; Generational conflict, 1420, 1424, 1430; Characters' decisions, evaluate, 1425, 1428; Informational Texts: analyze cause-and-effect relationships,

13 33 36 Order sequences of events in complex passages Meanings of Words Understand the subtleties in relationships between people, ideas, and so on in virtually any passage Understand implied, subtle, or complex cause-effect relationships in virtually any passage Understand the implication of a familiar word or phrase and of simple descriptive language Use context to understand basic figurative language Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passages Use context to determine the appropriate meaning of virtually any word, phrase, or statement in uncomplicated passages Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in more challenging passages SE/TE: Internal/external conflict, 360, 364, 366, 373, 376, 1356; Cause-andeffect relationships, 363, 365, 367, 370, 1218, 1222, 1225, 1227, 1228, 1233, 1238, 1239, 1242; Plot, 990, 1216, 1218, 1224, 1226, 1228, 1230, 1237, 1238, 1242; Conflict, 1216, , 1354; Cultural conflict, 1316, 1319, 1330, 1337; Causes of characters' actions, identify, 1418, 1422; Generational conflict, 1420, 1424, 1430; Characters' decisions, evaluate, 1425, 1428; Informational Texts: analyze cause-and-effect relationships, SE/TE: Figurative language, 774, 852, 855, 858, 864; Imagery, 378, 382, 383, 385, 388, 389, 393, 395, 397, 702, 775, 866, 870, 872, 874, 878; The Changing English Language: Euphemisms: the Fig Leaves of Language, 949; also see: Vocabulary in context: SAT Critical Reading, Sentence Completion, 231, 459, 711, 937, 1117, SAT Reading Comprehension, Sentence Completion, 1485 SE/TE: Figurative language, 774, 852, 855, 858, 864; also see: Context clues, check, 137, 140, 141, 143, 145, 151; Context, 975, 1338 SE/TE: Context clues, check, 137, 140, 141, 143, 145, 151; Vocabulary in context: SAT Critical Reading, Sentence Completion, 231, 459, 711, 937, 1117, Figurative language, 774, 852, 855, 858, 864; Context, 975, 1338; SAT Reading Comprehension, Sentence Completion, 1485 SE/TE: Context clues, check, 137, 140, 141, 143, 145, 151; Context, 975, 1338; Vocabulary in context: SAT Critical Reading, Sentence Completion, 231, 459, 711, 937, 1117, Figurative language, 774, 852, 855, 858, 864; SAT Reading Comprehension, Sentence Completion,

14 28 32* Determine the appropriate meaning of words, phrases, or statements from figurative or somewhat technical contexts Determine, even when the language is richly figurative and the vocabulary is difficult, the appropriate meaning of context-dependent words, phrases, or statements in virtually any passage Generalizations and Conclusions Draw simple generalizations and conclusions about the main characters in uncomplicated literary narrative Draw simple generalizations and conclusions about people, ideas, and so on in uncomplicated passages SE/TE: Vocabulary Workshop: Etymology: political science/history terms, 704, Etymology of science, medical, mathematical terms, 930; Figurative language, 774, 852, 855, 858, 864; also see: Context clues, check, 137, 140, 141, 143, 145, 151; Context, 975, 1338 SE/TE: Figurative language, 774, 852, 855, 858, 864; also see: Context clues, check, 137, 140, 141, 143, 145, 151; Context, 975, 1338 SE/TE: Causes of characters' actions, identify, 1418, 1422, 1424, 1430; Characters' decisions, evaluate, 1420, 1425, 1428; also see: Characterization, 95, 98, 101, 103, 106, 107, 110, 115, 117, 120, 1345, 1350, 1354, 1434, 1437, 1439, 1443 SE/TE: Draw conclusions, 25, 31, 119, 134, 183, 195, 204, 206, 208, 256, 260, 278, 289, 295, 300, 301, 415, 483, 485, 487, 490, 497, 508, 513, 534, 565, 579, 595, 625, 653, 671, 684, 739, 743, 808, 845, 849, 859, 863, 869, 885, 892, 968, 973, 981, 1004, 1043, 1047, 1049, 1076, 1079, 1080, 1081, 1082, 1090, 1143, 1146, 1148, 1157, 1159, 1181, 1200, 1214, 1234, 1241, 1268, 1277, 1293, 1305, 1326, 1336, 1347, 1355, 1361, 1364, 1369, 1371, 1394, 1398, 1451, 1466; Generalize, 25, 31, 69, 134, 195, 204, 260, 375, 483, 500, 561, 595, 788, 845, 903, 1067, 1311, 1314, 1369, 1382, 1413, 1429,

15 20 23 Draw generalizations and conclusions about people, ideas, and so on in uncomplicated passages Draw simple generalizations and conclusions using details that support the main points of more challenging passages Draw subtle generalizations and conclusions about characters, ideas, and so on in uncomplicated literary narratives Draw generalizations and conclusions about people, ideas, and so on in more challenging passages SE/TE: Causes of characters' actions, identify, 1418, 1422, 1424, 1430; Characters' decisions, evaluate, 1420, 1425, 1428; also see: Draw conclusions, 25, 31, 119, 134, 183, 195, 204, 206, 208, 256, 260, 278, 289, 295, 300, 301, 415, 483, 485, 487, 490, 497, 508, 513, 534, 565, 579, 595, 625, 653, 671, 684, 739, 743, 808, 845, 849, 859, 863, 869, 885, 892, 968, 973, 981, 1004, 1043, 1047, 1049, 1076, 1079, 1080, 1081, 1082, 1090, 1143, 1146, 1148, 1157, 1159, 1181, 1200, 1214, 1234, 1241, 1268, 1277, 1293, 1305, 1326, 1336, 1347, 1355, 1361, 1364, 1369, 1371, 1394, 1398, 1451, 1466; Generalize, 25, 31, 69, 134, 195, 204, 260, 375, 483, 500, 561, 595, 788, 845, 903, 1067, 1311, 1314, 1369, 1382, 1413, 1429, 1466 SE/TE: Causes of characters' actions, identify, 1418, 1422, 1424, 1430; Characters' decisions, evaluate, 1420, 1425, 1428; also see: Draw conclusions, 25, 31, 119, 134, 183, 195, 204, 206, 208, 256, 260, 278, 289, 295, 300, 301, 415, 483, 485, 487, 490, 497, 508, 513, 534, 565, 579, 595, 625, 653, 671, 684, 739, 743, 808, 845, 849, 859, 863, 869, 885, 892, 968, 973, 981, 1004, 1043, 1047, 1049, 1076, 1079, 1080, 1081, 1082, 1090, 1143, 1146, 1148, 1157, 1159, 1181, 1200, 1214, 1234, 1241, 1268, 1277, 1293, 1305, 1326, 1336, 1347, 1355, 1361, 1364, 1369, 1371, 1394, 1398, 1451, 1466; Generalize, 25, 31, 69, 134, 195, 204, 260, 375, 483, 500, 561, 595, 788, 845, 903, 1067, 1311, 1314, 1369, 1382, 1413, 1429,

16 28 32* Use information from one or more sections of a more challenging passage to draw generalizations and conclusions about people, ideas, and so on Draw complex or subtle generalizations and conclusions about people, ideas, and so on, often by synthesizing information from different portions of the passage Understand and generalize about portions of a complex literary narrative College Readiness Standards ACT Assessment Writing Test Expressing Judgments 3-4 Show a little understanding of the persuasive purpose of the task but neglect to take or to maintain a position on the issue in the prompt Show limited recognition of the complexity of the issue in the prompt SE/TE: Draw conclusions, 25, 31, 119, 134, 183, 195, 204, 206, 208, 256, 260, 278, 289, 295, 300, 301, 415, 483, 485, 487, 490, 497, 508, 513, 534, 565, 579, 595, 625, 653, 671, 684, 739, 743, 808, 845, 849, 859, 863, 869, 885, 892, 968, 973, 981, 1004, 1043, 1047, 1049, 1076, 1079, 1080, 1081, 1082, 1090, 1143, 1146, 1148, 1157, 1159, 1181, 1200, 1214, 1234, 1241, 1268, 1277, 1293, 1305, 1326, 1336, 1347, 1355, 1361, 1364, 1369, 1371, 1394, 1398, 1451, 1466; Generalize, 25, 31, 69, 134, 195, 204, 260, 375, 483, 500, 561, 595, 788, 845, 903, 1067, 1311, 1314, 1369, 1382, 1413, 1429, 1466 SE/TE: Synthesize, 25, 29, 64, 375, 616, 643, 764, 889; also see: Draw conclusions, 25, 31, 119, 134, 183, 195, 204, 206, 208, 256, 260, 278, 289, 295, 300, 301, 415, 483, 485, 487, 490, 497, 508, 513, 534, 565, 579, 595, 625, 653, 671, 684, 739, 743, 808, 845, 849, 859, 863, 869, 885, 892, 968, 973, 981, 1004, 1043, 1047, 1049, 1076, 1079, 1080, 1081, 1082, 1090, 1143, 1146, 1148, 1157, 1159, 1181, 1200, 1214, 1234, 1241, 1268, 1277, 1293, 1305, 1326, 1336, 1347, 1355, 1361, 1364, 1369, 1371, 1394, 1398, 1451, 1466; Generalize, 25, 31, 69, 134, 195, 204, 260, 375, 483, 500, 561, 595, 788, 845, 903, 1067, 1311, 1314, 1369, 1382, 1413, 1429, 1466 SE/TE: ACT Optional Writing Test: Position Statement, 233, 1119, Persuasive Essay, 713; Writing Workshop: Persuasive Essay, ; SAT Writing, Essay: Position Statement, 461, 939; also see: Writing Activities: Editorial, 32, 663; Persuasive Sermon, 136; Public Service Announcement, 514; Persuasive Speech, 745; Response to Literature,

17 5-6 Show a basic understanding of the persuasive purpose of the task by taking a position on the issue in the prompt but may not maintain that position Show a little recognition of the complexity of the issue in the prompt by acknowledging, but only briefly describing, a counterargument to the writer s position 7-8 Show understanding of the persuasive purpose of the task by taking a position on the issue in the prompt Show some recognition of the complexity of the issue in the prompt by acknowledging counterarguments to the writer s position providing some response to counterarguments to the writer s position 9-10 Show clear understanding of the persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a broad context for discussion Show recognition of the complexity of the issue in the prompt by partially evaluating implications and/or complications of the issue, and/or posing and partially responding to counterarguments to the writer s position Show clear understanding of the persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a critical context for discussion Show understanding of the complexity of the issue in the prompt by examining different perspectives, and/or evaluating implications or complications of the issue, and/or posing and fully discussing counterarguments to the writer s position SE/TE: ACT Optional Writing Test: Position Statement, 233, 1119, Persuasive Essay, 713; Writing Workshop: Persuasive Essay, ; SAT Writing, Essay: Position Statement, 461, 939; also see: Writing Activities: Editorial, 32, 663; Persuasive Sermon, 136; Public Service Announcement, 514; Persuasive Speech, 745; Response to Literature, 1051 SE/TE: ACT Optional Writing Test: Position Statement, 233, 1119, Persuasive Essay, 713; Writing Workshop: Persuasive Essay, ; SAT Writing, Essay: Position Statement, 461, 939; also see: Writing Activities: Editorial, 32, 663; Persuasive Sermon, 136; Public Service Announcement, 514; Persuasive Speech, 745; Response to Literature, 1051 SE/TE: ACT Optional Writing Test: Position Statement, 233, 1119, Persuasive Essay, 713; Writing Workshop: Persuasive Essay, ; SAT Writing, Essay: Position Statement, 461, 939; also see: Writing Activities: Editorial, 32, 663; Persuasive Sermon, 136; Public Service Announcement, 514; Persuasive Speech, 745; Response to Literature, 1051 SE/TE: ACT Optional Writing Test: Position Statement, 233, 1119, Persuasive Essay, 713; Writing Workshop: Persuasive Essay, ; SAT Writing, Essay: Position Statement, 461, 939; also see: Writing Activities: Editorial, 32, 663; Persuasive Sermon, 136; Public Service Announcement, 514; Persuasive Speech, 745; Response to Literature,

18 Focusing on the Topic 3-4 Maintain a focus on the general topic in the prompt through most of the essay 5-6 Maintain a focus on the general topic in the prompt throughout the essay 7-8 Maintain a focus on the general topic in the prompt throughout the essay and attempt a focus on the specific issue in the prompt Present a thesis that establishes focus on the topic 9-10 Maintain a focus on discussion of the specific topic and issue in the prompt throughout the essay Present a thesis that establishes a focus on the writer s position on the issue Maintain a clear focus on discussion of the specific topic and issue in the prompt Developing a Position throughout the essay Present a critical thesis that clearly establishes the focus on the writer s position on the issue 3-4 Offer a little development, with one or two ideas; if examples are given, they are general and may not be clearly relevant; resort often to merely repeating ideas Show little or no movement between general and specific ideas and examples 5-6 Offer limited development of ideas using a few general examples; resort sometimes to merely repeating ideas Show little movement between general and specific ideas and examples SE/TE: Topic (persuasive essay), choose/narrow, 443, Logical flow, follow, 446; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461, 939 SE/TE: Topic (persuasive essay), choose/narrow, 443, Logical flow, follow, 446; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461, 939 SE/TE: Thesis statement (persuasive essay), 444, Logical flow, follow, 4467; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461, 939 SE/TE: Thesis statement (persuasive essay), 444, Logical flow, follow, 4467; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461, 939 SE/TE: Thesis statement (persuasive essay), 444, Logical flow, follow, 4467; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461, 939 SE/TE: Elaboration, provide (persuasive essay), 444, Logical flow, follow, 446, Opinions, support with facts, 447; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461, 939 SE/TE: Elaboration, provide (persuasive essay), 444, Logical flow, follow, 446, Opinions, support with facts, 447; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461,

19 7-8 Develop ideas by using some specific reasons, details, and examples Show some movement between general and specific ideas and examples 9-10 Develop most ideas fully, using some specific and relevant reasons, details, and examples Show clear movement between general and specific ideas and examples Develop several ideas fully, using specific and relevant reasons, details, and examples Organizing Ideas Show effective movement between general and specific ideas and examples 3-4 Provide a discernible organization with some logical grouping of ideas in parts of the essay Use a few simple and obvious transitions Present a discernible, though minimally developed, introduction and conclusion 5-6 Provide a simple organization with logical grouping of ideas in parts of the essay Use some simple and obvious transitional words, though they may at times be inappropriate or misleading Present a discernible, though underdeveloped, introduction and conclusion 7-8 Provide an adequate but simple organization with logical grouping of ideas in parts of the essay but with little evidence of logical progression of ideas Use some simple and obvious, but appropriate, transitional words and phrases Present a discernible introduction and conclusion with a little development SE/TE: Elaboration, provide (persuasive essay), 444, Logical flow, follow, 446, Opinions, support with facts, 447; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461, 939 SE/TE: Elaboration, provide (persuasive essay), 444, Logical flow, follow, 446, Opinions, support with facts, 447; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461, 939 SE/TE: Elaboration, provide (persuasive essay), 444, Logical flow, follow, 446, Opinions, support with facts, 447; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461, 939 SE/TE: Topic, choose/narrow, 443, Structure, use logical, 446, Logical fallacies, avoid, 447; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461, 939 SE/TE: Topic, choose/narrow, 443, Structure, use logical, 446, Logical fallacies, avoid, 447; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461, 939 SE/TE: Topic, choose/narrow, 443, Structure, use logical, 446, Logical fallacies, avoid, 447; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461,

20 9-10 Provide unity and coherence throughout the essay, sometimes with a logical progression of ideas Use relevant, though at times simple and obvious, transitional words and phrases to convey logical relationships between ideas Present a somewhat developed introduction and conclusion Provide unity and coherence throughout the essay, often with a logical progression of ideas Using Language Use relevant transitional words, phrases, and sentences to convey logical relationships between ideas Present a well-developed introduction and conclusion 3-4 Show limited control of language by correctly employing some of the conventions of standard English grammar, usage, and mechanics, but with distracting errors that sometimes significantly impede understanding using simple vocabulary using simple sentence structure 5-6 Show a basic control of language by correctly employing some of the conventions of standard English grammar, usage, and mechanics, but with distracting errors that sometimes impede understanding using simple but appropriate vocabulary using a little sentence variety, though most sentences are simple in structure SE/TE: Topic, choose/narrow, 443, Structure, use logical, 446, Logical fallacies, avoid, 447; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461, 939 SE/TE: Topic, choose/narrow, 443, Structure, use logical, 446, Logical fallacies, avoid, 447; also see: ACT Optional Writing Test: Position Statement, 233, 1119, SAT Writing, Essay: Position Statement, 461, 939 SE/TE: Persuasive Essay: Editing and Proofreading, 449; Writer's Toolbox: Word choice, 219, Voice, 699, 925, Conventions, 1103, Organization, 447, Sentence fluency (transitional words and phrases), 1099; Editing / proofreading, 221, 449, 701, 927, 1107, 1475; also see: Grammar, Usage and Mechanics, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339; Grammar, Usage and Mechanics Handbook, R58 R65 SE/TE: Persuasive Essay: Editing and Proofreading, 449; Writer's Toolbox: Word choice, 219, Voice, 699, 925, Conventions, 1103, Organization, 447, Sentence fluency (transitional words and phrases), 1099; Editing / proofreading, 221, 449, 701, 927, 1107, 1475; also see: Grammar, Usage and Mechanics, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339; Grammar, Usage and Mechanics Handbook, R58 R65 20

21 7-8 Show adequate use of language to communicate by correctly employing many of the conventions of standard English grammar, usage, and mechanics, but with some distracting errors that may occasionally impede understanding using appropriate vocabulary using some varied kinds of sentence structures to vary pace 9-10 Show competent use of language to communicate ideas by correctly employing most conventions of standard English grammar, usage, and mechanics, with a few distracting errors but none that impede understanding using some precise and varied vocabulary using several kinds of sentence structures to vary pace and to support meaning Show effective use of language to clearly communicate ideas by correctly employing most conventions of standard English grammar, usage, and mechanics, with just a few, if any, errors using precise and varied vocabulary using a variety of kinds of sentence structures to vary pace and to support meaning SE/TE: Persuasive Essay: Editing and Proofreading, 449; Writer's Toolbox: Word choice, 219, Voice, 699, 925, Conventions, 1103, Organization, 447, Sentence fluency (transitional words and phrases), 1099; Editing / proofreading, 221, 449, 701, 927, 1107, 1475; also see: Grammar, Usage and Mechanics, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339; Grammar, Usage and Mechanics Handbook, R58 R65 SE/TE: Persuasive Essay: Editing and Proofreading, 449; Writer's Toolbox: Word choice, 219, Voice, 699, 925, Conventions, 1103, Organization, 447, Sentence fluency (transitional words and phrases), 1099; Editing / proofreading, 221, 449, 701, 927, 1107, 1475; also see: Grammar, Usage and Mechanics, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339; Grammar, Usage and Mechanics Handbook, R58 R65 SE/TE: Persuasive Essay: Editing and Proofreading, 449; Writer's Toolbox: Word choice, 219, Voice, 699, 925, Conventions, 1103, Organization, 447, Sentence fluency (transitional words and phrases), 1099; Editing / proofreading, 221, 449, 701, 927, 1107, 1475; also see: Grammar, Usage and Mechanics, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339; Grammar, Usage and Mechanics Handbook, R58 R65 21