Alabama Course of Study English Language Arts
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1 A Correlation of Writing Coach 2012 Alabama Course of Study
2 A Correlation of Writing Coach, 2012 Table of Contents Reading Standards for Literature... 3 Reading Standards for Informational Text... 5 Writing Standards... 6 Speaking and Listening Standards Language Standards
3 A Correlation of Writing Coach, 2012 Students will: Reading Standards for Literature Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL ] 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL ] 3. Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL ] Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL ] Writing Coach, SE/TE: Response to Literature, , , , , , , , 216, 217, , ; also see: Literary Mentor Texts (Try It activities), 94 97, ; Student Model (Use a Reader s Eye), 98 99, 124, 125 SE/TE: Response to Literature: Topic Bank: Theme, 204, Narrow Your Topic, 205, Gather Evidence, 206, Gather Details, 207, Develop Evidence, 208, Develop body of essay, 209; also see: Literary Mentor Texts (Try It activities), 94 97, ; Student Model (Use a Reader s Eye), 98 99, 124, 125 SE/TE: Fiction Narration: Mentor Text (Try It activities), 97; Student Model: Historical Fiction (Use a Reader s Eye), SE/TE: Focus on Craft: Irony, 81, Simile, 135, Analogies, 213; also see: Word Bank, 67, 93, 121, 147, 173, 199, 225, 247; Academic Vocabulary, 88, 116, 142, 168, 194, 220, 254, 268 3
4 A Correlation of Writing Coach, Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL ] 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL ] Integration of Knowledge and Ideas 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL ] 8. Demonstrate knowledge of twentiethand twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL ] Writing Coach, SE/TE: Fiction Narration: Learn from Experience, 68, 69; Student Model, 70, 71; Nonfiction Narration: Learn from Experience, 96, 97; Student Model, 98, 99 SE/TE: For related material see: Irony, 55, 81; also see: Mentor Text: Speech: Learn From Experience, 174, 175 SE/TE: For related material see: Response to Literature: Learn from Experience, 200, 201; Student Model, 202, 203 SE/TE: For related material see: A Response to Walt Whitman s Song of Myself, Range of Reading and Level of Text Complexity 9. By the end of, read and SE/TE: Mentor Texts (Try It activities), 68 comprehend literature, including stories, 69, 94 97, , , , dramas, and poems, in the Grades ; Student Model (Use a Reader s College and Career Readiness (CCR) text Eye), 70 71, 98 99, 124, 125, , complexity band proficiently, with , scaffolding as needed at the high end of the range. [RL ] 4
5 A Correlation of Writing Coach, 2012 Reading Standards for Informational Text Key Ideas and Details 10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI ] Writing Coach, SE/TE: Response to Literature, , , , , , , , 216, 217, , ; also see: Mentor Texts (Try It activities), 68 69, 94 97, , , , ; Student Model (Use a Reader s Eye), 70 71, 98 99, 124, 125, , , Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI ] 12. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI ] Craft and Structure 13. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI ] 14. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI ] 15. Determine an author s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute power, persuasiveness, or beauty of the text. [RI ] SE/TE: Summary of a Feature Article, ; Summarize and paraphrase information, 234, 235, 251, 265 SE/TE: For related material see: Nonfiction Mentor Texts (Try It activities), 68 69, , , ; Student Model (Use a Reader s Eye), 70 71, , , SE/TE: Word Bank, 67, 93, 121, 147, 173, 199, 225, 247; Academic Vocabulary, 88, 116, 142, 168, 194, 220, 254, 268 SE/TE: Exposition: Mentor Text, , Revision Model, , Model Summary, 166; Persuasion: Mentor Text, , Revision Model, , Model Proposal, 192 SE/TE: Persuasion: Mentor Text, , Revision Model, , Rhetorical Questions, 187, Model Proposal, 192 5
6 A Correlation of Writing Coach, 2012 Integration of Knowledge and Ideas 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI ] 17. Analyze seminal United States documents of historical and literary significance (e.g., Roosevelt s Four Freedoms speech, King s Letter from a Birmingham Jail ), including how they address related themes and concepts. [RI ] Writing Coach, SE/TE: For related material see: Writing for Media, 86 87, , , , , , ; Informational Research Report: Checklist for Evaluating Sources, 233, Collect and Organize Data, 234, Provide and Document Evidence, 240, Use Graphics and Illustrations, 241; Writing for Media, R6 R11 SE/TE: For related material see: From Woman s Right to Suffrage, Range of Reading and Level of Text Complexity 18. By the end of, read and SE/TE: For related material see: Nonfiction comprehend literary nonfiction in the Mentor Texts (Try It activities), 68 69, Grades 11-College and Career Readiness , , ; Nonfiction (CCR) text complexity band proficiently, Student Model (Use a Reader s Eye), 70 with scaffolding as needed at the high end 71, , , of the range. [RI ] Writing Standards Text Types and Purposes 19. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W ] a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. [W a] SE/TE: Persuasion: Try It, 171; Topic Bank, 178; Narrow Your Topic, 179; Plan Your Piece, 180; The Organization of an Argumentative Essay, 182; Draft, 183; Look at the Big Picture, 186; Parallel Structures, 189; Create a Proposal, 193 b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. [W b] SE/TE: Persuasion: Opposing Viewpoint, 180; Gather Details, 181; Build Your Case, 182; Include Complete Range of Perspectives, 183; Body, 186 6
7 A Correlation of Writing Coach, 2012 c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W c] d. Establish and maintain a formal style and objective tone while attending norms and conventions of the discipline in which they are writing. [W d] e. Provide a concluding statement or section that follows from and supports the argument presented. [W e] Writing Coach, SE/TE: Persuasion: Rhetorical Strategies, 183; Revising for persuasive language, 184, 185; Rhetorical Questions, 187; Editing, 188; Parallel Structures, 189 SE/TE: Persuasion: Rhetorical Strategies, 183; Revising for persuasive language, 184, 185; Rhetorical Questions, 187 SE/TE: Persuasion: Conclusion, 182, 183, Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W ] a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [W a] SE/TE: Analytical Essay: Topic Bank, 152; Narrow Your Topic, 153; Develop Your Pro- Con Essay, 154; The Organization of a Analytical Essay, 156; Organizational Structure, 157; Look at the Big Picture, 160; Improve Logical Organization, 161 b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate audience s knowledge of the topic. [W b] c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W c] SE/TE: Analytical Essay: Develop Your Pro- Con Essay, 154; Gather Details, 155; Develop Your Ideas, 156; Develop the Body, 157; Body, 160 SE/TE: Analytical Essay: Transitional Words and Phrases, 161; Research Writing: Transitional Words and Phrases, 245 7
8 A Correlation of Writing Coach, 2012 d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. [W d] e. Establish and maintain a formal style and objective tone while attending norms and conventions of the discipline in which they are writing. [W e] f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). [W f] Writing Coach, SE/TE: Analytical Essay: Consider Multiple Audiences and Purposes, 153; Use Rhetorical Devices and Analogies, 156, 157; Add Analogies and Comparisons, 160; Evaluate Consistency of Tone, 161 SE/TE: Exposition: Evaluate Consistency of Tone, 161; also see: Voice, 58 SE/TE: Analytical Essay: Conclusion, 154, 156, 157, Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W ] a. Engage and orient the reader by setting SE/TE: Nonfiction Narration: Develop Your out a problem, situation, or observation and Theme, 74; Grab Your Reader, 76; its significance, establishing one or multiple Introduce Conflict, 77; Add Catchy Phrase, point(s) of view, and introducing a narrator 80; Fiction Narration: Develop the Plot, and/or characters; create a smooth 102; Start Out Strong, 104; Develop the progression of experiences or events. Conflict, 105; Conflict, 108 [W a] b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W b] c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). [W c] SE/TE: Nonfiction Narration: Gather Details, Dialogue, 75; Develop Your Plot, 76; Add Detail and Plot Events, 80; Fiction Narration: Gather Details, 103; Development of Characters, 104; Present Complex Characters, 105; Reorder Events, 108 SE/TE: Nonfiction Narration: Develop Plot Events, 74; Mood, Suspense, 75; Build Up Conflict, 76; Suspense and Dialogue, 77; Review Level of Suspense, 80; Fiction Narration: Build to a Climax, 104; Foreshadowing, 108 8
9 A Correlation of Writing Coach, 2012 d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W d] e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W e] Production and Distribution of Writing 22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards above.) [W ] 23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-11.) [W ] 24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W ] Writing Coach, SE/TE: Nonfiction Narration: Sensory Details, 75, 77; Vivid Details, 76; Fiction Narration: Sensory Details, 103, 105, 108; Metaphors, 104; Repetition, 109 SE/TE: Nonfiction Narration: Conflict and Resolution, 75, 76, 77, 80; Fiction Narration: Resolution, 104, 105, 108 SE/TE: Audience and Purpose, 24, 32, 73, 84, 86, 101, 112, 127, 133, 153, 164, 175, 179, 183, 190, 205, 216, 231, 233, 248, 250, 258, , 265, 266, 267, 269 SE/TE: Prewriting (planning), 32 34, 72 75, 87, , 115, 141, 167, , 193, 219, , 250, 251, 261, 263, 267; Revising, 36 41, 78 81, 87, , 115, 141, 167, , 193, 219, , 250, 252, 261, 263, 267, 561, 599; Editing, 42 45, 82 83, 87, , 115, 141, 167, , 193, 219, , 250, 253, 261, 263, 267 SE/TE: Publishing, 46 47, 58, 84, 87, 112, 115, 141, 167, 190, 193, 219, 248, 250, 253, 261, 263, 267; also see: Writing for media, 24, 25, 114, 115, 140, 141, , 192, 250, , Writing Coach Online notes are listed throughout the text. For examples, see 85, 87, 97, 101, 115, 119, 171, 225, 257 9
10 A Correlation of Writing Coach, 2012 Research to Build and Present Knowledge 25. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W ] Writing Coach, SE/TE: Research Writing: What Do You Want To Know (Try It), 223; Write Research Question (Try It), 225; Brainstorm and Browse, 230; Formulate Your Research Question, 231; Make a Research Plan, Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information in text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. [W ] SE/TE: Research Writing: Checklist for Evaluating Sources, 233; Collect and Organize Data, 234; Avoid Plagiarism, 235; Document Your Sources, ; Provide and Document Evidence, 240; Use Graphics and Illustrations, 241; Add Citations, Draw evidence from literary or informational texts to support analysis, reflection, and research. [W ] a. Apply Reading standards to SE/TE: For related material see: Response literature (e.g., Demonstrate knowledge of to Literature, , , , twentieth- and twenty-first-century , , , , foundational works of American literature, 216, 217, , ; also see: A including how two or more texts from the Response to Walt Whitman s Song of same period treat similar themes or Myself, ; Point of View in An topics ). [W a] Occurrence at Owl Creek Bridge, b. Apply Reading standards to literary nonfiction (e.g., Analyze seminal United States documents of historical and literary significance [e.g., Roosevelt s Four Freedoms speech, King s Letter from a Birmingham Jail ), including how they address related themes and concepts. [W b] SE/TE: For related material see: From Woman s Right to Suffrage, ; also see: Nonfiction Mentor Texts (Try It activities), 68 69, , ; Nonfiction Student Model (Use a Reader s Eye), 70 71, ,
11 A Correlation of Writing Coach, 2012 Range of Writing 28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W ] Writing Coach, SE/TE: Types of Writing, 8 25; The Writing Process, 26 47; Nonfiction Narrative, 64 89; Fiction Narration, ; Poetry and Description, ; Exposition, ; Persuasion, ; Response to Literature, ; Research Writing, ; Workplace Writing, Speaking and Listening Standards Comprehension and Collaboration 29. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. [SL ] a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL a] SE/TE: Participating in a Group Discussion, R29; Connect Big Questions, 65, 91, 119, 145, 171, 190, 197, 223 b. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed. [SL b] c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL c] d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL d] SE/TE: Partner Talk, 7, 13, 15, 17, 19, 20, 21, 23, 25, 37, 41, 47, 52, 55, 57, 58, 59, 70, 82, 87, 98, 110, 115, 124, 136, 141, 150, 162, 167, 176, 188, 193, 202, 214, 219, 235, 237, 241, 246, 251, 253, 259, 261, 263, 267 SE/TE: Participating in a Group Discussion, R29; Connect Big Questions, 65, 91, 119, 145, 171, 190, 197, 223 SE/TE: Participating in a Group Discussion, R29; Collaborate and Discuss, 6, 37, 52 11
12 A Correlation of Writing Coach, Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. [SL ] 31. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. [SL ] Writing Coach, SE/TE: Writing for media, 24, 25, 114, 115, 140, 141, , 192, 250, , ; New media, R6 R11; also see: Research Writing: Checklist for Evaluating Sources, 233 SE/TE: Speech to Persuade: Listening and Speaking, 191; Evaluating a Speech, R31; also see: Mentor Text: Speech (Try It), ; Use a Writer s Eye, 177 Presentation of Knowledge and Ideas 32. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. [SL ] 33. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL ] 34. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See Language standards 35 and 37 for specific expectations.) [SL ] SE/TE: Give a Speech to Persuade, 191; Preparing and Presenting a Speech, R30 SE/TE: Multimedia projects/presentations, 25, 85, 139, 165, 191; also see: Writing for media, 24, 114, 115, 140, 141, , 192, 250, , ; New media, R6 R11 SE/TE: Give a Speech to Persuade, 191; Preparing and Presenting a Speech, R30 12
13 A Correlation of Writing Coach, 2012 Writing Coach, Language Standards Conventions of Standard English 35. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L ] a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. [L a] SE/TE: Usage, 224, 253, 307, 311, 343, 345, 346, 364, 370, 371, , , 434, 453, 454, 466, 467, , 474, 477, , 486, , , 504, 507, 508, 513, 519, , 523, 524, 525, 526, 527, 528, 529, 530, 531, 532, 533, 534, 535, 536, 537, , 544, 583, 584, 613, 615, 620, 625 b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster s Dictionary of English Usage, Garner s Modern American Usage) as needed. [L b] SE/TE: Usage: in research writing, 224, 253; also see: Usage, 307, 311, 343, 345, 346, 364, 370, 371, , , 434, 453, 454, 466, 467, , 474, 477, , 486, , , 504, 507, 508, 513, 519, , 523, 524, 525, 526, 527, 528, 529, 530, 531, 532, 533, 534, 535, 536, 537, , 544, 583, 584, 613, 615, 620, Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L ] a. Observe hyphenation conventions. [L.11- SE/TE: Hyphens, 295, 315, a] b. Spell correctly. [L b] SE/TE: Spell check, 43, 43; Spelling, 82, 83, 110, 111, 136, 137, 162, 163, 188, 189, 214, 215, 224 Knowledge of Language 37. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. [L ] a. Vary syntax for effect, consulting references (e.g., Tufte s Artful Sentences: Syntax as Style) for guidance as needed; apply an understanding of syntax study of complex texts when reading. [L a] SE/TE: Variety of Sentence Lengths, Structures and Beginnings, 52; Focus on Craft: Transitional Words and Phrases, 161, Rhetorical Questions, 187, Analogies, 213, Antithesis,
14 A Correlation of Writing Coach, 2012 Writing Coach, Vocabulary Acquisition and Use 38. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from a range of strategies. [L ] a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue meaning of a word or phrase. [L a] SE/TE: For related material see: Word Bank, 67, 93, 121, 147, 173, 199, 225, 247; Academic Vocabulary, 88, 116, 142, 168, 194, 220, 254, 268 b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). [L b] c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. [L c] d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L d] SE/TE: For related material see: Verbals, , , SE/TE: For related material see: Word Bank, 67, 93, 121, 147, 173, 199, 225, 247 SE/TE: For related material see: Word Bank, 67, 93, 121, 147, 173, 199, 225, Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L ] a. Interpret figures of speech (e.g., SE/TE: Figurative Language, 55, 68, 123, hyperbole, paradox) in context and analyze 129, 133, 135 their role in the text. [L a] b. Analyze nuances in the meaning of words with similar denotations. [L b] SE/TE: For related material see: Common Usage Problems, Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L ] SE/TE: For related material see: Word Bank, 67, 93, 121, 147, 173, 199, 225, 247; Academic Vocabulary, 88, 116, 142, 168, 194, 220, 254,
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