Grade Twelve 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 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: Context Clues, recognizing, 802; also see: Studying Words Systematically, 797 807; Studying Word Parts and Origins, 808 811; Improving Your Spelling, 812 821; Standardized Test Preparation Workshops: analogies, 822 823 TR: Grammar Exercise Workbook, 67-68, 107-110; Grammar Exercises on Transparencies, Ch. 24; Academic and Workplace Skills Activity Book, 13-14, 15-16, 17-18, 33-34 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: Denotation/connotation, 803; Antonyms, Synonyms, 804; Synonym Finder, using, 807; Analogies, 822 823, 834, 866, 867; also see: Revising Word Choice, creating synonym bank, 21 TR: Writing Support Activity Book: 7-4; Academic and Workplace Skills Activity Book, 14-16, 17, 35-38 1
3. Examine and explain the influence of the English language on world literature, communications and popular cultures. SE/TE: Context: connecting to historical, 840, 841; also see: Spotlight on the Humanities: making connections in the arts (Theater Noel Coward), 94, connecting themes in the arts (film--pygmalion), 190, recognizing inspirations for art (film A Room with a View), 242, recognizing art forms (theater Agnes de Mille), 302, understanding history through media (photography Edward S. Curtis), 344 4. Use knowledge of Greek, Latin and Anglo- Saxon roots, prefixes and suffixes to understand complex words and new subjectarea vocabulary (e.g., unknown words in science, mathematics and social studies). SE/TE: Studying Word Parts and Origins, 808 811; also see: Adding Prefixes and Suffixes, 814 816 ; Academic and Workplace Skills Activity Book, 15-18, 19-20, 21-22, 25, 26, 59-60 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: Using Dictionaries, 856 859; also see: Word Processors: spell check feature of, 64, 143, 294, 574, 819, thesaurus in, 158, 390, grammar check feature in, 595; Studying Words Systematically, 805 806 TR: Writing Support Activity Book: 8-2; Scoring Rubrics on Transparency, Ch. 8; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 8; Grammar Exercise Workbook, 61-64; Grammar Exercises on Transparencies, Ch. 20; Academic and Workplace Skills Activity Book, 17, 30-34, 49, 50, 51 2
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: using context cues, 50, identifying with characters, 76, forming mental images, 100, evaluating argument, 124, evaluating visuals, 150, identifying author's tone, 170, looking for author's main points, 196, evaluating writer's statements, 220, reading ahead or back, 248, identifying causes and effects, 276, drawing conclusions, 308; Reading Skills: methods and tools for, 825 830, in nonfiction, 831 836, in literary writing, 837 841 TR: Writing Support Activity Book: 9-3; Grammar Exercise Workbook, 107-110, 111-116; Grammar Exercises on Transparencies, Ch. 24; Academic and Workplace Skills Activity Book, 35-38, 39, 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, 96 97, document based writing prompts, 272, reading skills, 844 845, constructing meaning from informational texts, 870 871, reading informational texts, 884 885; also see: Reading Skills: methods and tools for, 825 830, in nonfiction, 831 836, in literary writing, 837 841 ; Academic and Workplace Skills Activity Book, 1, 31 3
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: Note taking, 285, 848; Skimming, Scanning, 827; Summary, writing, 849; Summarizing, 888 ; Academic and Workplace Skills Activity Book, 30-34, 45 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, 825 830, in nonfiction, 831 836, in literary writing, 837 841; also see: Responding to Fine Art and Literature, 55, 79, 103, 127, 151, 175, 199, 225, 253, 281, 311, 332; Response to Literature, 306 307, 308 309, 310 314, 315 316, 317 320, 321, 322 324 ; Academic and Workplace Skills Activity Book: 32, 40, 42, 43 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, 825 830, in nonfiction, 831 836, in literary writing, 837 841; also see: Responding to Fine Art and Literature, 55, 79, 103, 127, 151, 175, 199, 225, 253, 281, 311, 332; Response to Literature, 306 307, 308 309, 310 314, 315 316, 317 320, 321, 322 324 ; Academic and Workplace Skills Activity Book: 32, 40, 42, 43 4
Reading Applications: Informational, Technical and Persuasive Text 1. Analyze the rhetorical devices used in public documents, including state or school policy statements, newspaper editorials and speeches. SE/TE: Information Media: analyzing, 119, 145, 191, 215, 303, newscasts, 789 790; From Woman s Right to Suffrage by Susan B. Anthony, pp. 124 125; Links to reading, Defending Nonviolent Resistance by Mohanda Gandhi, 127, 281; also see: Reading Skills: Evaluating Nonfiction, 831, Distinguishing Fact from Opinion, 832, Applying Modes of Reasoning, 833 834, Inflated Language and Jargon, 836; Reference Skills: Evaluating Web Sites, 862 863 ; Writing Support Activity Book: 7-2-3, 16-1-2; Academic and Workplace Skills Activity Book, 2-3 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: Models From Literature: cause and effect essay, 196, comparison and contrast essay, 170 173, problem and solution essay, 220 223; also see: Reading Nonfiction Critically, 831 836; Reading Skills: Using Reading Strategies, 827 828, Using Graphic Organizers, 829 830, in nonfiction, 831 836; Reading Writing Connections: identifying causes and effects, 276, giving causes and effects, 279 ; Writing Support Activity Book: 4-1, 5-2, 7-2 5
3. Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics. SE/TE: Reading from Varied Sources, 842 843; Reference Skills, 850 863; Citing Sources, 918 924; also see: Internet: evaluating advertising on, 145, research paper on, 296, choosing user name for, 691, reference aids on, 807, evaluating material on, 831; Research Documented Essay, 242 243, 244 245, 246 249, 250 251, 252 256, 257, 258 260; Research Paper, 266 267, 268 271, 272 277, 278 280, 281 285, 286 287, 288 291; Internet Research Handbook: researching on, 925 929; Research: for speeches, 781; Reading Skills: Evaluating Nonfiction, 831, Distinguishing Fact from Opinion, 832, Applying Modes of Reasoning, 833 834 Practice Book; Assessment; Workbooks: Writing Support Activity Book: 7-3, 12-1-2, 12-5-6; Topic Bank for Heterogeneous Classes, Ch. 12; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 12, 13; Grammar Exercises Workbook, 33-48 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: Media and Technology Skills: analyzing propaganda, 119, evaluating Internet advertising, 145, comparing newspapers' editorial positions, 191, effect of media on perceptions of reality, 215; Viewing Information Media Critically, 789 790; Reading Skills: Analyzing and Evaluating Nonfiction, 831; Applying Modes of Reasoning, 833 834; Evaluating Web Sites, 862 863; Constructing Meaning from Informational Texts, 870 871; also see: Evaluate visuals in advertising, 150 TR: Writing Support Activity Book: 6-3, 7-3, 12-1-2, 12-5-6; Topic Bank for Heterogeneous Classes, Ch. 12; Scoring Rubrics on Transparency, Ch. 12, 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 12, 13; Grammar Exercises Workbook, 33-48; Academic and Workplace Skills Activity Book, 35 6
4. Examine an author s implicit and explicit philosophical assumptions and beliefs about a subject. SE/TE: Reading Skills: Evaluating Nonfiction, 831, Distinguishing Fact from Opinion, 832, Applying Modes of Reasoning, 833 834, Inflated Language and Jargon, 836; Reference Skills: Evaluating Web Sites, 862 863; also see: Information Media: analyzing, 119, 145, 191, 215, 303, newscasts, 789 790 ; Academic and Workplace Skills Activity Book: 35-38 5. Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences. SE/TE: Information Media: analyzing, 119, 145, 191, 215, 303, newscasts, 789 790; From Woman s Right to Suffrage by Susan B. Anthony, pp. 124 125; Links to reading, Defending Nonviolent Resistance by Mohanda Gandhi, 127, 281; also see: Reading Skills: Evaluating Nonfiction, 831, Distinguishing Fact from Opinion, 832, Applying Modes of Reasoning, 833 834, Inflated Language and Jargon, 836; Reference Skills: Evaluating Web Sites, 862 863 ; Writing Support Activity Book: 2-2, 4-1, 5-2, 8-1, 12-1 7
6. 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, 348 349, Business Letter, 350 351, Memo, 352 353, Résumé, 354 355, Forms and Application, 356 357; Connected Assignment: E-mail, 358 359 TR: Writing Support Activity Book: 16-1-2; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 16 7. Critique functional and workplace documents (e.g., instructions, technical manuals, travel schedules, business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal. SE/TE: Workplace Writing, 348 349, Business Letter, 350 351, Memo, 352 353, Résumé, 354 355, Forms and Application, 356 357; Connected Assignment: E-mail, 358 359 ; Writing Support Activity Book: 16-1-2; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 16 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: ; Writing Support Activity Book: 5-2 8
2. Analyze the historical, social and cultural context of setting. SE/TE: Setting, in short story, 75, 80; Context: connecting to historical, 840, 841; also see: Spotlight on the Humanities: cultural history through the arts (Greek drama), 44, understanding history through media (photography Edward S. Curtis), 344, comparing art forms (film Luis Buñuel), 360 ; Writing Support Activity Book: 5-2; Academic and Workplace Skills Activity Book, 41-42 3. Explain how voice and narrator affect the characterization, plot and credibility. SE/TE: Characters: in autobiographical writing, 58, film portrayals of, 70, in short story, 76, capturing details about, 81, profiling, 103, literary analysis of, 311, identifying with, 837, in literary fiction, 838; Plot Diagram, making, 82; TR: Formal Assessment, Ch. 1; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 4; Topic Bank for Heterogeneous Classes, Ch. 4; Grammar Exercise Workbook, 83-84; Grammar Exercises on Transparencies, Ch. 21; Academic and Workplace Skills Activity Book, 39-43 9
4. Evaluate an author s use of point of view in a literary text. SE/TE: Point of View, choosing, 106, in literary fiction, 838; also see: Characters: in autobiographical writing, 58, film portrayals of, 70, in short story, 76, capturing details about, 81, profiling, 103, literary analysis of, 311, identifying with, 837 TR: Formal Assessment, Ch. 1; Writing Support Transparencies: 6-E; Grammar Exercise Workbook, 83-84; Grammar Exercises Answers on Transparencies, Ch. 21; Academic and Workplace Skills Activity Book, 35, 40 5. Analyze variations of universal themes in literary texts. SE/TE: Themes, in autobiographical writing, 58, in hexagonal writing strategy, 314, in literary fiction, 839 ; Writing Support Activity Book: 14-3; Academic and Workplace Skills Activity Book: 40 6. Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic. SE/TE: Models from Literature: From An American Childhood by Annie Dillard, pp. 50 53; The Man Who Shouted Teresa, by Italo Calvino, pp. 76 77; From Blindness by Jorge Luis Borges, pp. 100 101; From Woman s Right to Suffrage by Susan B. Anthony, pp. 124 125; Man, Bytes, Dog, by James Gorman, pp. 170 173; From The Mother Tongue by Bill Bryson, pp. 248 251; Meanings, by Eavan Boland, pp. 308 309; Responding to Fine Art and Literature, 55, 79, 103, 127, 151, 175, 199, 225, 253, 281, 311, 332; Response to Literature, 306 307, 308 309, 310 314, 315 316, 317 320, 321, 322 324; Reading Skills: in literary writing, 837 841 10
7. Compare and contrast varying characteristics of American, British, world and multi-cultural literature. SE/TE: Spotlight on the Humanities: meaning communicated in the arts, 8, cultural history through the arts (Greek drama), 44, making connections in the arts (Theater Noel Coward), 94, connecting themes in the arts (film-- Pygmalion), 190; Models from Literature: From An American Childhood by Annie Dillard, pp. 50 53; The Man Who Shouted Teresa, by Italo Calvino, pp. 76 77; From Blindness by Jorge Luis Borges, pp. 100 101; From Woman s Right to Suffrage by Susan B. Anthony, pp. 124 125; Man, Bytes, Dog, by James Gorman, pp. 170 173; From The Mother Tongue by Bill Bryson, pp. 248 251; Meanings, by Eavan Boland, pp. 308 309 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: Analyzing and evaluating the use of language, 835; also see: Tone, 42; Poetry: description in, 117; reading, 841; Figurative language, 802 ; Writing Support Transparencies: 6-E; Academic and Workplace Skills Activity Book, 13-14, 40, 42 11
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, 54 57, 78 81, 102 105, 126 131, 151 154, 174 177, 198 201, 224 227, 252 256, 280 285, 310 314, 334 335, 352 353; also see: Peer review, 21, 63, 87, 112, 137, 158, 184, 207, 234, 264, 293, 320 TR: Writing Support Transparencies: 1-A-B, 2-A- E, 5-E; Writing Support Activity Book: 1-2, 2-1- 3 2. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). SE/TE: Prewriting: 14 17, 54 57, 78 81, 102 105, 126 131, 151 154, 174 177, 198 201, 224 227, 252 256, 280 285, 310 314, 334 335, 352 353 TR: Writing Support Transparencies: 2-B-E, 4-D, 7-F, 8-E, 10-E, 13-D; Writing Support Activity Book: 2-1-3, 4-2, 8-2; Academic and Workplace Skills Activity Book, 55 12
3. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. SE/TE: Thesis Statement: color coding, 109, circling, 180, in paragraph revision, 231, effective placement of, 260, developing, 286, writing, 328; also see: Main Idea and Topic Sentence 33 36; Introduction, 39 41; Narrowing Your Topic: pentad strategy for, 15, describing focus, 56, using CASPAR technique, 80, drawing and sketching, 104, creating an outline, 128, for editorials, 142, focusing topic, 152, creating web for, 200, 226, with looping strategy, 254, webbing, 282, using looping, 312; Providing elaboration: using SEE method, 18, applying drafting strategies, 22, " thought shots" for, 59, using elaboration, 107, using "layering," 132, citing statistics and experts, 155, supporting statements, 179, with data, giving examples, 203, using points to illuminate, 229, citing sources, 288, citing passages, 316 TR: Writing Support Transparencies: 3-B-C, 7-C, 10-H, 13-F-H; Writing Support Activity Book: 3-1, 10.4; Grammar Exercise Workbook, 127-128; Academic and Workplace Skills Activity Book, 2, 45 4. 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 your purpose and audience: analyzing, 16, considering, 56, 80, amusing, 104, suiting needs of, 129, profiling, 152, identifying questions of and considering taste of, 153, exposition for, 176, for cause and effect essay, 200, suiting details to, 226, identifying, 254, for research paper, 282, satisfying expectations of, 313, for writing for assessment, 333 TR: Writing Support Transparencies: 2-D, 4-C, 5-C, 6-C, 7-D, 8-A-B, 10-C-D, 11-C, 12-B-C, 13- C, 14-D, 15-A; Writing Support Activity Book: 2-2, 4-1, 5-2, 7-2, 8-1, 10-1-2, 11-2, 12-1, 13-1, 14-2 13
5. Use organizational strategies (e.g., notes and outlines) to plan writing. SE/TE: Prewriting: 14 17, 54 57, 78 81, 102 105, 126 131, 151 154, 174 177, 198 201, 224 227, 252 256, 280 285, 310 314, 334 335, 352 353 TR: Writing Support Transparencies: 2-B-E, 7- C, 9-E, 10-H, 11-E, 13-E; Writing Support Activity Book: 2-1-3, 9-3; Grammar Exercise Workbook, 127-128; Academic and Workplace Skills Activity Book, 2, 45 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, 18, 58, 82, 106, 132, 155, 178, 202, 228, 257, 286, 287, 315, 334 TR: Writing Support Transparencies: 3-A-B, 3-C, 12-F-G; Writing Support Activity Book: 3-1; Grammar Exercise Workbook, 23-26, 55-60; Grammar Exercises on Transparencies, Ch. 18 7. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). SE/TE: Revising Your Sentences: color coding to identify verb tenses, 61, creating varied sentences and creating variety for, 85, adding partial, 87, color coding topic sentences, 109, adding descriptive details, 110, eliminating errors in logic, 135, correcting run-on sentences and color coding sentence subjects, 157, varying sentences, 182, types of, 183, fixing faulty coordination, 205, underling to code sentence length and varying sentence lengths, 233, improving sentence variety, 261, creating variety and identifying length of, 291 Run on Sentences: correcting, 496; Sentence Diagramming Workshop, 766 777 14
TR: Writing Support Transparencies: 3-A-C, 5-I; Formal Assessment, Ch. 3, 18, 20; Writing Support Activity Book: 3-1; Grammar Exercise Workbook, 27-28, 29-32, 33-48, 49-52, 53-60, 61-64, 65-68, 69-70; Grammar Exercises Answers on Transparencies, Ch. 19, 20 8. 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; Revising Paragraphs, 20, 60, 85, 109, 134, 156, 181, 204, 231, 260, 290, 317, 336 TR: Writing Support Transparencies: 3-A-C, 5-I; Formal Assessment, Ch. 3, 18, 20; Writing Support Activity Book: 3-1; Grammar Exercise Workbook, 27-28, 29-32, 33-48, 49-52, 53-60, 61-64, 65-68, 69-70; Grammar Exercises Answers on Transparencies, Ch. 19, 20 9. 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: Revising Word Choice, Strategies for, 21, 87, 112, 136, 137, 158, 184, 207, 234, 263, 263, 264, 293, 320, 337; Structure and Style, 28; Sentence Combining, 29 32; Writing Effective Paragraphs, 33 41; Writing Style, 42 43; also see: Language Usage, Word Choice and, 835 836 TR: Writing Support Transparencies: 6-G, 15-C- D; Grammar Exercise Workbook, 83-84, 107-110, 111-116; Grammar Exercises Answers on Transparencies, Ch. 21, 24 15
10. Use available technology to compose text. SE/TE: Media and Technology Skills: word processing, 9, building electronic portfolio, 25, using business technology, 361; Workplace Skills: applying computer skills, 883; also see: Publishing and Presenting, 23, 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322 TR: Writing Support Transparencies: 2-M, 8-E; Writing Support Activity Book: 8-2; Scoring Rubrics on Transparency, Ch. 4, 12; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 4, 12; Grammar Exercise Workbook, 91-92, 143-146; Grammar Exercises on Transparencies, Ch. 22, 27; Academic and Workplace Skills Activity Book, 11, 52 10. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. SE/TE: Revising, 19 21, 60 63, 84 87, 108 112, 133 137, 156 158, 180 184, 204 207, 230 234, 259 264, 289 293, 317 320, 336 337 TR: Writing Support Transparencies: 2-I-L, 2-K, 4-F-G, 5-H-I, 6-G, 7-G-H, 8-D-E, 9-G-I, 10-H, 11-K, 12-H-I, 13-I, 14-G-H, 15-D; Grammar Exercise Workbook, 33-40, 41-46, 67-68; Writing Support Activity Book: 8-2; Academic and Workplace Skills Activity Book, 32-33 11. 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: applying drafting strategies, 18, thought shots" for, 59, using elaboration, 107, using "layering," 132, citing statistics and experts, 155, supporting statements, 179, with data, giving examples, 203, using points to illuminate, 229, citing sources, 288, citing passages, 316; Revising, 19 21, 60 63, 84 87, 108 112, 133 137, 156 158, 180 184, 204 207, 230 234, 259 264, 289 293, 317 320, 336 337 16
TR: Writing Support Transparencies: 4-C, 6-G, 10-F-G, 12-G-I, 13-H, 15-C-D; Writing Support Activity Book: 4-1 12. 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 21, 60 63, 84 87, 108 112, 133 137, 156 158, 180 184, 204 207, 230 234, 259 264, 289 293, 317 320, 336 337 TR: Writing Support Transparencies: 4-F-G, 5- H-I, 7-H, 8-D-E, 9-I, 10-H, 11-H-K, 11-J, 12-H; 14-H, 15-D; Writing Support Activity Book: 8-2; Grammar Exercise Workbook, 29-32, 33-40, 107-116 13. 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: Using Dictionaries, 856 859; also see: Word Processors: spell check feature of, 64, 143, 294, 574, 819, thesaurus in, 158, 390, grammar check feature in, 595; Studying Words Systematically, 805 806 TR: Writing Support Transparencies: 8-E; Writing Support Activity Book: 8-2; Grammar Exercise Workbook, 61-64; Grammar Exercises on Transparencies, Ch. 20; Academic and Workplace Skills Activity Book, 13-16, 17, 28, 49-50 17
14. 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: proofreading, 22, 138, 159, 321, correct spelling, 64, punctuation, 88, 185, drama, 93, mechanics, 113, focusing on which and that, 208, focusing on punctuation, 235, quotation marks, 265, formatting, quotations, 294, spelling, 338; Grammar in Your Writing: verb tenses, 62, homophones, 64, 338, parallelism, 135, abbreviating dates and ordinals, 159, using commas, 185, commas in essential and nonessential expressions, 208, independent and subordinate clauses, 206; also see: Standardized Test Preparation Workshops: revising and editing, 304 305; Hands on Grammar: parts of speech points, 404, subject locator, 424, verbal phrase folds, 456, fragment completion, 499, pronoun sentence slide, 572, irregular modifier pocket fold, 624, unpuzzling double negatives, 644, capitalization, 681, punctuation circles, 718 719 TR: Writing Support Transparencies: 5-I; Scoring Rubrics on Transparency, Ch. 7, 14; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 7, 14; Grammar Exercise Workbook, 61-64; Grammar Exercises Answers on Transparencies, Ch. 20; Hands-on Grammar Activity Book, Ch. 20, Ch. 27; Academic and Workplace Skills Activity Book, 28 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, 23, 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322; also see: Peer review: specific feedback for, 21, analytical talk, 63, reading aloud for, 87, sharing responses, 112, replaying for, 137, distributing and discussing survey, 158, making summary report, 184, asking peers to summarize, 207, using double vision, 234, getting group feedback, 264, working with partner, 293, creating response chart, 320 18
TR: Writing Support Transparencies: 2-K; Scoring Rubrics on Transparency, Ch. 4, 7, 8, 9, 11, 12, 13, 15; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 4, 7, 8, 9, 11, 12, 13, 15 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, 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322; Representing Skills, 792 797; also see: Media and Technology Skills: conveying messages using visuals (video scrapbook), 71, video adaptation of a short story, 95, enhancing video, 165, filming a video documentary, 271; Connected Assignment: Documentary, 212 TR: Writing Support Transparencies: 1-B, 2-M; Writing Support Activity Book, 1-2; Formal Assessment, Ch. 1; Academic and Workplace Skills Activity Book, 5-6, 7-8, 9-12, 33-34, 37 Writing Applications 1. Write reflective compositions that: SE/TE: Autobiographical Writing, 48 49, 50 53, 54 57, 58 59, 60 63, 64, 65 68; Description, 98 99, 100 101, 102 105, 106 107, 108 112, 113, 114 116 TR: Writing Support Transparencies: 1-A-B, 2-A- E, 4-A-G, 11-F-G, 14-A-E; Writing Support Activity Book: 1-1-2, 2-1-3, 4-1-2, 14-1-3; Formal Assessment, Ch. 2, 4; Topic Bank for Heterogeneous Classes, Ch. 4; Scoring Rubrics on Transparency, Ch. 4; Writing Assessment and Portfolio Management, Ch. 4; Academic and Workplace Skills Activity Book, 43 19
a. use personal experiences as a basis for reflection on some aspect of life; SE/TE: Autobiographical Writing, 48 49, 50 53, 54 57, 58 59, 60 63, 64, 65 68; Description, 98 99, 100 101, 102 105, 106 107, 108 112, 113, 114 116 TR: Writing Support Transparencies: 1-A-B, 2-A- E, 4-A-G, 11-F-G, 14-A-E; Writing Support Activity Book: 1-1-2, 2-1-3, 4-1-2, 14-1-3; Formal Assessment, Ch. 2, 4; Topic Bank for Heterogeneous Classes, Ch. 4; Scoring Rubrics on Transparency, Ch. 4; Writing Assessment and Portfolio Management, Ch. 4; Academic and Workplace Skills Activity Book, 43 b. draw abstract comparisons between specific incidents and abstract concepts; SE/TE: Autobiographical Writing, 48 49, 50 53, 54 57, 58 59, 60 63, 64, 65 68; Description, 98 99, 100 101, 102 105, 106 107, 108 112, 113, 114 116 c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and SE/TE: Autobiographical Writing, 48 49, 50 53, 54 57, 58 59, 60 63, 64, 65 68; Description, 98 99, 100 101, 102 105, 106 107, 108 112, 113, 114 116 TR: Formal Assessment: Ch. 1; Writing Support Transparencies: 8-D-E, 13-H; Writing Support Activity Book: 8-2 d. move from specific examples to generalizations about life. SE/TE: Autobiographical Writing, 48 49, 50 53, 54 57, 58 59, 60 63, 64, 65 68; Description, 98 99, 100 101, 102 105, 106 107, 108 112, 113, 114 116 20
TR: Writing Support Transparencies: 10-G, 11- F-G, 13-H; Academic and Workplace Skills Activity Book: 35-38 2. Write responses to literature that: SE/TE: Response to Literature, 306 307, 308 309, 310 314, 315 316, 317 320, 321, 322 324; also see: Responding to Fine Art and Literature: autobiography, 55, in short story, 79, describing, 103, in persuasive speech, 127, in advertisement, 151, for cause and effect essay, 199, for comparison and contrast essay, 175, for problem and solution essay, 225, for documented essay, 253, for research paper, 281, literature, 311; Reading Literary Writing, 837 841 ; Writing Support Activity Book: 8-1-2, 14-1-4 a. advance a judgment that is interpretative, analytical, evaluative or reflective; SE/TE: Response to Literature, 306 307, 308 309, 310 314, 315 316, 317 320, 321, 322 324; also see: Responding to Fine Art and Literature: autobiography, 55, in short story, 79, describing, 103, in persuasive speech, 127, in advertisement, 151, for cause and effect essay, 199, for comparison and contrast essay, 175, for problem and solution essay, 225, for documented essay, 253, for research paper, 281, literature, 311; Reading Literary Writing, 837 841 ; Writing Support Activity Book: 8-1-2, 14-1-4 21
b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors; SE/TE: Response to Literature, 306 307, 308 309, 310 314, 315 316, 317 320, 321, 322 324 ; Writing Support Activity Book: 8-1-2, 14-1-4 c. analyze the author s use of stylistic devices and express an appreciation of the effects the devices create; SE/TE: Response to Literature, 306 307, 308 309, 310 314, 315 316, 317 320, 321, 322 324 ; Writing Support Activity Book: 8-1-2, 14-1-4 d. identify and assess the impact of possible ambiguities, nuances and complexities within text; SE/TE: Response to Literature, 306 307, 308 309, 310 314, 315 316, 317 320, 321, 322 324 ; Writing Support Activity Book: 8-1-2, 14-1-4 22
e. anticipate and answer a reader s questions, counterclaims or divergent interpretations; and SE/TE: Response to Literature, 306 307, 308 309, 310 314, 315 316, 317 320, 321, 322 324 ; Writing Support Activity Book: 8-1-2, 14-1-4 f. provide a sense of closure to the writing. SE/TE: Response to Literature, 306 307, 308 309, 310 314, 315 316, 317 320, 321, 322 324 ; Writing Support Activity Book: 8-1-2, 14-1-4 3. Write functional documents (e.g., requests for information, resumes, letters of complaint, memos, proposals) that: SE/TE: Workplace Writing, 348 349, Business Letter, 350 351, Memo, 352 353, Résumé, 354 355, Forms and Application, 356 357; Connected Assignment: E-mail, 358 359 TR: Writing Support Transparencies: 16-A-E; Writing Support Activity Book: 16-1-2; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 16 23
a. report, organize and convey information accurately; SE/TE: Workplace Writing, 348 349, Business Letter, 350 351, Memo, 352 353, Résumé, 354 355, Forms and Application, 356 357; Connected Assignment: E-mail, 358 359 TR: Writing Support Transparencies: 16-A-E; Writing Support Activity Book: 16-1-2; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 16 b. use formatting techniques that make a document user-friendly; and SE/TE: Workplace Writing, 348 349, Business Letter, 350 351, Memo, 352 353, Résumé, 354 355, Forms and Application, 356 357; Connected Assignment: E-mail, 358 359 TR: Writing Support Transparencies: 16-A-E; Writing Support Activity Book: 16-1-2; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 16 c. anticipate readers problems, mistakes and misunderstandings. SE/TE: Workplace Writing, 348 349, Business Letter, 350 351, Memo, 352 353, Résumé, 354 355, Forms and Application, 356 357; Connected Assignment: E-mail, 358 359 TR: Writing Support Transparencies: 16-A-E; Writing Support Activity Book: 16-1-2; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 16 24
4. Write informational essays or reports, including research, that: SE/TE: Research Documented Essay, 242 243, 244 245, 246 249, 250 251, 252 256, 257, 258 260; Research Paper, 266 267, 268 271, 272 277, 278 280, 281 285, 286 287, 288 291; Reading from Varied Sources, 842 843; Reference Skills, 850 863; Citing Sources, 918 924; also see: Internet: evaluating advertising on, 145, research paper on, 296, choosing user name for, 691, reference aids on, 807, evaluating material on, 831; Internet Research Handbook: researching on, 925 929; Research: for speeches, 781; Reading Skills: Evaluating Nonfiction, 831, Distinguishing Fact from Opinion, 832, Applying Modes of Reasoning, 833 834 TR: Writing Support Transparencies: 13-A-E, 13-F-J; Writing Support Activity Book: 13-1; Topic Bank for Heterogeneous Classes, Ch. 13; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13 a. develop a controlling idea that conveys a perspective on the subject; SE/TE: Choosing and Narrowing Your Topic: Comparison-and Contrast Essay, 174 177; Cause-and-Effect Essay, 198 201; Problem and Solution Essay, 224 227; Research Documented Essay, 252 256; Research Paper, 280 285 TR: Writing Support Transparencies: 13-A-E, 13-F-J; Writing Support Activity Book: 13-1; Topic Bank for Heterogeneous Classes, Ch. 13; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13 25
b. create an organizing structure appropriate to purpose, audience and context; SE/TE: Shaping Your Writing: Comparison-and Contrast Essay, 178 179; Cause-and-Effect Essay, 202 203; Problem and Solution Essay, 228 229; Research Documented Essay, 257 258; Research Paper, 286 288 TR: Writing Support Transparencies: 13-A-E, 13-F-J; Writing Support Activity Book: 13-1; Topic Bank for Heterogeneous Classes, Ch. 13; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13 c. include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources; SE/TE: Research Documented Essay, 242 243, 244 245, 246 249, 250 251, 252 256, 257, 258 260; Research Paper, 266 267, 268 271, 272 277, 278 280, 281 285, 286 287, 288 291; Reading from Varied Sources, 842 843; Reference Skills, 850 863; Citing Sources, 918 924; also see: Internet: evaluating advertising on, 145, research paper on, 296, choosing user name for, 691, reference aids on, 807, evaluating material on, 831; Internet Research Handbook: researching on, 925 929; Research: for speeches, 781; Reading Skills: Evaluating Nonfiction, 831, Distinguishing Fact from Opinion, 832, Applying Modes of Reasoning, 833 834 TR: Writing Support Transparencies: 13-A-E, 13-F-J; Writing Support Activity Book: 13-1; Topic Bank for Heterogeneous Classes, Ch. 13; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13; Academic and Workplace Skills Activity Book, 35 26
d. make distinctions about the relative value and significance of specific data, facts and ideas; SE/TE: Research: for speeches, 781; Reading Skills: Evaluating Nonfiction, 831, Distinguishing Fact from Opinion, 832, Applying Modes of Reasoning, 833 834; Reading from Varied Sources, 842 843; Reference Skills, 850 863; also see: Internet: evaluating advertising on, 145, research paper on, 296, choosing user name for, 691, reference aids on, 807, evaluating material on, 831; Internet Research Handbook: researching on, 925 929 TR: Writing Support Transparencies: 13-A-E, 13-F-J; Writing Support Activity Book: 13-1; Topic Bank for Heterogeneous Classes, Ch. 13; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13; Academic and Workplace Skills Activity Book, 35 d. anticipate and address a reader s potential biases, misunderstandings and expectations; and SE/TE: Consider Audience and Purpose: Comparison-and Contrast Essay, 176; Causeand-Effect Essay, 200; Problem and Solution Essay, 226; Research Documented Essay, 254; Research Paper, 282 TR: Writing Support Transparencies: 13-A-E, 13-F-J; Writing Support Activity Book: 13-1; Topic Bank for Heterogeneous Classes, Ch. 13; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13 27
e. provide a sense of closure to the writing. SE/TE: Publishing and Presenting: Comparisonand Contrast Essay, 186; Cause-and-Effect Essay, 209; Problem and Solution Essay, 236; Research Documented Essay, 266; Research Paper, 296 TR: Writing Support Transparencies: 13-A-E, 13-F-J; Writing Support Activity Book: 13-1; Topic Bank for Heterogeneous Classes, Ch. 13; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13 5. Write persuasive compositions that: SE/TE: Persuasion Speech, 122 123, 124 125, 126 131, 132, 133 137, 138, 139 141; Persuasion Advertisement, 148 149, 150, 151 154, 155, 156 158, 159, 160 161; Problem and Solution Essay, 218 219, 220 223, 224 227, 228 229, 230 234, 235, 236 239 TR: Writing Support Transparencies: 3-A, 7-A-F, 7-G-J; Writing Support Activity Book, 7-1-3, 7.4; Topic Bank for Heterogeneous Classes, Ch. 7; Scoring Rubrics on Transparency, Ch. 7; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 7 a. articulate a clear position; SE/TE: Persuasion Speech, 122 123, 124 125, 126 131, 132, 133 137, 138, 139 141; Persuasion Advertisement, 148 149, 150, 151 154, 155, 156 158, 159, 160 161; Problem and Solution Essay, 218 219, 220 223, 224 227, 228 229, 230 234, 235, 236 239 TR: Writing Support Transparencies: 3-A, 7-A-F, 7-G-J; Writing Support Activity Book, 7-1-3, 7.4; Topic Bank for Heterogeneous Classes, Ch. 7; Scoring Rubrics on Transparency, Ch. 7; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 7 28
b. support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and SE/TE: Speaking Skills: rhetorical strategies, 781; also see: Persuasion Speech, 122 123, 124 125, 126 131, 132, 133 137, 138, 139 141; Persuasion Advertisement, 148 149, 150, 151 154, 155, 156 158, 159, 160 161; Problem and Solution Essay, 218 219, 220 223, 224 227, 228 229, 230 234, 235, 236 239 TR: Writing Support Transparencies: 3-A, 7-A-F, 7-G-J; Writing Support Activity Book, 7-1-3, 7.4; Topic Bank for Heterogeneous Classes, Ch. 7; Scoring Rubrics on Transparency, Ch. 7; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 7 b. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning). SE/TE: Providing Elaboration: Persuasion Speech, 132; Persuasion Advertisement, 155; Problem and Solution Essay, 229 TR: Writing Support Transparencies: 3-A, 7-A-F, 7-G-J; Writing Support Activity Book, 7-1-3, 7.4; Topic Bank for Heterogeneous Classes, Ch. 7; Scoring Rubrics on Transparency, Ch. 7; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 7 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. SE/TE: Keep Track of Your Ideas: 3; Reader's Journal, 4; Reading Journals, 307, 310; also see: Reflecting On Your Writing, 23, 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322 TR: Writing Support Transparencies: 1-A-B, 6-C- D, 6-H, 13-E, 14-A-E; Writing Support Activity Book: 6-2, 14-1-3; Academic and Workplace Skills Activity Book, 2, 42-43 29
Writing Conventions Spelling; Punctuation and Capitalization; and Grammar and Usage 1. Use correct spelling conventions. SE/TE: Improving Your Spelling, 812 821; also see: Word Processors: spell check feature of, 64, 143, 294, 574, 819, thesaurus in, 158, 390, grammar check feature in, 595; Studying Words Systematically, 805 806 TR: Scoring Rubrics on Transparency, Ch. 4, 15; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 4, 15; Grammar Exercise Workbook, 91-92; Grammar Exercises Answers on Transparencies, Ch. 22; Academic and Workplace Skills Activity Book, 24, 25, 26, 27, 28 2. Use correct capitalization and punctuation SE/TE: Capitalization, 666 685; Punctuation, 686 761; Cumulative Review: Mechanics, 762 763; also see: Standardized Test Preparation Workshops: proofreading for capitalization, 684 685, for punctuation, 760 761 TR: Scoring Rubrics on Transparency, Ch. 5, 6, 11; Writing Assessment and Portfolio Management; Formal Assessment, Ch. 5, 6, 11, 26, 27; Grammar Exercise Workbook, 123-126, 127-142; Grammar Exercises Answers on Transparencies, Ch. 26; Hands-on Grammar Activity, Ch. 26, 27 30
2. Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns). SE/TE: Editing and Proofreading, 22, 64, 88, 93, 113, 138, 159, 185, 208, 235, 265, 294, 321, 338; Grammar in Your Writing: verb tenses, 62, homophones, 64, 338, parallelism, 135, abbreviating dates and ordinals, 159, using commas, 185, commas in essential and nonessential expressions, 208, independent and subordinate clauses, 206; Hands on Grammar: parts of speech points, 404, subject locator, 424, verbal phrase folds, 456, fragment completion, 499, pronoun sentence slide, 572, irregular modifier pocket fold, 624, unpuzzling double negatives, 644, capitalization, 681, punctuation circles, 718 719; also see: Standardized Test Preparation Workshops: editing and revising skills, 304 305, recognizing appropriate sentence construction, 436 437, sentence construction, 474 475, for effective sentences, 516 517, using verbs, 560 561, pronoun usage, 582 583, rules of agreement, 622 623, modifiers, 634 635, standard English usage, 662 663, proofreading for capitalization, 684 685, for punctuation, 760 761 TR: Grammar Exercise Workbook, 5-10, 15-20, 29-32, 33-40, 41-46, 47-48, 67-68, 71-78, 93-98, 99-102, 107-116, Scoring Rubrics on Transparency, Ch. 4, 7, 8, 10, 15; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 4, 7, 8, 10, 15; Grammar Exercises Answers on Transparencies: Ch. 17, 23 31
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: Documented Essay: make a research plan, 255, conduct interviews and on-line research, 256, cite facts and statistics, 258, direct and indirect quotations, 265; Research Paper: scan news headlines, 280, develop research plan, 283, use library resources, 284, take notes and photocopy or print source material, 285, cite sources, 288, evaluate variety of support, 289, focus on quotations, 294, format of citations, 295; Reading from Varied Sources, 842 843; Reference Skills, 850 863; Citing Sources, 918 924; Reading Skills: Evaluating Nonfiction, 831, Distinguishing Fact from Opinion, 832, Applying Modes of Reasoning, 833 834; also see: Using a Dictionary and a Thesaurus, 807 TR: Writing Support Transparencies: 4-D, 7-E-F, 8-C, 10-E, 12-E, 13-D; Writing Support Activity Book: 4-2, 7-3, 12-2; Academic and Workplace Skills Activity Book, 1, 6, 55 2. 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: Reading from Varied Sources, 842 843; Reference Skills, 850 863; Citing Sources, 918 924; also see: Internet: evaluating advertising on, 145, research paper on, 296, choosing user name for, 691, reference aids on, 807, evaluating material on, 831; Internet Research Handbook: researching on, 925 929; Research: for speeches, 781; Reading Skills: Evaluating Nonfiction, 831, Distinguishing Fact from Opinion, 832, Applying Modes of Reasoning, 833 834 TR: Writing Support Transparencies: 10-E, 12- D-E, 14-A-E; Writing Support Activity Book: 12-2, 14-1-3; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13; Academic and Workplace Skills Activity Book, 17, 35, 46-47, 52, 60 32
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, 831, Distinguishing Fact from Opinion, 832, Applying Modes of Reasoning, 833 834; also see: Internet: evaluating advertising on, 145, research paper on, 296, choosing user name for, 691, reference aids on, 807, evaluating material on, 831 TR: Writing Support Transparencies: 10-E, 12- D-E, 14-A-E; Writing Support Activity Book: 12-2, 14-1-3; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13; Academic and Workplace Skills Activity Book, 17, 35, 46-47, 52, 60 3. Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes. SE/TE: Documented Essay: make a research plan, 255, conduct interviews and on-line research, 256, cite facts and statistics, 258, direct and indirect quotations, 265; Research Paper: scan news headlines, 280, develop research plan, 283, use library resources, 284, take notes and photocopy or print source material, 285, cite sources, 288, evaluate variety of support, 289, focus on quotations, 294, format of citations, 295; Reading from Varied Sources, 842 843; Reference Skills, 850 863; Citing Sources, 918 924; Reading Skills: Evaluating Nonfiction, 831, Distinguishing Fact from Opinion, 832, Applying Modes of Reasoning, 833 834; also see: Using a Dictionary and a Thesaurus, 807 TR: Writing Support Transparencies: 10-E, 12- D-E, 14-A-E; Writing Support Activity Book: 12-2, 14-1-3; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13; Academic and Workplace Skills Activity Book, 17, 35, 46-47, 52, 60 33
4. Integrate quotations and citations into written text to maintain a flow of ideas. SE/TE: Documented Essay: cite facts and statistics, 258, direct and indirect quotations, 265; Research Paper: take notes and photocopy or print source material, 285, cite sources, 288, focus on quotations, 294, format of citations, 295; Reference Skills, 850 863; Citing Sources, 918 924; Internet Research Handbook: researching on, 927 929, terms for, 928 929 TR: Scoring Rubrics on Transparency, Ch. 5, 12; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 5, 12; Writing Support Transparencies: 11-F-G, 13-H; Grammar Exercises Workbook, 139-140; On-line Exercise Bank, Section 27.4; Academic and Workplace Skills Activity Book, 48 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: Style Manuals, 295, 921, 922, 923, 924; also see: Direct and Indirect Quotations, 265; Source Cards, 285; Cite Sources, 288; Creating a Reference List, 294 295; Reference Skills, 850 863 ; Academic and Workplace Skills Activity Book, 2, 3 34
6. Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented. SE/TE: Publishing and Presenting, 23, 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322; Speaking Skills: giving a speech, 780, planning a speech, preparing note cards for, preparing outlines for, providing main idea and details, rhetorical strategies, 781, evaluating, 782; Multimedia Presentation, 795; also see: Connected Assignment: Documentary, 212; Media and Technology Skills: conveying messages using visuals (video scrapbook), 71, video adaptation of a short story, 95, enhancing video, 165, filming a video documentary, 271 TR: Writing Support Transparencies: 10-E, 12- D-E, 14-A-E; Writing Support Activity Book: 12-2; Academic and Workplace Skills Activity Book, 3, 4, 5, 6-8, 10-11, 17, 35, 46, 52, 60 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). SE/TE: Listening Critically, 783 785; also see: Media and Technology Skills: analyzing propaganda, 119, evaluating Internet advertising, 145, comparing newspapers' editorial positions, 191, evaluating On line resources, 303 TR: Writing Support Transparencies: 2-L, 4-G, 5-I, 6-I, 8-I, 10-J; Writing Support Activity Book: 6-3; 8-2, 10-4; Scoring Rubrics on Transparency, Ch. 6; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 6; Academic and Workplace Skills Activity Book, 1, 2, 3, 55 35