correlated to the Indiana Academic Standards English /Language Arts, Grade 8

correlated to the Indiana Academic Standards English /Language Arts, Grade 8

McDougal Littell Literature, Grade 8 2008 correlated to the Indiana Academic Standards English/Language Arts Grade 8 Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development 8.1.1 Analyze idioms and comparisons such as analogies, metaphors, and similes to infer the literal and figurative meanings of phrases. 8.1.1.a Idioms: expressions that cannot be understood just by knowing the meanings of the words in the expression, such as to be an old hand at something or to get one's feet wet 8.1.1.b Analogies: comparisons of the similar aspects of two different things See 8.1.1.a-8.1.1.d 325, 436, 726, 754 252, 780 1

, English/Language Arts Grade 8 8.1.1.c Metaphors: implied comparisons, such as The stars were brilliant diamonds in the night sky. 8.1.1.d Similes: comparisons that use like or as, such as The stars were like a million diamonds in the sky. 8.1.2 Understand the influence of historical events on English word meaning and vocabulary expansion. 8.1.3 Verify the meaning of a word in its context, even when its meaning is not directly stated, through the use of definition, restatement, example, comparison, or contrast. 580, 583, 586, 587, 589, 593, 594, 602, 617, 658, 733 180, 580, 583, 584, 587, 659, 828 595, 903 33, 44, 63, 156, 169, 180, 189, 220, 259, 272, 281, 304, 325, 333, 359, 372, 381, 394, 414, 436, 455, 570, 619, 631, 673, 680, 683, 705, 713, 717, 726, 754, 780, 783, 798, 828, 872, 885, 892, 929, 937, 956, 992, 1009, 1011, 1028 2

, English/Language Arts Grade 8 Standard 2 READING: Comprehension and Analysis of Nonfiction and Informational Text Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 8, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, magazines, newspapers, reference and technical materials, and online information. Structural Features of Informational and Technical Materials 8.2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents. 8.2.2 Analyze text that uses proposition (statement of argument) and support patterns. 8.2.7 Analyze the structure, format, and purpose of informational materials (such as textbooks, newspapers, instructional or technical manuals, and public documents). R16, R17 962, 963, 966, 969, 970, 971, 973, 974, 975, 976, 977, 985, 986, 991, 993, 995, 1011, 1026, 1027 8, 9, 10, 140, 141, 142, 143, 182, 183, 185, 186, 187, 271, 275, 276, 278, 280, 326, 327, 331, 397, 399, 400, 401, 403, 404, 405, 406, 407, 408, 409, 410, 411, 412, 413, 632, 633, 634, 635, 846, 847, 848, 849, 878, 879, 880, 881, 883, 885, 886, 889, 891, 895, 896, 900, 906, 909, 910, 916, 919, 921, 924, 925, 929, 931, 932, 933, 934, 936, 954, 955, 1039, 1040, 1042, 1043, 1044, 1045, 1046, 1047, 1048, 1050 3

, English/Language Arts Grade 8 Analysis of Grade-Level-Appropriate Nonfiction and Informational Text 8.2.3 Find similarities and differences between texts in the treatment, amount of coverage, or organization of ideas. 8.2.4 Compare the original text to a summary to determine whether the summary accurately describes the main ideas, includes important details, and conveys the underlying meaning. 8.2.5 Use information from a variety of consumer and public documents to explain a situation or decision and to solve a problem. 8.2.8 Understand and explain the use of simple equipment by following directions in a technical manual. 8.2.9 Make reasonable statements and draw conclusions about a text, supporting them with accurate examples. Expository (Informational) Critique 8.2.6 Evaluate the logic (inductive or deductive argument), internal consistency, and structural patterns of text. 8, 9, 10, 143, 182, 187, 397, 413, 415, 544, 635, 809, 849, 853, 858, 871, 936, 977, 985, 991, 993 280, 635, 891, 954 635, 697, 960 15 12, 116, 187, 271, 280, 331, 413, 544, 553, 697, 712, 725, 827, 844, 849, 891, 902, 916, 991, 995, 1000, 1008 187, 280, 635, 963, 969, 971, 973, 977, 1000, 1011, 1027 4

, English/Language Arts Grade 8 Standard 3 READING: Comprehension and Analysis of Literary Text Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 8, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, mysteries, adventures, folklore, mythology, poetry, short stories, dramas, and other genres. Structural Features of Literature 8.3.1 Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (including ballads, lyrics, couplets, epics, elegies, odes, and sonnets). See 8.3.1.a-8.3.1.g 8.3.1.a Ballad: a poem that tells a story 133, 134, 135, 137, 138, 139, 283, 291, 637 8.3.1.b Lyric: words set to music 613, 616, 617, 619 8.3.1.c Couplet: two successive lines of verse that rhyme 589, 592, 594 8.3.1.d Epic: a long poem that describes heroic deeds or adventures 8.3.1.e Elegy: a mournful poem for the dead 733 637, 646 8.3.1.f Ode: a poem of praise 619, 622, 623 8.3.1.g Sonnet: a rhymed poem of 14 lines 619, 623 5

, English/Language Arts Grade 8 Analysis of Grade-Level-Appropriate Literary Text 8.3.2 Evaluate the structural elements of the plot, such as subplots, parallel episodes, and climax; the plot's development; and the way in which conflicts are (or are not) addressed and resolved. 8.3.3 Compare and contrast the motivations and reactions of literary characters from different historical eras confronting either similar situations and conflicts or similar hypothetical situations. 8.3.4 Analyze the importance of the setting to the mood, tone, and meaning of the text. 8.3.5 Identify and analyze recurring themes (such as good versus evil) that appear frequently across traditional and contemporary works. 8.3.6 Identify significant literary devices, such as metaphor, symbolism, dialect or quotations, and irony, which define a writer s style and use those elements to interpret the work. 8.3.6.a Metaphor: an implied comparison in which a word or phrase is used in place of another, such as He was drowning in money. 8.3.6.b Symbolism: the use of an object to represent something else; for example, a dove might symbolize peace. 8.3.6.c Dialect: the vocabulary, grammar, and pronunciation used by people in different regions. 8.3.6.d Irony: the use of words to express the opposite of the literal meaning of the words, often to be humorous. 5, 24, 25, 26, 27, 28, 29, 30, 31, 33, 34, 37, 40, 41, 42, 43, 47, 50, 51, 52, 53, 55, 57, 59, 63, 64, 66, 68, 69, 71, 73, 107, 108, 119, 120, 122, 123, 124, 126, 128, 129, 131, 133, 135, 138, 139, 154, 155, 179, 219, 235, 333, 344, 353, 355, 442, 443, 444, 445, 447, 473, 485, 521, 542, 639, 645, 646, 683, 692, 779, 783, 784, 787, 788, 791, 794, 795, 797 98, 251, 253, 291, 355, 463, 473 310, 311, 312, 313, 314, 315, 317, 324, 333, 355, 359, 360, 371, 381, 387, 389, 393, 434, 442, 444, 447, 452, 683, 692 2, 3, 5, 6, 7, 9, 11, 251, 442, 443, 444, 445, 447, 455, 458, 459, 460, 463, 464, 468, 471, 472, 473, 475, 485, 521, 542, 550, 568, 569, 605, 606, 608, 610, 611, 622, 630 See 8.3.6.a-8.3.6.d 580, 583, 586, 587, 589, 593, 594, 602, 617, 658, 733 291, 442, 443, 444, 445, 449, 450, 452, 460, 477, 478, 480, 481, 482, 568, 569, 610, 844, 850, 851, 852 179, 617 59, 688, 717, 718, 720, 723, 724, 725, 729, 730, 733, 752, 753, 1008 6

, English/Language Arts Grade 8 8.3.8 Contrast points of view such as first person, third person, third person limited and third person omniscient, and subjective and objective in narrative text and explain how they affect the overall theme of the work. 8.3.8.a First person: the narrator tells the story from the "I" perspective. 8.3.8.b Third person: the narrator tells the story from an outside perspective. 8.3.8.c Limited narration: the narrator does not know all thoughts of all characters. 8.3.8.d Omniscient narration: the narrator knows all thoughts of all characters. 8.3.8.e Subjective: the point of view involves a personal perspective. 8.3.8.f Objective: the point of view is from a distanced, informational perspective, as in a news report. 8.3.9 Analyze the relevance of setting (places, times, customs) to mood, tone, and meaning of text. Literary Criticism 8.3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. See 8.3.8.a-8.3.8.f 162, 163, 167, 193, 197, 201, 212, 223, 224, 226, 230, 231, 233, 235, 237, 302, 831, 870 162, 163, 167, 169, 170, 179, 303 162, 169, 173, 176, 178, 179, 201, 303 162, 163 831, 870 919, 921, 922, 923, 924, 925, 929, 931, 932, 933 310, 311, 312, 313, 314, 315, 317, 324, 333, 355, 359, 360, 371, 381, 387, 389, 393, 434, 442, 444, 447, 452, 683, 692 111, 114, 115, 116, 131, 251, 393, 395, 587, 610, 646, 668, 669, 670, 683, 684, 688, 689, 692, 714, 717, 721, 722, 723, 725, 727, 729, 732, 733, 735, 740, 741, 760, 761, 762, 764, 765, 767, 768, 771, 772, 774, 778, 779, 783, 797, 817, 818, 821, 823, 824, 825, 827, 829, 831, 844, 855, 858, 870, 871, 979, 991, 1003, 1004, 1008 7

, English/Language Arts Grade 8 Standard 4 WRITING: Processes and Features Students discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing. Organization and Focus 8.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. 8.4.2 Create compositions that have a clear message, a coherent thesis (a statement of position on the topic), and end with a clear and well-supported conclusion. 8.4.3 Support theses or conclusions with analogies (comparisons), paraphrases, quotations, opinions from experts, and similar devices. 8.4.10 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. Research Process and Technology 8.4.4 Plan and conduct multiple-step information searches using computer networks. 8.4.5 Achieve an effective balance between researched information and original ideas. 8.4.6 Use a computer to create documents by using wordprocessing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports. 17, 19, 32, 147, 148, 253, 295, 296, 415, 427, 475, 561, 611, 651, 741, 745, 863, 864, 947, 948, 993, 1019, 1056, 1061 18, 253, 296, 415, 427, 429, 475, 611, 652, 714, 741, 745, 747, 781, 829, 849, 863, 864, 949, 993, 1019, 1021, 1061, 1062, 1065 18, 221, 253, 273, 296, 331, 357, 373, 395, 415, 427, 428, 453, 475, 543, 553, 603, 611, 635, 647, 651, 652, 681, 697, 714, 727, 741, 745, 746, 829, 849, 863, 864, 865, 947, 949, 993, 1019, 1020, 1021, 1062, 1064 18, 149, 428, 563, 652, 653, 864, 865, 866, 949, 1020, 1065 891, 1019, 1035, 1037, 1038, 1039, 1040, 1041, 1042, 1044, 1050, 1056, 1057, 1064, 1065 109, 431, 557, 749, 853, 867, 902, 907, 983, 1067 8

, English/Language Arts Grade 8 Evaluation and Revision 8.4.7 Review, evaluate, and revise writing for meaning and clarity. 8.4.11 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research. 8.4.8 Edit and proofread one's own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors. 8.4.9 Revise writing for word choice; appropriate organization; consistent point of view; and transitions among paragraphs, passages, and ideas. 17, 149, 150, 253, 297, 298, 415, 429, 475, 563, 564, 611, 653, 654, 747, 748, 865, 866, 949, 950, 993, 1021, 1022, 1064, 1065, 1066 902, 907, 1019, 1034, 1035, 1036, 1056 17, 19, 45, 61, 75, 99, 131, 150, 181, 221, 237, 273, 298, 357, 373, 395, 430, 453, 483, 543, 564, 603, 647, 654, 681, 714, 727, 748, 799, 829, 866, 893, 927, 950, 979, 1015, 1022 17, 149, 150, 297, 298, 429, 430, 563, 564, 653, 654, 747, 748, 865, 866, 949, 950, 1021, 1022, 1064, 1065, 1066 9

, English/Language Arts Grade 8 Standard 5 WRITING: Applications (Different Types of Writing and Their Characteristics) At Grade 8, students continue to write narrative, expository (informational), persuasive, and descriptive essays (research reports of 700 to 1,000 words or more). Students are introduced to writing technical documents. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 8 students use the writing strategies outlined in Standard 4 Writing Processes and Features to: 8.5.1 Write biographies, autobiographies, and short stories that: 8.5.1.a tell about an incident, event, or situation, using wellchosen details. 8.5.1.b reveal the significance of, or the writer's attitude about, the subject. 8.5.1.c use narrative and descriptive strategies, including relevant dialogue, specific action, physical description, background description, and comparison or contrast of characters. See 8.5.1.a-8.5.1.c 144, 147, 148, 149, 558, 561, 562, 563, 647 144, 147, 149, 816, 827 8.5.2 Write responses to literature that: See 8.5.2.a-8.5.2.d 8.5.2.a demonstrate careful reading and insight into interpretations. 8.5.2.b connect response to the writer's techniques and to specific textual references. 8.5.2.c make supported inferences about the effects of a literary work on its audience. 144, 147, 148, 149, 558, 561, 562, 563, 647 45, 61, 75, 99, 131, 143, 144, 181, 221, 237, 253, 273, 292, 331, 357, 373, 395, 424, 453, 475, 483, 543, 553, 558, 603, 611, 635, 647, 648, 651, 652, 653, 681, 692, 697, 714, 727, 741, 742, 745, 746, 747, 781, 799, 829, 849, 860, 927, 944, 979, 993, 1015 424, 427, 428, 475, 603, 611, 647, 648, 651, 652, 653, 714, 727, 741, 742, 745, 746, 849, 993, 1015 424, 543, 727, 747, 1015 8.5.2.d support statements with evidence from the text. 99, 143, 181, 221, 253, 273, 331, 357, 373, 395, 424, 427, 428, 453, 475, 543, 553, 603, 611, 635, 647, 648, 651, 652, 681, 697, 714, 727, 741, 745, 746, 799, 829, 849, 947, 993, 1015 10

, English/Language Arts Grade 8 8.5.4 Write persuasive compositions that: See 8.5.4.a-8.5.4.c 8.5.4.a include a well-defined thesis that makes a clear and knowledgeable appeal. 8.5.4.b present detailed evidence, examples, and reasoning to support effective arguments and emotional appeals. 8.5.4.c provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments. 829, 979, 1015, 1016, 1019 829, 1019, 1020, 1021 1019, 1020 8.5.5 Write technical documents that: See 8.5.5.a-8.5.5.c 8.5.5.a identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization's constitution or guidelines. 8.5.5.b include all the factors and variables that need to be considered. 8.5.5.c use formatting techniques, including headings and changing the fonts (typeface) to aid comprehension. 8.5.6 Write using precise word choices to make writing interesting and exact. 8.5.7 Write for different purposes and to a specific audience or person, adjusting tone and style as necessary. R42, R43, R44, R45 R42, R43, R44, R45 R45 18, 75, 147, 149, 181, 273, 295, 297, 298, 373, 423, 429, 453, 562, 563, 582, 653, 681, 747, 949, 1021 16, 18, 45, 61, 75, 99, 109, 131, 143, 144, 149, 181, 187, 221, 237, 253, 257, 273, 292, 297, 331, 357, 373, 395, 415, 423, 424, 427, 453, 475, 483, 543, 553, 557, 558, 582, 587, 594, 603, 611, 624, 635, 647, 648, 681, 692, 697, 714, 727, 741, 742, 781, 799, 816, 827, 829, 849, 853, 860, 891, 893, 907, 927, 928, 944, 979, 983, 993, 1010, 1015, 1016, 1052 11

, English/Language Arts Grade 8 Research Application 8.5.3 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: 8.5.3.a uses information from a variety of sources (books, technology, multimedia) and documents sources independently by using a consistent format for citations. 8.5.3.b demonstrates that information that has been gathered has been summarized and that the topic has been refined through this process. 8.5.3.c demonstrates that sources have been evaluated for accuracy, bias, and credibility. 8.5.3.d organizes information by categorizing and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited). See 8.5.3.a-8.5.3.d 1052, 1055, 1057, 1058, 1059, 1060, 1062, 1063, 1064, 1066, 1067 844, 891, 1056, 1059, 1060, 1061 1045-1048, 1057 1060, 1061, 1063 12

, English/Language Arts Grade 8 Standard 6 WRITING: English Language Conventions Students write using Standard English conventions appropriate to this grade level. Sentence Structure 8.6.1 Use correct and varied sentence types (simple, compound, complex, and compound-complex) and sentence openings to present a lively and effective personal style. 8.6.2 Identify and use parallelism (use consistent elements of grammar when compiling a list) in all writing to present items in a series and items juxtaposed for emphasis. (Correct: Students having difficulty and needing help should stay after class. Incorrect: Students having difficulty and who need help should stay after class.) 8.6.3 Use subordination, coordination, noun phrases that function as adjectives (These gestures - acts of friendship - were noticed but not appreciated.), and other devices to indicate clearly the relationship between ideas. 18, 45, 61, 237, 273, 297, 428, 430, 653, 714, 727, 747, 755, 781, 873, 1065 748, 1015, 1029 61, 237, 273, 681, 714, 727, 755, 781, 873 13

, English/Language Arts Grade 8 Grammar 8.6.4 Edit written manuscripts to ensure that correct grammar is used. 8.6.8 Identify and use infinitives (the word to followed by the base form of a verb, such as to understand or to learn) and participles (made by adding -ing, -d, -ed, -n, -en, or -t to the base form of the verb, such as dreaming, chosen, built, and grown). Punctuation 17, 18, 150, 298, 430, 564, 654, 748, 866, 950, 1022 R61, R62 8.6.5 Use correct punctuation. 61, 75, 150, 157, 237, 430, 603, 647, 654, 661, 681, 714, 741, 755, 799, 829, 866, 873, 927, 957 Capitalization 8.6.6 Use correct capitalization. 543, 571, 893, 957, 979, 1029 Spelling 8.6.7 Use correct spelling conventions. R74, R75, R76 14

, English/Language Arts Grade 8 Standard 7 LISTENING AND SPEAKING: Skills, Strategies, and Applications Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing. Comprehension 8.7.1 Paraphrase (restate) a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject. Organization and Delivery of Oral Communication 8.7.2 Match the message, vocabulary, voice modulation (changes in tone), expression, and tone to the audience and purpose. 8.7.3 Outline the organization of a speech, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion. 8.7.4 Use precise language, action verbs, sensory details, appropriate and colorful modifiers (describing words, such as adverbs and adjectives), and the active (I recommend that you write drafts.) rather than the passive voice (The writing of drafts is recommended.) in ways that enliven oral presentations. 8.7.5 Use appropriate grammar, word choice, enunciation (clear speech), and pace (timing) during formal presentations. 8.7.6 Use audience feedback, including both verbal and nonverbal cues, to reconsider and modify the organizational structure and/or to rearrange words and sentences for clarification of meaning. 299 151, 431, 655, 712, 951, 1023 431, 1023 151, 712, 1023 151, 655, 951 431 15

, English/Language Arts Grade 8 Analysis and Evaluation of Oral and Media Communications 8.7.7 Analyze oral interpretations of literature, including language choice and delivery, and the effect of the interpretations on the listener. 8.7.8 Evaluate the credibility of a speaker, including whether the speaker has hidden agendas or presents slanted or biased material. 8.7.9 Interpret and evaluate the various ways in which visual image makers (such as graphic artists, illustrators, and news photographers) communicate information and affect impressions and opinions. Speaking Applications 8.7.10 Deliver narrative presentations, such as biographical or autobiographical information that: 8.7.10.a relate a clear incident, event, or situation, using well-chosen details. 8.7.10.b reveal the significance of the incident, event, or situation. 8.7.10.c use narrative and descriptive strategies to support the presentation, including relevant dialogue, specific action, physical description, background description, and comparison or contrast of characters. 108, 555, 556, 557 R81 34, 39, 42, 48, 52, 64, 68, 78, 82, 107, 108, 112, 120, 125, 134, 170, 174, 190, 195, 205, 209, 213, 224, 227, 230, 234, 240, 245, 248, 255, 256, 257, 260, 262, 267, 269, 276, 284, 318, 320, 328, 334, 338, 343, 347, 351, 360, 365, 369, 382, 386, 388, 398, 400, 403, 405, 408, 411, 418, 420, 450, 456, 464, 466, 468, 470, 478, 481, 547, 555, 556, 557, 584, 590, 598, 606, 608, 614, 620, 627, 638, 640, 644, 674, 684, 690, 706, 709, 718, 723, 730, 736, 739, 768, 773, 776, 784, 793, 795, 802, 818, 822, 832, 837, 840, 843, 850, 851, 852, 853, 856, 857, 887, 895, 897, 898, 900, 902, 911, 915, 920, 930, 954, 967, 981, 982, 983, 987, 989, 997, 1005, 1012 See 8.7.10.a-8.7.10.c 151, 565, R81 779, R81 151, 565, R81 16

, English/Language Arts Grade 8 8.7.15 Deliver descriptive presentations that: See 8.7.15.a-8.7.15.c 8.7.15.a establish a clear point of view on the subject of the presentation. 8.7.15.b establish the presenter's relationship with the subject of the presentation (whether the presentation is made as an uninvolved observer or by someone who is personally involved). 8.7.15.c contain effective, factual descriptions of appearance, concrete images, shifting perspectives, and sensory details. 151 151, R78 151, R79 8.7.11 Deliver oral responses to literature that: See 8.7.11.a-8.7.11.d 8.7.11.a interpret a reading and provide insight. 8.7.11.b connect personal responses to the writer's techniques and to specific textual references. 8.7.11.c make supported inferences about the effects of a literary work on its audience. 8.7.11.d support judgments through references to the text, other works, other authors, or personal knowledge. 431, 1023, R82 648, 654, R82 1023, R82 431, 1023, R82 17

, English/Language Arts Grade 8 8.7.12 Deliver research presentations that: See 8.7.12.a-8.7.12.d 8.7.12.a define a thesis (a position on the topic). 8.7.12.b research important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize important perspectives on the topic. 8.7.12.c use a variety of research sources and distinguish the nature and value of each. 8.7.12.d present information on charts, maps, and graphs. 431, 951, R81 431, 858, R81 431, 1045, 1046, 1047, 1048, R81 431, 951, 1067, R81 8.7.13 Deliver persuasive presentations that: See 8.7.13.a-8.7.13.d 8.7.13.a include a well-defined thesis (position on the topic). 8.7.13.b differentiate fact from opinion and support arguments with detailed evidence, examples, reasoning, and persuasive language. 8.7.13.c anticipate and effectively answer listener concerns and counterarguments through the inclusion and arrangement of details, reasons, examples, and other elements. 8.7.13.d maintain a reasonable tone. 977, 1023, 1061, R81 977, 1023, R81 1020, 1023, R81 1023, R79, R81 18

IN 172 5/2007 2008 CC2