College Readiness Standards English Topic Development in Terms of Purpose and Focus 13 15 16 19 Identify the basic purpose or role of a specified phrase or sentence Delete a clause or sentence because it is obviously irrelevant to the essay 20 23 Identify the central idea or main topic of a straightforward piece of writing Determine relevancy when presented with a variety of sentence-level details 24 27 Identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens that focus or to determine if an essay has met a specified goal Delete material primarily because it disturbs the flow and development of the paragraph Add a sentence to accomplish a fairly straightforward purpose such as illustrating a given statement 28 32* Apply an awareness of the focus and purpose of a fairly involved essay to determine the rhetorical effect and suitability of an existing phrase or sentence, or to determine the need to delete plausible but irrelevant material Add a sentence to accomplish a subtle rhetorical purpose such as to emphasize, to add supporting detail, or to express meaning through connotation 33 36 Determine whether a complex essay has accomplished a specific purpose Add a phrase or sentence to accomplish a complex purpose, often expressed in terms of the main focus of the essay Organization, Unity, and Coherence 13 15 Use conjunctive adverbs or phrases to show time relationships in simple narrative essays (e.g., then, this time) 16 19 Select the most logical place to add a sentence in a paragraph SE/TE: Thesis, underline, 760; also see: Revising: details, eliminate irrelevant, 688, information, eliminate unnecessary, 760 SE/TE: Drafting: main point, identify, 96, thesis statement, propose, 1005; Revising: impression, strengthen main, 688, transitions, provide, 962 SE/TE: Drafting: main point, identify, 96, thesis statement, propose, 1005; Revising: details, eliminate irrelevant, 688, information, eliminate unnecessary, 760, transitions, provide, 962; also see: Editorial: statistics, provide, 584, readers' concerns, address, 586; Rubric for Self-Assessment, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 SE/TE: Drafting: main point, identify, 96, thesis statement, propose, 1005; Revising: details, eliminate irrelevant, 688, information, thesis, underline, 760, transitions, provide, 962; also see: Editorial: statistics, provide, 584, readers' concerns, address, 586; Rubric for Self-Assessment, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 SE/TE: Rubric for Self-Assessment, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; Paragraph development, use TRI method, 404; Editorial: readers' concerns, address, 586 SE/TE: Revising to combine sentences using adverb clauses, 1009; Prepositional phrase (sentence fluency), 1239; also see: Conjunctions, coordinating, 406 SE/TE: Details, add paragraphs providing, 281; Paragraph development, use TRI method, 404; also see: Revising: combining sentences, 1009, specifics, add, 1238 1
20 23 Use conjunctive adverbs or phrases to express straightforward logical relationships (e.g., first, afterward, in response) Decide the most logical place to add a sentence in an essay Add a sentence that introduces a simple paragraph 24 27 Determine the need for conjunctive adverbs or phrases to create subtle logical connections between sentences (e.g., therefore, however, in addition) Rearrange the sentences in a fairly uncomplicated paragraph for the sake of logic Add a sentence to introduce or conclude the essay or to provide a transition between paragraphs when the essay is fairly straightforward 28 32* Make sophisticated distinctions concerning the logical use of conjunctive adverbs or phrases, particularly when signaling a shift between paragraphs Rearrange sentences to improve the logic and coherence of a complex paragraph Add a sentence to introduce or conclude a fairly complex paragraph 33 36 Consider the need for introductory sentences or transitions, basing decisions on a thorough understanding of both the logic and rhetorical effect of the paragraph and essay Word Choice in Terms of Style, Tone, Clarity, and Economy 13 15 Revise sentences to correct awkward and confusing arrangements of sentence elements Revise vague nouns and pronouns that create obvious logic problems 16 19 Delete obviously synonymous and wordy material in a sentence Revise expressions that deviate from the style of an essay SE/TE: Details, add paragraphs providing, 281; Paragraph development, use TRI method, 404; Revising to combine sentences using adverb clauses, 1009; Prepositional phrase (sentence fluency), 1239; also see: Transitions: use, 209, focus on, 691, provide, 962; Conjunctions, coordinating, 406 SE/TE: Drafting: main point, identify, 96, thesis statement, propose, 1005; Details, add paragraphs providing, 281; Paragraph development, use TRI method, 404; Revising to combine sentences using adverb clauses, 1009; Prepositional phrase (sentence fluency), 1239; also see: Transitions: use, 209, focus on, 691, provide, 962; Conjunctions, coordinating, 406 SE/TE: Paragraph development, use TRI method, 404; also see: Conjunctions, coordinating, 406; Revising to combine sentences using adverb clauses, 1009; Prepositional phrase (sentence fluency), 1239; also see: Drafting: main point, identify, 96, thesis statement, propose, 1005; Details, add paragraphs providing, 281 SE/TE: Thesis, underline, 760; also see: Transitions: use, 209, focus on, 691, provide, 962; Conjunctions, coordinating, 406 SE/TE: Vague language, avoid, 95; Pronouns, indefinite, 150, 407; Writer s Toolbox: sentence fluency, 515, revising to vary sentence patterns, 689, revising to combine sentences with phrases, 963, revising to combine sentences using adverb clauses, 1009, revising to correct fragments and runons, 1141, varying sentence structure and length, 1239; also see: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound- Complex Sentences, 1116 SE/TE: Revising: vocabulary, evaluate, 176, language, use active, 308, words, choose powerful, 586, criticism, check words of, 760, word choice, revise to vary, 1006 2
20 23 Delete redundant material when information is repeated in different parts of speech (e.g., alarmingly startled ) Use the word or phrase most consistent with the style and tone of a fairly straightforward essay Determine the clearest and most logical conjunction to link clauses 24 27 Revise a phrase that is redundant in terms of the meaning and logic of the entire sentence Identify and correct ambiguous pronoun references Use the word or phrase most appropriate in terms of the content of the sentence and tone of the essay 28 32* Correct redundant material that involves sophisticated vocabulary and sounds acceptable as conversational English (e.g., an aesthetic viewpoint versus the outlook of an aesthetic viewpoint ) Correct vague and wordy or clumsy and confusing writing containing sophisticated language 33 36 Delete redundant material that involves subtle concepts or that is redundant in terms of the paragraph as a whole Sentence Structure and Formation 13 15 Use conjunctions or punctuation to join simple clauses Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences 16 19 Determine the need for punctuation and conjunctions to avoid awkwardsounding sentence fragments and fused sentences Decide the appropriate verb tense and voice by considering the meaning of the entire sentence 20 23 Recognize and correct marked disturbances of sentence flow and structure (e.g., participial phrase fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers) SE/TE: Word choice, 95, 933; Language, use active, 308; Conjunctions, coordinating, 406; Vivid words, choose, 687; Revising: details, eliminate irrelevant, 688, information, eliminate unnecessary, 760, transitions, provide, 962; Word choice, vary, 1006; Combine sentences using adverb clauses, 1009; Prepositional phrase (sentence fluency), 1239 SE/TE: Word choice, 95, 933; Pronouns, indefinite, 150, 407; Pronoun-antecedent agreement, 177; Language, use active, 308; Conjunctions, coordinating, 406; Vivid words, choose, 687; Revising: details, eliminate irrelevant, 688, information, eliminate unnecessary, 760, transitions, provide, 962; Word choice, vary, 1006; Combine sentences using adverb clauses, 1009; Prepositional phrase (sentence fluency), 1239 SE/TE: Vague language, avoid, 95; Revising: details, eliminate irrelevant, 688, information, eliminate unnecessary, 760, transitions, provide, 962 SE/TE: Revising: details, eliminate irrelevant, 688, information, eliminate unnecessary, 760, transitions, provide, 962 SE/TE: Conjunctions, 406, 1009, R51; Sentences, combine, 406, 515, 963; Verb tenses, 254, 280 SE/TE: Conjunctions, 406, 1009, R51; Sentence fix fragment/run-on, 1141; Verb tenses, 254, 280; also see: Identify sentences to combine, 406, 515, 963 SE/TE: Participial phrase, 932; Sentences, combine, 406, 515, 963; Pronouns, 122, 150, 407, R50 3
24 27 Revise to avoid faulty placement of phrases and faulty coordination and subordination of clauses in sentences with subtle structural problems Maintain consistent verb tense and pronoun person on the basis of the preceding clause or sentence 28 32* Use sentence-combining techniques, effectively avoiding problematic comma splices, run-on sentences, and sentence fragments, especially in sentences containing compound subjects or verbs Maintain a consistent and logical use of verb tense and pronoun person on the basis of information in the paragraph or essay as a whole 33 36 Work comfortably with long sentences and complex clausal relationships within sentences, avoiding weak conjunctions between independent clauses and maintaining parallel structure between clauses Conventions of Usage 13 15 Solve such basic grammatical problems as how to form the past and past participle of irregular but commonly used verbs and how to form comparative and superlative adjectives 16 19 Solve such grammatical problems as whether to use an adverb or adjective form, how to ensure straightforward subject-verb and pronoun-antecedent agreement, and which preposition to use in simple contexts Recognize and use the appropriate word in frequently confused pairs such as there and their, past and passed, and led and lead 20 23 Use idiomatically appropriate prepositions, especially in combination with verbs (e.g., long for, appeal to) Ensure that a verb agrees with its subject when there is some text between the two SE/TE: Participial phrase, 932; Subordinating clauses, 406; Verb tenses, 254, 280; Pronoun-antecedent agreement, 177; Pronouns, 122, 150, 407, R50 SE/TE: Revising: Sentences: beginnings, vary, 96, 1239; combine, 406, 515, 963; fix choppy, 515; highlight non-supporting, 760; length, vary, 1239; patterns, vary, 689; Verb tenses, 254, 280; Pronouns, 122, 150, 407, R50 SE/TE: Conjunctions, 406, 1009, R51; Revising: Sentences: beginnings, vary, 96, 1239; combine, 406, 515, 963; fix choppy, 515; highlight non-supporting, 760; length, vary, 1239; patterns, vary, 689 SE/TE: Writing Workshop: Editing, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; Writer s Toolbox: Conventions, 97, 309, 407, 587, 761, 1141; Grammar, 40, 70, 97, 97, 122, 150, 177, 182, 217, 254, 280, 309, 322, 342, 344, 372, 406, 407, 462, 488, 514, 515, 536, 562, 587, 592, 640, 666, 689, 716, 738, 760, 761, 831, 932, 963, 976, 1009, 1016, 1084, 1116, 1141, 1190, 1206, 1239, 1241, 1244, 1252; Handbook: R50 R54 SE/TE: Adjectives, 536, 760, R50; Adjective phrase, 666; Adverb clauses, 1009, 1239; Adverb phrase, 666; Adverbs, 217, 322, 342, 562, R50; Pronoun-antecedent agreement, 177; Subject-verb agreement, 407, R52; also see: Writing Workshop: Editing, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; Writer s Toolbox: Conventions, 97, 309, 407, 587, 761, 1141; Glossary of Common Usage, R54 SE/TE: Idioms, 1244; Subject-verb agreement, 407, R52 4
24 27 Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences Identify the correct past and past participle forms of irregular and infrequently used verbs and form present-perfect verbs by using have rather than of 28 32* Correctly use reflexive pronouns, the possessive pronouns its and your, and the relative pronouns who and whom Ensure that a verb agrees with its subject in unusual situations (e.g., when the subject verb order is inverted or when the subject is an indefinite pronoun) 33 36 Provide idiomatically and contextually appropriate prepositions following verbs in situations involving sophisticated language or ideas Ensure that a verb agrees with its subject when a phrase or clause between the two suggests a different number for the verb Conventions of Punctuation 13 15 Delete commas that create basic sense problems (e.g., between verb and direct object) 16 19 Provide appropriate punctuation in straightforward situations (e.g., items in a series) Delete commas that disturb the sentence flow (e.g., between modifier and modified element) 20 23 Use commas to set off simple parenthetical phrases Delete unnecessary commas when an incorrect reading of the sentence suggests a pause that should be punctuated (e.g., between verb and direct object clause) SE/TE: Pronoun-antecedent agreement, 177; Verbs, 254, 280, 309, 514 SE/TE: Pronouns, 122, 150, 407, R50; Subject-verb agreement, 407, R52 SE/TE: Pronoun-antecedent agreement, 177; Subject-verb agreement, 407, R52; Prepositional phrase, 640, 666, 689, 1239, R50 SE/TE: Grammar: Commas, 1190, R53; also see: Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 SE/TE: Writing Workshop: Editing and Proofreading, 1241; Writer s Toolbox: Revising to Correct Use of Possessive Nouns, 97; Grammar: Commas and Dashes, 1190; Colon, Semicolons, and Ellipses, 1206; Using Quotations, 761; Handbook, R53 SE/TE: Grammar: Commas, 1190, R53; also see: Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 5
24 27 Use punctuation to set off complex parenthetical phrases Recognize and delete unnecessary commas based on a careful reading of a complicated sentence (e.g., between the elements of a compound subject or compound verb joined by and) Use apostrophes to indicate simple possessive nouns Recognize inappropriate uses of colons and semicolons 28 32* Use commas to set off a nonessential/nonrestrictive appositive or clause Deal with multiple punctuation problems (e.g., compound sentences containing unnecessary commas and phrases that may or may not be parenthetical) Use an apostrophe to show possession, especially with irregular plural nouns Use a semicolon to indicate a relationship between closely related independent clauses 33 36 Use a colon to introduce an example or an elaboration College Readiness Standards Reading Main Ideas and Author's Approach 13 15 Recognize a clear intent of an author or narrator in uncomplicated literary narratives 16 19 Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives 20 23 Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in SE/TE: Writing Workshop: Editing and Proofreading, 1241; Writer s Toolbox: Revising to Correct Use of Possessive Nouns, 97; Grammar: Commas and Dashes, 1190; Colon, Semicolons, and Ellipses, 1206; Using Quotations, 761; Handbook, R53 SE/TE: Writing Workshop: Editing and Proofreading, 1241; Writer s Toolbox: Revising to Correct Use of Possessive Nouns, 97; Grammar: Commas and Dashes, 1190; Colon, Semicolons, and Ellipses, 1206; Using Quotations, 761; Handbook, R53 SE/TE: Colons, 1206; Handbook: Capitalization and Punctuation, R53; Writing Business Letters, R34 SE/TE: Main idea, identify/determine, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487, Read fluently, 621, 623, 629, 634, 639, 649, 651, 659, 665; Author's purpose: autobiographical narrative, 118, nonfiction, 436, drama, 780, audience, 1193, 1199, 1205; Author's Purpose, 7, 16, 101, 105, 109, 111, 118, 121, 125, 129, 135, 143, 144, 149, 436, 780, 1193, 1199, 1205. See all Meet the Author pages. SE/TE: Main idea, identify/determine, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487, Read fluently, 621, 623, 629, 634, 639, 649, 651, 659, 665 SE/TE: Main idea, identify/determine, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487, Read fluently, 621, 623, 629, 634, 639, 649, 651, 659, 665; Point of view, 80, 83, 84, 85, 87, 89, 93 6
24 27 Identify a clear main idea or purpose of any paragraph or paragraphs in Infer the main idea or purpose of straightforward paragraphs in more challenging passages Summarize basic events and ideas in more challenging passages Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in more challenging passages 28 32* Infer the main idea or purpose of more challenging passages or their paragraphs Summarize events and ideas in virtually any passage Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in virtually any passage 33 36 Identify clear main ideas or purposes of complex passages or their paragraphs Supporting Details 13 15 Locate basic facts (e.g., names, dates, events) clearly stated in a passage 16 19 Locate simple details at the sentence and paragraph level in uncomplicated passages Recognize a clear function of a part of an uncomplicated passage SE/TE: Main idea, identify/determine, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487, Read fluently, 621, 623, 629, 634, 639, 649, 651, 659, 665; Point of view, 80, 83, 84, 85, 87, 89, 93; Paraphrase, 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891; Summarize, 801, 809, 811, 816, 820, 824, 831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975; Author's purpose: autobiographical narrative, 118, nonfiction, 436, drama, 780, audience, 1193, 1199, 1205; Author's Purpose, 7, 16, 101, 105, 109, 111, 118, 121, 125, 129, 135, 143, 144, 149, 436, 780, 1193, 1199, 1205 SE/TE: Main idea, identify/determine, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487, Read fluently, 621, 623, 629, 634, 639, 649, 651, 659, 665; Paraphrase, 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891; Summarize, 801, 809, 811, 816, 820, 824, 831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975; Point of view, 80, 83, 84, 85, 87, 89, 93; Author's purpose: autobiographical narrative, 118, nonfiction, 436, drama, 780, audience, 1193, 1199, 1205; Author's Purpose, 7, 16, 101, 105, 109, 111, 118, 121, 125, 129, 135, 143, 144, 149, 436, 780, 1193, 1199, 1205 SE/TE: Main idea, identify/determine, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487, Read fluently, 621, 623, 629, 634, 639, 649, 651, 659, 665 SE/TE: Critical Thinking: Respond, 21, 32, 38, 56, 68, 85, 92, 110, 120, 134, 148, 166, 170, 209, 236, 252, 266, 278, 297, 304, 328, 342, 358, 370, 400, 425, 439, 452, 460, 474, 486, 507, 510, 526, 534, 548, 560, 576, 580, 615, 628, 638, 650, 664, 679, 681, 684, 728, 736, 751, 753, 754, 797, 830, 858, 890, 910, 930, 949, 958, 974, 995, 1000, 1039, 1049, 1069, 1082, 1105, 1114, 1129, 1131, 1133, 1136, 1162, 1188, 1198, 1204, 1224, 1232 SE/TE: Details, identify/use, 23, 33, 39, 171, 267, 279, 313, 351, 359, 365, 441, 471, 472, 479, 480, 483, 485, 523, 1220, 1223 7
20 23 Locate important details in Make simple inferences about how details are used in passages 24 27 Locate important details in more challenging passages Locate and interpret minor or subtly stated details in uncomplicated passages Discern which details, though they may appear in different sections throughout a passage, support important points in more challenging passages 28 32* Locate and interpret minor or subtly stated details in more challenging passages Use details from different sections of some complex informational passages to support a specific point or argument 33 36 Locate and interpret details in complex passages Understand the function of a part of a passage when the function is subtle or complex Sequential, Comparative, and Cause-Effect Relationships 13 15 Determine when (e.g., first, last, before, after) or if an event occurred in Recognize clear cause-effect relationships described within a single sentence in a passage SE/TE: Details, identify/use, 23, 33, 39, 171, 267, 279, 313, 351, 359, 365, 441, 471, 472, 479, 480, 483, 485, 523, 1220, 1223; Inferences, make, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 261, 267, 272, 276, 279, 359; Critical Thinking: Infer, Infer, 38, 56, 92, 120, 134, 148, 166, 170, 209, 211, 236, 266, 297, 342, 358, 395, 452, 460, 507, 534, 576, 615, 650, 664, 679, 681, 684, 702, 754, 797, 890, 958, 974, 995, 1049, 1069, 1105, 1114, 1129, 1133, 1136, 1162, 1188, 1198, 1232 SE/TE: Inferences, make, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 261, 267, 272, 276, 279, 359; Critical Thinking: Analyze, 21, 56, 68, 92, 110, 166, 209, 252, 266, 304, 395, 400, 474, 615, 714, 751, 830, 858, 890, 910, 930, 949, 958, 1000, 1069, 1082, 1114, 1129, 1131, 1133, 1198 SE/TE: Inferences, make, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 261, 267, 272, 276, 279, 359; Critical Thinking: Analyze, 21, 56, 68, 92, 110, 166, 209, 252, 266, 304, 395, 400, 474, 615, 714, 751, 830, 858, 890, 910, 930, 949, 958, 1000, 1069, 1082, 1114, 1129, 1131, 1133, 1198 SE/TE: Inferences, make, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 261, 267, 272, 276, 279, 359; Critical Thinking: Interpret, 68, 110, 148, 252, 278, 342, 400, 439, 460, 474, 486, 507, 534, 548, 560, 580, 615, 628, 638, 650, 681, 684, 702, 714, 736, 751, 753, 858, 890, 910, 974, 995, 1082, 1114, 1131, 1133, 1136, 1162, 1188, 1198, 1204, 1224, 1232 SE/TE: Cause and effect, 313, 320, 323, 324, 326, 328, 334, 335, 340, 341, 343, 347, 351, 356, 358, 359, 365, 369, 370, 371, 913; Paraphrase, 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891; Summarize, 801, 809, 811, 816, 820, 824, 831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975 8
16 19 Identify relationships between main characters in uncomplicated literary narratives Recognize clear cause-effect relationships within a single paragraph in uncomplicated literary narratives 20 23 Order simple sequences of events in uncomplicated literary narratives Identify clear relationships between people, ideas, and so on in Identify clear cause-effect relationships in 24 27 Order sequences of events in Understand relationships between people, ideas, and so on in Identify clear relationships between characters, ideas, and so on in more challenging literary narratives Understand implied or subtly stated cause-effect relationships in Identify clear cause-effect relationships in more challenging passages 28 32* Order sequences of events in more challenging passages Understand the dynamics between people, ideas, and so on in more challenging passages Understand implied or subtly stated cause-effect relationships in more challenging passages SE/TE: Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343; Character, 6, 8, 12, 125, 130, 134, 135, 141, 144, 146, 149, 187, 198, 199, 200, 204, 208, 209, 255, 347,371, 708, 711, 782, 784, Cause and effect, 313, 320, 323, 324, 326, 328, 334, 335, 340, 341, 343, 347, 351, 356, 358, 359, 365, 369, 370, 371, 913 SE/TE: Paraphrase, 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891; Summarize, 801, 809, 811, 816, 820, 824, 831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975; Cause and effect, 313, 320, 323, 324, 326, 328, 334, 335, 340, 341, 343, 347, 351, 356, 358, 359, 365, 369, 370, 371, 913 SE/TE: Paraphrase, 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891; Summarize, 801, 809, 811, 816, 820, 824, 831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975; Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343; Character, 6, 8, 12, 125, 130, 134, 135, 141, 144, 146, 149, 187, 198, 199, 200, 204, 208, 209, 255, 347,371, 708, 711, 782, 784; Cause and effect, 313, 320, 323, 324, 326, 328, 334, 335, 340, 341, 343, 347, 351, 356, 358, 359, 365, 369, 370, 371, 913 SE/TE: Paraphrase, 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891; Summarize, 801, 809, 811, 816, 820, 824, 831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975; Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343; Character, 6, 8, 12, 125, 130, 134, 135, 141, 144, 146, 149, 187, 198, 199, 200, 204, 208, 209, 255, 347,371, 708, 711, 782, 784; Cause and effect, 313, 320, 323, 324, 326, 328, 334, 335, 340, 341, 343, 347, 351, 356, 358, 359, 365, 369, 370, 371, 913 9
33 36 Order sequences of events in complex passages Meanings of Words Understand the subtleties in relationships between people, ideas, and so on in virtually any passage Understand implied, subtle, or complex cause-effect relationships in virtually any passage 13 15 Understand the implication of a familiar word or phrase and of simple descriptive language 16 19 Use context to understand basic figurative language 20 23 Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in SE/TE: Paraphrase, 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891; Summarize, 801, 809, 811, 816, 820, 824, 831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975; Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343; Character, 6, 8, 12, 125, 130, 134, 135, 141, 144, 146, 149, 187, 198, 199, 200, 204, 208, 209, 255, 347,371, 708, 711, 782, 784; Cause and effect, 313, 320, 323, 324, 326, 328, 334, 335, 340, 341, 343, 347, 351, 356, 358, 359, 365, 369, 370, 371, 913 SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, 182 183, Word Origins, 412 413, Borrowed and Foreign Words, 1016 1017, Idioms, Jargon and Technical Terms, 1244 1245; Vocabulary Development, 24, 33, 34, 39, 44, 57, 58, 69, 80, 93, 102, 111, 112, 121, 126, 135, 136, 149, 212, 237, 238, 253, 258, 267, 268, 279, 290, 305, 314, 329, 330, 343, 348, 359, 360, 371, 382, 401, 442, 453, 453, 461, 466, 475, 476, 487, 498, 511, 520, 527, 528, 535, 540, 549, 550, 561, 572, 581, 618, 629, 630, 639, 644, 651, 652, 665, 676, 685, 694, 703, 704, 715, 722, 729, 730, 737, 748, 755, 804, 831, 832, 860, 891, 892, 911, 912, 931, 944, 959, 968, 975, 1042, 1083, 1088, 1115, 1126, 1137, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205 SE/TE: Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685; Personification, 615; Simile, 687 SE/TE: Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685; Personification, 615; Simile, 687; Explain context cues, 237, 253; Context Clues, 592 10
24 27 Use context to determine the appropriate meaning of virtually any word, phrase, or statement in Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in more challenging passages 28 32* Determine the appropriate meaning of words, phrases, or statements from figurative or somewhat technical contexts 33 36 Determine, even when the language is richly figurative and the vocabulary is difficult, the appropriate meaning of context-dependent words, phrases, or statements in virtually any passage SE/TE: Explain context cues, 237, 253; Context Clues, 592; also see: Vocabulary Development, 24, 33, 34, 39, 44, 57, 58, 69, 80, 93, 102, 111, 112, 121, 126, 135, 136, 149, 212, 237, 238, 253, 258, 267, 268, 279, 290, 305, 314, 329, 330, 343, 348, 359, 360, 371, 382, 401, 442, 453, 453, 461, 466, 475, 476, 487, 498, 511, 520, 527, 528, 535, 540, 549, 550, 561, 572, 581, 618, 629, 630, 639, 644, 651, 652, 665, 676, 685, 694, 703, 704, 715, 722, 729, 730, 737, 748, 755, 804, 831, 832, 860, 891, 892, 911, 912, 931, 944, 959, 968, 975, 1042, 1083, 1088, 1115, 1126, 1137, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205; Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685; Personification, 615; Simile, 687 SE/TE: Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685; Personification, 615; Simile, 687; Vocabulary Development, 24, 33, 34, 39, 44, 57, 58, 69, 80, 93, 102, 111, 112, 121, 126, 135, 136, 149, 212, 237, 238, 253, 258, 267, 268, 279, 290, 305, 314, 329, 330, 343, 348, 359, 360, 371, 382, 401, 442, 453, 453, 461, 466, 475, 476, 487, 498, 511, 520, 527, 528, 535, 540, 549, 550, 561, 572, 581, 618, 629, 630, 639, 644, 651, 652, 665, 676, 685, 694, 703, 704, 715, 722, 729, 730, 737, 748, 755, 804, 831, 832, 860, 891, 892, 911, 912, 931, 944, 959, 968, 975, 1042, 1083, 1088, 1115, 1126, 1137, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205 SE/TE: Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685; Personification, 615; Simile, 687; Vocabulary Development, 24, 33, 34, 39, 44, 57, 58, 69, 80, 93, 102, 111, 112, 121, 126, 135, 136, 149, 212, 237, 238, 253, 258, 267, 268, 279, 290, 305, 314, 329, 330, 343, 348, 359, 360, 371, 382, 401, 442, 453, 453, 461, 466, 475, 476, 487, 498, 511, 520, 527, 528, 535, 540, 549, 550, 561, 572, 581, 618, 629, 630, 639, 644, 651, 652, 665, 676, 685, 694, 703, 704, 715, 722, 729, 730, 737, 748, 755, 804, 831, 832, 860, 891, 892, 911, 912, 931, 944, 959, 968, 975, 1042, 1083, 1088, 1115, 1126, 1137, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205 11
Generalizations and Conclusions 13 15 Draw simple generalizations and conclusions about the main characters in uncomplicated literary narrative 16 19 Draw simple generalizations and conclusions about people, ideas, and so on in 20 23 Draw generalizations and conclusions about people, ideas, and so on in Draw simple generalizations and conclusions using details that support the main points of more challenging passages 24 27 Draw subtle generalizations and conclusions about characters, ideas, and so on in uncomplicated literary narratives Draw generalizations and conclusions about people, ideas, and so on in more challenging passages 28 32* Use information from one or more sections of a more challenging passage to draw generalizations and conclusions about people, ideas, and so on 33 36 Draw complex or subtle generalizations and conclusions about people, ideas, and so on, often by synthesizing information from different portions of the passage Understand and generalize about portions of a complex literary narrative SE/TE: Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343; Character, 6, 8, 12, 125, 130, 134, 135, 141, 144, 146, 149, 187, 198, 199, 200, 204, 208, 209, 255, 347,371, 708, 711, 782, 784; Generalize, 439, 751, 1000, 1069, 1133, 1204; Draw conclusions, 974, 975, 978; Critical Thinking: Draw conclusions, 32, 38, 85, 92, 134, 148, 166, 266, 278, 297, 342, 400, 452, 507, 510, 534, 576, 580, 628, 638, 684, 702, 714, 910, 930, 949, 1039, 1224 SE/TE: Generalize, 439, 751, 1000, 1069, 1133, 1204; Draw conclusions, 974, 975, 978; Critical Thinking: Draw conclusions, 32, 38, 85, 92, 134, 148, 166, 266, 278, 297, 342, 400, 452, 507, 510, 534, 576, 580, 628, 638, 684, 702, 714, 910, 930, 949, 1039, 1224 SE/TE: Generalize, 439, 751, 1000, 1069, 1133, 1204; Draw conclusions, 974, 975, 978; Critical Thinking: Draw conclusions, 32, 38, 85, 92, 134, 148, 166, 266, 278, 297, 342, 400, 452, 507, 510, 534, 576, 580, 628, 638, 684, 702, 714, 910, 930, 949, 1039, 1224 SE/TE: Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343; Character, 6, 8, 12, 125, 130, 134, 135, 141, 144, 146, 149, 187, 198, 199, 200, 204, 208, 209, 255, 347,371, 708, 711, 782, 784; Generalize, 439, 751, 1000, 1069, 1133, 1204; Draw conclusions, 974, 975, 978; Critical Thinking: Draw conclusions, 32, 38, 85, 92, 134, 148, 166, 266, 278, 297, 342, 400, 452, 507, 510, 534, 576, 580, 628, 638, 684, 702, 714, 910, 930, 949, 1039, 1224 SE/TE: Generalize, 439, 751, 1000, 1069, 1133, 1204; Draw conclusions, 974, 975, 978; Critical Thinking: Draw conclusions, 32, 38, 85, 92, 134, 148, 166, 266, 278, 297, 342, 400, 452, 507, 510, 534, 576, 580, 628, 638, 684, 702, 714, 910, 930, 949, 1039, 1224 SE/TE: Generalize, 439, 751, 1000, 1069, 1133, 1204; Draw conclusions, 974, 975, 978; Critical Thinking: Draw conclusions, 32, 38, 85, 92, 134, 148, 166, 266, 278, 297, 342, 400, 452, 507, 510, 534, 576, 580, 628, 638, 684, 702, 714, 910, 930, 949, 1039, 1224 12
College Readiness Standards ACT Assessment Writing Test Expressing Judgments 3-4 Show a little understanding of the persuasive purpose of the task but neglect to take or to maintain a position on the issue in the prompt Show limited recognition of the complexity of the issue in the prompt 5-6 Show a basic understanding of the persuasive purpose of the task by taking a position on the issue in the prompt but may not maintain that position Show a little recognition of the complexity of the issue in the prompt by acknowledging, but only briefly describing, a counterargument to the writer s position 7-8 Show understanding of the persuasive purpose of the task by taking a position on the issue in the prompt Show some recognition of the complexity of the issue in the prompt by acknowledging counterarguments to the writer s position providing some response to counterarguments to the writer s position 9-10 Show clear understanding of the persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a broad context for discussion Show recognition of the complexity of the issue in the prompt by partially evaluating implications and/or complications of the issue, and/or posing and partially responding to counterarguments to the writer s position SE/TE: Writing Workshop: Editorial, 582 589; Writing: Critique, 71; Abstract, 537; Proposal, 563; Editorial, 667; Communications Workshop: Deliver a Persuasive Speech, 594; Editorial, 933; also see: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535, Evaluate persuasive techniques, 539, 546, 549, 554, 561, Propaganda, evaluate, 934 SE/TE: Writing Workshop: Editorial, 582 589; Writing: Critique, 71; Abstract, 537; Proposal, 563; Editorial, 667; Communications Workshop: Deliver a Persuasive Speech, 594; Editorial, 933; also see: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535, Evaluate persuasive techniques, 539, 546, 549, 554, 561, Propaganda, evaluate, 934 SE/TE: Writing Workshop: Editorial, 582 589; Writing: Critique, 71; Abstract, 537; Proposal, 563; Editorial, 667; Communications Workshop: Deliver a Persuasive Speech, 594; Editorial, 933; also see: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535, Evaluate persuasive techniques, 539, 546, 549, 554, 561, Propaganda, evaluate, 934 SE/TE: Writing Workshop: Editorial, 582 589; Writing: Critique, 71; Abstract, 537; Proposal, 563; Editorial, 667; Communications Workshop: Deliver a Persuasive Speech, 594; Editorial, 933; also see: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535, Evaluate persuasive techniques, 539, 546, 549, 554, 561, Propaganda, evaluate, 934 13
11-12 Show clear understanding of the persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a critical context for discussion Focusing on the Topic Show understanding of the complexity of the issue in the prompt by examining different perspectives, and/or evaluating implications or complications of the issue, and/or posing and fully discussing counterarguments to the writer s position 3-4 Maintain a focus on the general topic in the prompt through most of the essay 5-6 Maintain a focus on the general topic in the prompt throughout the essay 7-8 Maintain a focus on the general topic in the prompt throughout the essay and attempt a focus on the specific issue in the prompt Present a thesis that establishes focus on the topic 9-10 Maintain a focus on discussion of the specific topic and issue in the prompt throughout the essay Present a thesis that establishes a focus on the writer s position on the issue 11-12 Maintain a clear focus on discussion of the specific topic and issue in the prompt throughout the essay Present a critical thesis that clearly establishes the focus on the writer s position on the issue SE/TE: Writing Workshop: Editorial, 582 589; Writing: Critique, 71; Abstract, 537; Proposal, 563; Editorial, 667; Communications Workshop: Deliver a Persuasive Speech, 594; Editorial, 933; also see: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535, Evaluate persuasive techniques, 539, 546, 549, 554, 561, Propaganda, evaluate, 934 SE/TE: Editorial: write thesis statement, 583, use an outline, 584, address readers concerns, 586; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933, Communications Workshop: Deliver a Persuasive Speech, 594 SE/TE: Editorial: write thesis statement, 583, use an outline, 584, address readers concerns, 586; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933, Communications Workshop: Deliver a Persuasive Speech, 594 SE/TE: Editorial: write thesis statement, 583, use an outline, 584, address readers concerns, 586; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933, Communications Workshop: Deliver a Persuasive Speech, 594 SE/TE: Editorial: write thesis statement, 583, use an outline, 584, address readers concerns, 586; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933, Communications Workshop: Deliver a Persuasive Speech, 594 SE/TE: Editorial: write thesis statement, 583, use an outline, 584, address readers concerns, 586; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933, Communications Workshop: Deliver a Persuasive Speech, 594 14
Developing a Position 3-4 Offer a little development, with one or two ideas; if examples are given, they are general and may not be clearly relevant; resort often to merely repeating ideas Show little or no movement between general and specific ideas and examples 5-6 Offer limited development of ideas using a few general examples; resort sometimes to merely repeating ideas Show little movement between general and specific ideas and examples 7-8 Develop ideas by using some specific reasons, details, and examples Show some movement between general and specific ideas and examples 9-10 Develop most ideas fully, using some specific and relevant reasons, details, and examples Show clear movement between general and specific ideas and examples 11-12 Develop several ideas fully, using specific and relevant reasons, details, and examples Organizing Ideas Show effective movement between general and specific ideas and examples 3-4 Provide a discernible organization with some logical grouping of ideas in parts of the essay Use a few simple and obvious transitions Present a discernible, though minimally developed, introduction and conclusion 5-6 Provide a simple organization with logical grouping of ideas in parts of the essay Use some simple and obvious transitional words, though they may at times be inappropriate or misleading Present a discernible, though underdeveloped, introduction and conclusion SE/TE: Editorial: Issues, consider all sides of, 583, Statistics, provide, 584, Readers' concerns, address, 586; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933; Communications Workshop: Deliver a Persuasive Speech, 594 SE/TE: Editorial: Issues, consider all sides of, 583, Statistics, provide, 584, Readers' concerns, address, 586; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933; Communications Workshop: Deliver a Persuasive Speech, 594 SE/TE: Editorial: Issues, consider all sides of, 583, Statistics, provide, 584, Readers' concerns, address, 586; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933; Communications Workshop: Deliver a Persuasive Speech, 594 SE/TE: Editorial: Issues, consider all sides of, 583, Statistics, provide, 584, Readers' concerns, address, 586; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933; Communications Workshop: Deliver a Persuasive Speech, 594 SE/TE: Editorial: Issues, consider all sides of, 583, Statistics, provide, 584, Readers' concerns, address, 586; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933; Communications Workshop: Deliver a Persuasive Speech, 594 SE/TE: Editorial: Organizational pattern, establish, 582; Logic, appeal to, 583; Outline, use, 584; Parallelism, create, 587; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933 SE/TE: Editorial: Organizational pattern, establish, 582; Logic, appeal to, 583; Outline, use, 584; Parallelism, create, 587; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933 15
7-8 Provide an adequate but simple organization with logical grouping of ideas in parts of the essay but with little evidence of logical progression of ideas Use some simple and obvious, but appropriate, transitional words and phrases Present a discernible introduction and conclusion with a little development 9-10 Provide unity and coherence throughout the essay, sometimes with a logical progression of ideas Use relevant, though at times simple and obvious, transitional words and phrases to convey logical relationships between ideas Present a somewhat developed introduction and conclusion 11-12 Provide unity and coherence throughout the essay, often with a logical progression of ideas Using Language Use relevant transitional words, phrases, and sentences to convey logical relationships between ideas Present a welldeveloped introduction and conclusion 3-4 Show limited control of language by correctly employing some of the conventions of standard English grammar, usage, and mechanics, but with distracting errors that sometimes significantly impede understanding using simple vocabulary using simple sentence structure SE/TE: Editorial: Organizational pattern, establish, 582; Logic, appeal to, 583; Outline, use, 584; Parallelism, create, 587; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933 SE/TE: Editorial: Organizational pattern, establish, 582; Logic, appeal to, 583; Outline, use, 584; Parallelism, create, 587; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933 SE/TE: Editorial: Organizational pattern, establish, 582; Logic, appeal to, 583; Outline, use, 584; Parallelism, create, 587; also see: Writing: Critique, 71, Abstract, 537, Proposal, 563, Editorial, 667, 933 SE/TE: Editorial: Conventions, 587, Editing and Proofreading, 589; Writer's Toolbox: Conventions, 97, 309, 407, 587, 761, 1141, Organization, 307, 961, Pronoun-antecedent agreement, 177, Sentence fluency, 515, 689, 963, 1009, 1239, Voice, 513, Word choice, 687; Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; also see: Grammar, 40, 70, 97, 122, 150, 177, 182, 217, 254, 280, 309, 322, 342, 344, 372, 406, 407, 462, 488, 514, 515, 536, 562, 587, 592, 640, 666, 689, 716, 738, 760, 761, 831, 932, 963, 976, 1009, 1016, 1084, 1116, 1141, 1190, 1206, 1239, 1241, 1244, 1252; Handbook, R50 R54 16
5-6 Show a basic control of language by correctly employing some of the conventions of standard English grammar, usage, and mechanics, but with distracting errors that sometimes impede understanding using simple but appropriate vocabulary using a little sentence variety, though most sentences are simple in structure 7-8 Show adequate use of language to communicate by correctly employing many of the conventions of standard English grammar, usage, and mechanics, but with some distracting errors that may occasionally impede understanding using appropriate vocabulary using some varied kinds of sentence structures to vary pace 9-10 Show competent use of language to communicate ideas by correctly employing most conventions of standard English grammar, usage, and mechanics, with a few distracting errors but none that impede understanding using some precise and varied vocabulary using several kinds of sentence structures to vary pace and to support meaning SE/TE: Editorial: Conventions, 587, Editing and Proofreading, 589; Writer's Toolbox: Conventions, 97, 309, 407, 587, 761, 1141, Organization, 307, 961, Pronoun-antecedent agreement, 177, Sentence fluency, 515, 689, 963, 1009, 1239, Voice, 513, Word choice, 687; Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; also see: Grammar, 40, 70, 97, 122, 150, 177, 182, 217, 254, 280, 309, 322, 342, 344, 372, 406, 407, 462, 488, 514, 515, 536, 562, 587, 592, 640, 666, 689, 716, 738, 760, 761, 831, 932, 963, 976, 1009, 1016, 1084, 1116, 1141, 1190, 1206, 1239, 1241, 1244, 1252; Handbook, R50 R54 SE/TE: Editorial: Conventions, 587, Editing and Proofreading, 589; Writer's Toolbox: Conventions, 97, 309, 407, 587, 761, 1141, Organization, 307, 961, Pronoun-antecedent agreement, 177, Sentence fluency, 515, 689, 963, 1009, 1239, Voice, 513, Word choice, 687; Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; also see: Grammar, 40, 70, 97, 122, 150, 177, 182, 217, 254, 280, 309, 322, 342, 344, 372, 406, 407, 462, 488, 514, 515, 536, 562, 587, 592, 640, 666, 689, 716, 738, 760, 761, 831, 932, 963, 976, 1009, 1016, 1084, 1116, 1141, 1190, 1206, 1239, 1241, 1244, 1252; Handbook, R50 R54 SE/TE: Editorial: Conventions, 587, Editing and Proofreading, 589; Writer's Toolbox: Conventions, 97, 309, 407, 587, 761, 1141, Organization, 307, 961, Pronoun-antecedent agreement, 177, Sentence fluency, 515, 689, 963, 1009, 1239, Voice, 513, Word choice, 687; Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; also see: Grammar, 40, 70, 97, 122, 150, 177, 182, 217, 254, 280, 309, 322, 342, 344, 372, 406, 407, 462, 488, 514, 515, 536, 562, 587, 592, 640, 666, 689, 716, 738, 760, 761, 831, 932, 963, 976, 1009, 1016, 1084, 1116, 1141, 1190, 1206, 1239, 1241, 1244, 1252; Handbook, R50 R54 17
11-12 Show effective use of language to clearly communicate ideas by correctly employing most conventions of standard English grammar, usage, and mechanics, with just a few, if any, errors using precise and varied vocabulary using a variety of kinds of sentence structures to vary pace and to support meaning SE/TE: Editorial: Conventions, 587, Editing and Proofreading, 589; Writer's Toolbox: Conventions, 97, 309, 407, 587, 761, 1141, Organization, 307, 961, Pronoun-antecedent agreement, 177, Sentence fluency, 515, 689, 963, 1009, 1239, Voice, 513, Word choice, 687; Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; also see: Grammar, 40, 70, 97, 122, 150, 177, 182, 217, 254, 280, 309, 322, 342, 344, 372, 406, 407, 462, 488, 514, 515, 536, 562, 587, 592, 640, 666, 689, 716, 738, 760, 761, 831, 932, 963, 976, 1009, 1016, 1084, 1116, 1141, 1190, 1206, 1239, 1241, 1244, 1252; Handbook, R50 R54 18