ELA (GPS), Grade 12, Writing
The student produces writing that establishes an appropriate
organizational structure, sets a context and engages the reader,
maintains a coherent focus throughout, and signals a satisfying
closure. The student
a. Establishes a clear,
distinctive, and coherent thesis or perspective and maintains a
consistent tone and focus throughout. b. Selects a
focus, structure, and point of view relevant to the purpose, genre
expectations, audience, length, and format requirements. e. Writes texts of a length appropriate to address the topic or tell the story. f.
Uses traditional structures for conveying information (e.g.,
chronological order, cause and effect, similarity and difference, and
posing and answering a question). g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.
The student demonstrates competence in a variety of genres. The student
produces narrative writing that applies polished narrative strategies
acquired in grades 6-8, in other genres of writing such as reflective
compositions, historical investigative reports, and literary analyses,
by raising the level of critical thinking skills and rhetorical
techniques. The student produces expository (informational) writing to
explain an idea or concept and/or convey information and ideas from
primary and secondary sources accurately and coherently; the student:
a. Engages the interest of the reader. d. Conveys information and ideas from primary and secondary sources, when applicable, accurately and coherently. f. Anticipates and addresses readers' potential misunderstandings, biases, and expectations.
ELA12W3 The student uses research and technology to support writing. The student
Uses appropriate conventions for documentation in the text, notes, and
bibliographies by adhering to those in style manuals (e.g., Modern
Language Association Handbook, The Chicago Manual of Style).
The student practices both timed and process writing and, when
applicable, uses the writing process to develop, revise, and evaluate
writing. The student
c. Revises writing for specific audiences, purposes, and formality of the contexts.
ELA (GPS), Grade 12, Conventions
The student demonstrates understanding and control of the rules of the
English language, realizing that usage involves the appropriate
application of conventions and grammar in both written and spoken
formats. The student
a. Demonstrates an
understanding of proper English usage and control of grammar, sentence
and paragraph structure, diction, and syntax. c.
Demonstrates an understanding of sentence construction (e.g.,
subordination, proper placement of modifiers, parallel structure) and
proper English usage (e.g., consistency of verb tense, agreement).
The student demonstrates understanding of manuscript form, realizing
that different forms of writing require different formats. The student
a. Produces writing that conforms to appropriate manuscript requirements. b.
Produces legible work that shows accurate spelling and correct use of
the conventions of punctuation and capitalization. Produces writing
that conforms to appropriate manuscript requirements.
ELA (GPS), Grade 12, Listening/Speaking/Viewing
ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics. b. Asks relevant questions. c. Responds to questions with appropriate information. d. Actively solicits another person's comments or opinion. e. Offers own opinion forcefully without domineering. f. Volunteers contributions and responds when directly solicited by teacher or discussion leader. g. Gives reasons in support of opinions expressed. h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. i.
Employs group decision-making techniques such as brainstorming or a
problem-solving sequence (e.g., recognizes problem, defines problem,
identifies possible solutions, selects optimal solution, implements
solution, evaluates solution). j. Divides labor so as to achieve the overall group goal efficiently.
The student formulates reasoned judgments about written and oral
communication in various media genres. The student delivers focused,
coherent, and polished presentations that convey a clear and distinct
perspective, demonstrate solid reasoning, and combine traditional
rhetorical strategies of narration, exposition, persuasion, and
description. When responding to visual and oral texts and media (e.g.,
television, radio, film productions, and electronic media), the student:
Identifies and evaluates strategies used by the media to inform,
persuade, entertain, and transmit culture (e.g., advertisements,
perpetuation of stereotypes, use of visual representations, special
effects, language). b. Analyzes the impact of the
media on the democratic process (e.g., exerting influence on elections,
creating images of leaders, shaping attitudes) at the local, state, and
national levels. c. Identifies and evaluates the effect of media on the production and consumption of personal and societal values. d.
Interprets and evaluates the various ways in which local, national, and
international events are presented and the ways information is
communicated by visual image makers (e.g., graphic artists, documentary
filmmakers, illustrators, news photographers). e.
Critiques a speaker's diction and syntax in relation to the purpose of
an oral communication and the impact the words may have on the audience.
NETS: Educational Technology (2007), NETS: All Grades, NETS.S: The Next Generation
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c.. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual
learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts or others employing a variety of digital
environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a.plan strategies to guide inquiry. b.locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. d.process data and report results.
4. Critical Thinking, Problem-Solving & Decision-Making
Students use critical thinking skills to plan and conduct research,
manage projects, solve problems and make informed decisions using
appropriate digital tools and resources. Students:
b.plan and manage activities to develop a solution or complete a project.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior. Students:
a.advocate and practice safe, legal, and responsible use of information and technology. b.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c.demonstrate personal responsibility for lifelong learning. d.exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems and operations. Students:
a.understand and use technology systems. b.select and use applications effectively and productively. c.troubleshoot systems and applications. d.transfer current knowledge to learning of new technologies.
What is rhetoric?
Why is it important to US?
How do we analyze and interpret all types of communication?
How can we use the tools of rhetoric to communicate--write and speak--effectively?
- logos / logical appeal
- ethos / ethical appeal
- pathos / emotional appeal