11th Grade ELA

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Google Classroom Links

Welcome to English III

Welcome to your Junior year! I'm so excited to get to teach y'all again!

On this page, you'll find the links to your Google Classroom, calendars with assignments & due dates, the parent letter, classroom rules, expectations & procedures, the syllabus, and other important information as it comes up.

I'm looking forward to seeing all of you again soon and the great year ahead. Let's make it one of the best years yet!

Ms. Fly

flyj@mildredisd.org

Great Websites for Books

Daily Schedule

1^st Period (8:00 – 8:47) – English I

Eagle Pride (8:51 – 9:22)

2^nd Period (9:22 – 10:09) – English III

3^rd Period (10:13 – 11:00) – English III

4^th Period (11:04 – 11:51) – Conference

A Lunch (11:51 – 12:21)

5^th Period (12:25 – 1:12) – English I

6^th Period (1:16 – 2:03) – English I

7^th Period (2:07 – 2:54) – English I Honors

8^th Period (2:58 – 3:34) – Dual Credit

Tutorials: Mornings 7:30-7:55

HOMEWORK POLICY

Assignments are due AT THE BEGINNING of class

ON THE DATE DUE.

Missing assignments may be turned in late.

However, TWENTY (20) POINTS will be deducted the FIRST Day,

then TEN (10) POINTS for EACH DAY it is LATE for the next eight (8) days.

After nine (9) days, a ZERO (0) will be recorded for the assignment.

A LETTER TO PARENTS AND STUDENTS

Dear Students and Families,

Welcome to English III. I am looking forward to being your teacher this year and getting to know each of you, if I haven’t before, and helping you grow and reach your goals. To be successful this year, it is important to come to class each day on time, organized and prepared with the needed materials, completed assignments, and most importantly, a willingness to learn. Also bring with you a little creativity, flexibility, wise choices, hard work, teamwork, and a positive attitude and I believe we’ll have a great year together.

Below is a list of some basic responsibilities we each have as we work together to achieve this goal. Please sign and return the last page back to me. Each student will receive a “Free 100” for turning it in by Friday, August 20.

RESPONSIBILITIES:

My Responsibilities as your teacher:

1. To treat you with respect and care as an individual

2. To provide you with an orderly classroom environment

3. To provide the necessary discipline

4. To provide the appropriate motivation, encouragement, & inspiration

5. To teach you the required content to succeed

Your Responsibilities as the student:

1. To treat me with respect and care as an individual

2. To attend class regularly with the needed materials

3. To be cooperative and not disruptive

4. To study and do your work (EFFORT = SUCCESS)

5. To learn and master the required content

We are here to learn as well as mature in character so that we can go out and make a difference in the world around us. One of my goals as your teacher is to help you become a responsible, productive, caring citizen of society. We will be respectful of each other and protect each other’s right to learn. There will be many opportunities to work with others who have differing experiences, thoughts, views, and beliefs. We do not have to agree with others on everything, but I do expect us to be kind and respectful of our differences. In addition, we need to be respectful of the environment around us.

I can’t wait to see what this year has in store for us. Let’s make this the most amazing year yet. Please feel free to contact me with any questions, concerns, thoughts, or comments you may have.

Sincerely,

Jennifer Fly

English I, English I Honors, and English III

flyj@mildredisd.org

CLASSROOM POLICIES AND PROCEDURES

CLASSROOM POLICIES AND PROCEDURES

Cell Phones or other electronic devices are NOT permitted in class.

They will be taken up and can be turned into the office where parents can pick them up for a $10 fine.

Assignments & Homework

Assignments are due at the beginning of class on the assigned due date. Class time will be given to complete assignments. I respect that high school students have many responsibilities outside of school hours. Students may need to finish an assignment at home if it is not completed during the given class time. But outside of reading, generally I will not give a lot of homework.

GRADED WORK

Parent Portal and Student Portal can be found on the Mildred Webpage. This is a great tool for parents and students to see & keep up with current grades. It will also allow you to view any missing assignments or low grades your student might have so that those can be taken care of and eliminate any outstanding zeros that could hurt GPAs. I will do my best to post grades as soon as possible so that students and parents will have up-to-date averages.

Make-Up Work for Absences

When students are absent, they will have the same number of days they were absent to make up missed work before it’s counted late. Many of our class activities cannot be done at home (group work, discussions/oral assignments, in-class games, special activities, etc.), so regular attendance is important.

Google Classroom/Class Sites

I will post daily assignments/classwork on Google Classroom. The calendar will be linked to the Class Site on the Mildred Website. If a student is absent, he or she can keep up with their daily work there. I REALLY encourage students to have a calendar or other place to write the daily agenda & upcoming assignments in order to stay organized, keep up with their work, and teach them self-responsibility.

Late Work

Late or missing work can seriously affect your child's grades. It is a lot harder to bring a grade back up than it is to lower it. This is especially important in high school as GPAs affect class rank and college acceptance/scholarships. Twenty (20) points will be taken off your student's final grade the first day an assignment is late, & ten (10) points off after that for the next eight (8) days. After nine (9) days, the late/missing assignment will become a zero (0). I will be strict about this. Just like having a job, this is the student’s responsibility. Learning to be responsible with turning in assignments now will help them later as they become independent adults. In addition, all assignments are expected to be neat and legible. If an assignment is not neat and legible, the student will be required to re-write the assignment or will have points taken off their grade. I can’t grade it if I can’t read it.

Plagiarism

I expect each student to do his or her own work. Plagiarism, or taking someone else’s work and claiming it as one’s own, is stealing. If a student is caught copying/plagiarising someone else’s work, BOTH students will be given zeros and will be asked to redo the assignment with late points taken off.

TUTORIALS

Your student may be required to come to mandatory tutorials (mornings) depending upon their STAAR results and/or current classroom performance. Additional information will be sent home with your student if he/she qualifies for the mandatory tutorials. Tutorials are available to help a student if they need extra help/instruction, or to finish an assignment. They are NOT social gatherings and there will be zero-tolerance for playing around during tutoring.

READ

Reading is the number one predictor of academic success. Reading opens the world up to us. Please encourage your student to read anything and often. I’m not necessarily picky about what, as much as I just want them to see that reading can be a good thing, even a fun thing, and they might even learn to love it eventually.

I’d like each student to read one additional novel of their choice outside of class to discuss in class every six weeks. My hope is that students will broaden their awareness of literature and develop a love of reading. I have compiled a list of recommended books for each grade level from K-12readinglist.com and goodreads.com. I have not read all the books on those lists, but I’m aware that some of them may contain more “adult content.” I will leave it up to you as to what you will allow your student to read.

CLASS RULES

We are here to learn, first and foremost. We are each responsible for our own choices, actions and words. I have five basic “rules” so that we can have a safe, open learning environment & protect each other’s right to learn. The stakes are higher now, and I will NOT put up with someone taking away that right to learn..

• Be Kind

• Be Respectful

• Be Honest

• Be Prepared

• Be On-Task

REWARDS AND CONSEQUENCES

Natural consequences to our actions, good and bad, are the best teachers of all. However, we do need to have standard consequences in place to make sure things continue to run smoothly. I like to reward students for good work and behavior as well.

Consequences

As the year progresses, if by chance your child has made a poor decision about his/her behavior during class, if after being warned and/or given in-class consequences the behavior continues, I will call/text/email parents so we can work together to help redirect your student in making better choices going forward. ...I’ve even been known to hand my cell phone to students in class and have them call home to tell parents what they’re doing during their academic day.

If poor choices/behavior continues after that, I will notify parents, write the student up, and send him/her to the office. As a former College Advisor, some wise advice: Keep in mind that discipline issues that go on record could affect college recommendations and scholarships.

Rewards

I want to make learning, my classroom, and English a fun experience and want to reward hard work, positive attitudes, and the willingness to learn.

Rewards might include having a “fun day” or at the end of a period as a class, having class outside rather than inside (with administrative approval), a “Free 100” etc…

ENGLISH III TENTATIVE SYLLABUS

ENGLISH III SYLLABUS

1st 6 weeks: American Colonial Lit 17thC-1830 (the birth of a nation)- Aug/Sep

Skills: Myths (allusions)

Informational Texts w/ Multimedia/Graphics

Careers/College Prep

Historical/Nonfiction Writing

Write a Personal Narrative (nonfiction)

2nd 6 Weeks: Romanticism/Transcendentalism (Westward Expansion… all the possibilities) 1830-1870- Sep/Oct

Skills: Grammar

Dead Poets Society

Figurative Language

Poetry/Transcendentalism: Dickinson, Whitman, Walden...

Romanticism (comparing themes): Hawthorne, Poe...

3rd 6 Weeks: American Realism (response to Civil War) 1870-1910- Nov/Dec

Skills: Revising/Editing

Naturalism: Jack London

Satire/Humor: Mark Twain

Write a Short Story (fiction)

Persuasive Texts/Oral Presentations

4th 6 Weeks: Modern American Lit 1910-1945 - Jan/Feb

Skills: Latin Roots

The Great Gatsby - F. Scott Fitzgerald

A Separate Peace - John Knowles (WWII/Holocaust Remembrance)

5th 6 Weeks:Contemporary American Lit 1945-present - Feb/April

Skills: Analogies

Foreign Words/Phrases

Of Mice & Men - John Steinbeck

6th 6 Weeks - April/May

American Drama: The Crucible - Arthur Miller

Diverse Cultures:

Harlem Renaissance/Poetry - Langston Hughes, Jean Toomer, Robert Frost, Carl Sandburg, TS Eliot,

Edna St. Vincent Millay…

The House on Mango Street - Sandra Cisneros (poetry)

?Shakespeare - Hamlet / Rosencrantz & Guildenstern are Dead

INFLUENTIAL LITERATURE BY DECADES

INFLUENTIAL LITERATURE BY DECADES

1900s

L. Frank Baum - The Wonderful Wizard of Oz

Booker T Washington - Up from Slavery

Joseph Conrad - Heart of Darkness

Sir Arthur Conan Doyle - The Hound of the Baskervilles

Helen Keller - The Story of my Life

WEB DuBois - The Souls of Black Folks

Jack London - The Call of the Wild

Upton Sinclair - The Jungle

Edith Wharton - The House of Mirth

1910s

James Joyce - The Dubliners, A Portrait of the Artist as a Young Man

Bernard Shaw - Pygmalion

Frances Hodgson Burnett - The Secret Garden

Booth Tarkington - The Magnificent Andersons

Willa Cather - O Pioneers!

Edgar Rice Burroughs - Tarzan of the Apes

Zane Grey - Riders of the Purple Sage

JM Barrie - Peter & Wendy (play)

1920s

Agatha Christie - mysteries

TS Eliot - The Wasteland

James Joyce - Ulysses

Jean Toomer - Carrie (living under Jim Crow laws)

F Scott Fitzgerald - The Great Gatsby

Virginia Woolf

Langston Hughes - The Weary Blues

Ernest Hemingway - The Sun Also Rises

William Faulkner - The Sound & the Fury

1930s

Dashiell Hammett - The Maltese Falcon

Pearl Buck - The Good Earth

Aldous Huxley - Brave New World

Franz Kafka - The Metamorphosis

Margaret Mitchell - Gone with the Wind

Zora Neale Hurston - Their Eyes Were Watching God

John Steinbeck - The Grapes of Wrath

1940s

Richard Wright - Native Son

St. Exupery - The LIttle Prince

George Orwell - 1984

1950s

JD Salinger - The Catcher in the Rye

Ralph Ellison - Invisible Man

Ray Bradbury - Fahrenheit 451

JRR Tolkien - Fellowship of the Ring

Vladimir Nabokov - Lolita

James Baldwin - Notes of a Native Son

Ayn Rand - Atlas Shrugged

Jack Kerouac - On the Road

Leon Uris - Exodus

Chinua Achebe - Things Fall Apart

1960s

Harper Lee - To Kill a Mockingbird

Truman Capote - In Cold Blood

Maya Angelou - I Know Why the Caged Bird Sings

Kurt Vonnegut - Slaughterhouse-Five

1970s

AMERICAN LITERARY MOVEMENTS

American Literary Movements

American Colonialism (17th C to 1830) - The birth of a new nation with its own values & ideals

John Smith - colonies

Nathaniel Ward & John Winthrop - religion

William Hill Brown - First American novel, The Power of Sympathy

Anne Bradstreet - poetry. The Tenth Muse Lately Sprung Up in America (1650)

The Federalist Papers

Phillis Wheatley - First African-American book, Poems on Various Subjects

Philip Freneau - poet

Olaudah Equiano - Autobiography: The Interesting Narrative. Early slave narrative & argument for abolition

Washington Irving (1819-20) - Legend of Sleepy Hollow & Rip Van Winkle

James Fenimore Cooper - The DeerSlayer, Last of the Mohicans, Leatherstocking Tales

Declaration of Independence

Bill of Rights

Alexander Hamilton

Benjamin Franklin - Autobiography

Poor Richard’s Almanac

Poem: “Democracy”

The Witch of Blackbird Pond - Elizabeth George

American Renaissance -

Romanticism (1800-1850) - Values Individualism over the group. Imaginative, emotional.

Subjective over objective. Emotion over reason. Values the wildness of nature over human-made order.

Themes: individual, imaginative, emotional. Explored the effect of leaving behind strict order of Classical/Neoclassical & heavily rational basis of Enlightenment.

William Wordsworth

Emily Dickinson

Edgar Allen Poe

James Russell Lowell - New England humor & dialect in verse/prose

Henry Wadsworth Longfellow & Oliver Wendell Holmes - depiction of America through European models &

sensibilities

Transcendentalism (1820-1840) - A reaction to intellectual & spiritual values (which excluded less educated people in the 1800’s). Focused more on universal themes of inherent goodness of people & the presence of nature, creation as a unified whole.

Ralph Waldo Emerson

Margaret Fuller

Henry David Thoreau, “On Walden Pond” & The Dial magazine

Nathanial Hawthorne - Young Goodman Brown (1835, allegory), The Scarlet Letter, The House of Seven

Gables

Herman Melville - Moby Dick

Walt Whitman - Leaves of Grass (poetry)

William Wells Brown - Clotel (1853), first African-American novel,

The Escape (1858), first African-American play

Harriet Beecher Stowe - Uncle Tom’s Cabin

Sojourner Truth

Frederick Douglass

“Walden” - Thoreau

“Last Child in the Woods”

“The Song of Myself” - Emily Dickinson

“The Minister’s Black Veil” - Nathanial Hawthorne

“The Pit & the Pendulum” - Edgar Allen Poe

American Realism (1870-1910) - Response to the Civil War. A detailed & unembellished vision of the world as it really was.

Naturalism - Intensified form of Realism; inspired by French Authors documenting the reality

around them, especially the middle/working class in cities.

Mark Twain (Samuel Clemens) - humor & realism

Theodore Dreiser - Sister Carrie (1900), most important American naturalist novel

Stephen Crane - Maggie: A Girl of the Streets (1893), Red Badge of Courage (1895)

Frank Norris - McTeague, The Octopus, The Pit (Crane & Norris: reality of urban life, war, & capitalism)

Paul Laurence Dunbar - “Possum,” “We Wear the Mask,” & “Sympathy.” African-American poetry using

dialect

Henry James - The American, Portrait of a Lady, What Maisie Knows, The Wings of the Dove, The Golden

Bowl. Aesthetic experience as well as documents truth. Values clash between US & Europe. Shows 19th Century Realism/Naturalism and 20th Century Modernism.

Jack London - Call of the Wild

John Krakauer - Into Thin Air

Upton Sinclair - The Jungle

Edith Wharton

“Building the Transcontinental Railroad” - Informative Text

“The Occurrence at Owl Creek Bridge” - Historical Narrative

“To Build a Fire” - Jack London

Character Development (behavior & motivation to move plot)

Author’s Style & Tone and how diction/syntax & sensory language create

aesthetic effects

Modern & Contemporary American Lit

Modern (1910-1945) - WWI & Great Depression Era. Contradictory Impulses between the advances in science & technology & a sense of disillusionment & loss/suffering. A radical break from the past & a loss of faith in traditional structures & beliefs. One of the richest, most productive eras in American Literature.

F Scott Fitzgerald - The Great Gatsby (American Dream)

Ernest Hemingway - The Sun Also Rises, A Farewell to Arms (lost generation)

Willa Cather - O Pioneers, My Antonia (hopeful stories of the American frontier)

William Faulkner - The Sound and the Fury (stream of consciousness monologues. Break from the past.

Literary techniques)

John Steinbeck - The Grapes of Wrath, Of Mice & Men (difficult lives of migrant workers)

Poets: TS Eliot - The Wasteland (quintessential modern poem)

Harriet Monroe - Poetry Magazine (Chicago)

Robert Frost, Carl Sandburg, Edna St. Vincent Millay, Marianne Moore, EE Cummings

Drama: prominent for the first time in the US

Eugene O’Neill - (foremost American playwright) Long Day’s Journey into Night, The Iceman Cometh, Beyond the Horizon

1930’s exposed injustice - Lillian Hellman, Clifford Odets, Langston Hughes

Thornton Wilder - Our Town (small-town America)

Harlem Renaissance (1918-1930) - Self-expression & acceptance for minority writers. Subgenre: Jazz

Richard Wright - Native Son (American racism)

Zora Neal Hurston - Their Eyes Were Watching God (a black woman’s three marriages)

Poets: Countee Cullen, Langston Hughes, Claude McKay, Alice Dunbar Nelson, Toomer

Contemporary (1945-now) - Post WWII. Confident & economically strong. Cultural shift driven by Civil Rights & Women’s Movements. More diverse. Prior to the late 20th Century, American Literature was largely the story & art of dead white men. 20st Century: Complex & inclusive stories grounded on a wide-ranging body of past writings in the US by people of different backgrounds. Open to more Americans.

New York School (1950-1970) - Philosophy of spontaneity. Not confessional, but stream of

consciousness and articulate. Used surreal imagery & diverse subjects (light, violent, observational)

Frank O’Hara

The Crucible (Modern American Drama)

Postmodernism (1960-1990) - Shape meaning in relation to other works and the world around

them. Because of this, works are often political and center on acts of overt/subversive rebellion. Dark Humor.

Novels:

Margaret Atwood - The Circle Game. fairytale imagery with ominous language. Focuses on larger themes

of social & political commentary, dark humor, & the interconnection of existing works.

Vladimir Nabokov - Lolita (1955)

Alice Walker - The Color Purple

Kurt Vonnegut - Slaughterhouse Five (1969)

Ursula LeGuin - The Left Hand of Darkness (1969)

Sandra Cisneros - The House on Mango Street (Poetry/Diverse Cultures)

Toni Morrison - Song of Solomon (1977); Beloved (1987)

Don DeLillo - Underworld (1997)

Norman Mailer, Jack Kerouac, Thomas Pynchon, Eudora Welty, Philip Roth, Saul Bellow, Jamaica Kincaid, Maxine Hong Kingston, David Foster Wallace, Ha Jim, Jonathan Franzen, Junot Diaz, Amy Tan

African-American literature influenced by Richard Wright’s “Black Boy.”

Ralph Ellison - Invisible Man (1952)

James Baldwin - Go Tell It on the Mountain (1953)

Lorraine Hansberry - A Raisin in the Sun (play about racism in Chicago, 1959)

Gwendolyn Brooks - first African-American poet to win a Pulitzer, 1950

Black Arts Movement - black nationalism. Malcolm X & Alex Haley

Toni Morrison - The Bluest Eye (1970), Nobel Prize 1993

Alice Walker - 1960’s

Beat Movement (1950’s) - Poetry. Allen Ginsberg's “Howl” (1956) pushed aside formal and traditional

poetic convention.

Poets: Anne Sexton, Sylvia Plath, John Berryman, Donald Hall, Elizabeth Bishop, James Merrill, Nikki Giovanni, Tracy K Smith, Robert Pinsky, Adrienne Rich, Rita Dove, Yusef Komunyakaq, WS Merwin

Early Contemporary American Drama

Arthur Miller - The Crucible, Death of a Salesman (American Dream)

Tennessee Williams - A Streetcar Named Desire (1947), Cat on a Hot Tin Roof (1955, dreams &

frustration)

Edward Abee - Who’s Afraid of Virginia Woolf (1962, domestic cruelty)

1970’s, drama diversified

ENGLISH III TEKS OBJECTIVES

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

(A) engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax;

(B) follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;

(C) give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

(D) participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.

(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

(A) use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;

(B) analyze context to draw conclusions about nuanced meanings such as in imagery; and

(C) determine the meaning of foreign words or phrases used frequently in English such as ad hoc, faux pas, non sequitur, and modus operandi.

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

(4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts;

(B) generate questions about text before, during, and after reading to deepen understanding and gain information;

(D) create mental images to deepen understanding;

(E) make connections to personal experiences, ideas in other texts, and society;

(F) make inferences and use evidence to support understanding;

(G) evaluate details read to understand key ideas;

(H) synthesize information from a variety of text types to create new understanding; and

(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down.

(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

(A) describe personal connections to a variety of sources, including self-selected texts;

(B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;

(D) paraphrase and summarize texts in ways that maintain meaning and logical order;

(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

(F) respond using acquired content and academic vocabulary as appropriate;

(G) discuss and write about the explicit and implicit meanings of text;

(H) respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;

(I) reflect on and adjust responses when valid evidence warrants; and

(J) defend or challenge the authors' claims using relevant text evidence.

(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

(A) analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;

(B) analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;

(D) analyze how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.

(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

(A) read and analyze American literature across literary periods;

(B) analyze relationships among characteristics of poetry, including stanzas, line breaks, speaker, and sound devices in poems across a variety of poetic forms;

(D) analyze characteristics and structural elements of informational texts such as:

(i) clear thesis, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and

(ii) the relationship between organizational design and author's purpose;

(E) analyze characteristics and structural elements of argumentative texts such as:

(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;

(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

(iii) identifiable audience or reader; and

(F) analyze the effectiveness of characteristics of multimodal and digital texts.

(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

(A) analyze the author's purpose, audience, and message within a text;

(B) evaluate use of text structure to achieve the author's purpose;

(D) evaluate how the author's use of language informs and shapes the perception of readers;

(E) evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;

(F) evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

(G) analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.

(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

(i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and

(ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;

(C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;

(D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and

(E) publish written work for appropriate audiences.

(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

(A) compose literary texts such as fiction and poetry using genre characteristics and craft;

(B) compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;

(D) compose correspondence in a professional or friendly structure;

(E) compose literary analysis using genre characteristics and craft; and

(F) compose rhetorical analysis using genre characteristics and craft.

(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

(A) develop questions for formal and informal inquiry;

(B) critique the research process at each step to implement changes as needs occur and are identified;

(D) modify the major research question as necessary to refocus the research plan;

(E) locate relevant sources;

(F) synthesize information from a variety of sources;

(G) examine sources for:

(i) credibility, bias, and accuracy; and

(ii) faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;

(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

(I) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.