Don’t tell me the moon is shining; show me the glint of light on broken glass. - Anton Chekhov
Please know that I am supportive of you.
I will always do my best to meet your emotional and academic needs, including providing accommodations and modifications that comply with Section 504 Accommodation Plans and the ADA. As such, please feel free to email me if you have questions or have additional information that would help improve the climate in the classroom. My email is richard.ehrlich@palmbeachschools.org .
After you review the following policies and course information, complete and return the following form (please, print and send with your young adult): Welcome to Ehrlich’s English: SYLLABUS and Procedures Acknowledgment Letter
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Please note that this course has been implemented using selected resources from the College Board as well as Cambridge International, in addition to the resources referenced in the Palm Beach County Scope and Sequence for ELA. The Scope and Sequence has been reviewed and approved by Teaching and Learning. That approval does not extend to any additional content that may be found within the StudySync platform.
NOTE: Lessons, updates, notes, assignments, etc. will be posted on the GOOGLE CLASSROOM, under the TAB at the top marked CLASSWORK. Students should not rely the STREAM to keep track of class activities. The AGENDA option on the STREAM may also change without due notice. So, again, students should check the CLASSWORK tab each class for lessons, updates, notes, assignments, etc.
You will need…almost DAILY
Permanent pens, not erasable (dark blue or black ink only)
College-ruled paper (lots)
#2 pencils
Assortment of color pencils
Glue stick(s)
Chromebook or laptop for daily use
Binder or folder
PLEASE, bring at least one BOX of TISSUES for the classroom to share. You would be amazed on how quickly we go through boxes of tissues.
NOVELS (TBA?)
We will be using Membean (TENTATIVE, based on funding) to help us learn and practice new words. Did you use in 10th grade too?
We will be using an SAT COURSE through Khan Academy.
As you will see, I am a BIG user of technology (and anything else) that makes the class more fun and interesting. I made a WISH LIST of items on AMAZON. Any donation is MUCH APPRECIATED to make the class... MAGICAL!!!
CLICK HERE for my Classroom "Wishes, Hopes, and Dreams" List, posted on Amazon
If you EVER have ANY questions, concerns, or comments, feel free to contact me directly at richard.ehrlich@palmbeachschools.org .
We are a Google Classroom and use Chromebooks. Students are expected to bring their fully charged Palm Beach Schools District issued Chromebook to school daily (and use the district's WIFI rather than personal hotspots). Otherwise, may result in loss of quarterly participation points.
Warning: Some future assignments and quizzes will be in LOCKED mode and be completed only on the school-provided Chromebooks and laptops. On those days, it will be unlikely I will be able you to "send" you for one; so, be prepared with one!
Please note that use of Grammarly, CHAT-GPT, AI, etc. are tools. We encourage students to use such tools to FIX or IMPROVE writing and grammar. Use of such tools can definitely HELP students learn METHODS and SUGGESTIONS to improve writing. As a teacher, such tools help identify ORIGINAL WRITING, verses PLAGIARISM, and seemingly, for some, "excessive" use of such tools (HINT).
This course defines what students should understand and be able to do by the end of 11th grade. Knowledge acquisition should be the primary purpose of any reading approach as the systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. At this grade level, students are working with universal themes and archetypes. They are also continuing to build their facility with rhetoric, the craft of using language in writing and speaking, using classic literature, essays, and speeches as mentor texts.
From the FLDOE Course Description:
This course defines what students should understand and be able to do by the end of English 3. Knowledge acquisition should be the primary purpose of any reading approach as the systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. At this grade level, students are building their facility with rhetoric, the craft of using language in writing and speaking, using classic literature, essays, and speeches as mentor texts.
The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society.
Standards should not stand alone as a separate focus for instruction, but should be combined purposefully.
The texts students read should be meaningful and thought-provoking, preparing them to be informed, civic-minded members of their community.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
Honors and Advanced Level Course Note:
Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multifaceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
What is the purpose of this course?
The purpose of this course is to provide English 3 students with an integrated study of English- Language Arts using reading, writing, speaking, listening, and language for college and career preparation and readiness.
The content should include, but not be limited to, the following:
active reading of varied texts for what they say explicitly, as well as logical inferences that can be drawn
analysis of literature and informational texts from varied literary periods to examine:
text craft and structure o elements of literature
arguments and claims supported by textual evidence
power and impact of language o influence of history, culture, and setting on language o personal critical and aesthetic response
writing for varied purposes o developing and supporting argumentative claims
crafting coherent, supported expository texts
responding to literature for personal and analytical purposes
writing narratives to develop real or imagined events
writing on sources (short and longer research) using text-based claims and evidence
effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
collaboration amongst peers
SPECIAL NOTES
Instructional Practices: Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any purpose. Using the following instructional practices also helps student learning.
Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
Making close reading and rereading of texts central to lessons.
Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
Requiring students to support answers with evidence from the text.
Providing extensive text-based research and writing opportunities (claims and evidence).
School policy is to have grades updated regularly on SIS, generally at least two grades per week. Trust me... this will not likely be a problem. NOTE: This is where I would insert an evil laugh, perhaps.
We do a lot. And, I try to keep everyone (students and parents or guardians) in the "know" whenever possible. I hope that you do not see this as a SPAM. NOTE: Please check the SIS regularly.
Late policy will be strictly followed. Classwork not submitted by the allocated time (except for those with documented accommodations) may be subject to a penalty (generally, assignments submitted after one week of the due date will receive fifty (50) percent or less credit). This includes “forgetting to submit work online.”
Remember, a student on SRA has ONE class day following the return from an SRA to submit work.
Those with pre-established plans (504’s, IEP’s, etc.) will be provided extra time but no more than one week from the assigned due date, exceptions include long-term projects and presentations.
Again, extra time is NOT unlimited.
MISC (essays, critiques, journals, revision activities, daily work and activities, homework, miscellaneous test-your-knowledge and miscellaneous WDYK (WHAT DO YOU KNOW) assignments, etc.) = 60%;
MISC1 (forms (i.e. Contact Form, etc.), items to be signed and returned (i.e. Classroom Progress Reports, etc.), textbook/cover checks, miscellaneous test-your-knowledge and miscellaneous WDYK (WHAT DO YOU KNOW) assignments, etc.) and MEMBEAN (TENTATIVE, based on funding) = 10%
Membean grade (TENTATIVE, based on funding) is based on completing 40-45+ minutes, with few to no "dubious"* minutes, AND at least 70% or higher score for the week
Min. time met on Membean (40-45+ minutes, with few to no "dubious"* minutes) AND a 80%-100% score for the week = 100;
Min. time met on Membean (40-45+ minutes, with few to no "dubious"* minutes) AND a 70%-79% score for the week = 70;
Min. time met on Membean NOT met AND/OR with excessive "dubious"* minutes) AND/OR a less than score of 70% for the week = 0;
* The computer tracks periods of "dubious" inactivity (running the clock, questionable lack of accuracy, etc.). Excessive "dubious" minutes will often be noted as a ZERO in the gradebook.
NOTE: Students that complete 60+ minutes of MEMBEAN (TENTATIVE, based on funding), with few to NO "dubious" minutes, and SCORE at least 80%+ for the week, will receive an additional ten (10) points onto the MEMBEAN grade for the week
QUIZZES and TESTS = 30%
EXTRA CREDIT?
NOTE: Extra credit points are, generally, provided each quarter but are usually linked to a classroom lesson, writing contest, etc. As such, the list changes often, especially as contest due dates come and go. Check back regularly for updates.
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REMINDER: STUDENTS MUST HAVE & USE THEIR DISTRICT-ISSUED CHROMEBOOKS IN CLASS EVERY DAY. Students will receive a 10% grade reduction for assignments not completed on a school district issued chromebook.
Absent students must stay updated on what’s going on in class. CHECK the GOOGLE CLASSROOM regularly for updates, please.
PLEASE be sure to communicate with me what’s going on to make arrangements to help you.
Plagiarism will result in a zero on the assignment and may not be made up.
No resubmission of student work in the fourth quarter. Assignments will not be regraded!
Late policy will be strictly followed. Classwork not submitted by the allocated time (except for those with documented accommodations) may be subject to a penalty. This includes “forgetting to submit work online.”
If absent on a quiz or test day, students are subject to a make-up version of the test that assesses the same skills but may appear in a different format. Students have one week to either make up or make arrangements to schedule the make up. If arrangements are not made within the week, the assessment will receive a full letter grade deduction for every week.
There is NO SCHOOL POLICY on having a fixed homework schedule. NOTE: I do try to LIMIT homework, usually to assigned readings OR to work that is unfinished in class. I do reserve the right to issue homework as needed.
Holidays? Vacations? Performances? If a holiday or vacation is coming, I will try to AVOID assigning any homework or readings "immediately" before a holiday or vacation. When I do assign homework or readings for homework, I will tend to assign assignments days, even weeks, earlier AND the due dates several days, or even weeks, later.
PLEASE ALERT ME at richard.ehrlich@palmbeachschools.org to WHEN PERFORMANCES are happening in your departments. I TRY TO WORK WITH YOUR PERFORMANCE SCHEDULES as well.
NOTE: Lessons, updates, notes, assignments, etc. will be posted on the GOOGLE CLASSROOM, under the TAB at the top marked CLASSWORK. Students should not rely the STREAM to keep track of class activities. The AGENDA option on the STREAM may also change without due notice. So, again, students should check the CLASSWORK tab each class for lessons, updates, notes, assignments, etc.
Please note that the following concerns will be reported to the ADMINISTRATION:
Attendance issues
Excessive Tardies
Behavior/Conduct issues
Leaving class without permission
MISC. (wandering?)
RULES FOR THE CLASS
Be on time.
Come prepared.
Stay engaged.
Be respectful.
Also, Please sit ONLY in the assigned SEATS.
We are a Google Classroom and use Chromebooks. Students are expected to bring their fully charged Palm Beach Schools District issued Chromebook to school daily (and use the district's WIFI rather than personal hotspots). Otherwise, may result in loss of quarterly participation points.
Students will receive a 10% grade reduction for assignments not completed on a school district issued chromebook.
YES! We will focus a lot on EVIDENCE-BASED READING and WRITING this year (as well as LIT).
We will also work on COLLEGE APPLICATION essays and the elements of...
Reading Test (65m, 52Q)
Writing and Language Test (35m, 44Q)
Math Test (80m, 58Q)
ESSAY option (50m, 1Q)
Also, we will be using KHAN ACADEMY - SAT PREP
Any class meeting missed, regardless of cause, reduces the opportunity of learning and may adversely affect a student’s achievement in the course. An accurate record of attendance will be kept for each course. Excessive lateness, unexcused absences, and self-assigned SRA’s (a.k.a. skipping) will be dealt with harshly either in class or through administration.
If absent, it is YOUR responsibility to ask classmates about the assignments, readings and notes missed.
On SRA (School Related Activity)? It is the responsibility of the student to locate, to complete, and to submit missed work within one week of the return from an SRA. Most assignments will be posted on the Google Classroom. Please speak with other students regarding missed notes and assignments during an SRA.
Being absent and an SRA are not the same; excessive absences and lateness may keep you from completing the course and/or require the taking of the semester’s mastery exam.
It is the responsibility of the student to check the grades for accuracy. Student questions concerning grades must be provided in WRITING via email.
Cell phones should NOT be OUT during class. Otherwise….
*PLEASE, do not make me ask you about lengthy stays in the bathroom.
NOTE: USE ONLY THE FRONT CLASSROOM DOOR, except in emergencies and For emergency drills (i.e. fire, tornadoes, etc.).
Holidays? Vacations? Performances?
WHEN ABSENT, it is the student's responsibility to locate any notes and to complete any missed assignments. Generally, my notes, lessons and assignments are posted on my GOOGLE CLASSROOM. When in the classroom, students should check the whiteboard each day for the day's agenda, discuss the missed class with fellow students, and check the GOOGLE CLASSROOM. I post, generally, the NOTES, LESSONS, and ASSIGNMENTS on the GOOGLE CLASSROOM as well as schedule quizzes, etc.
PLEASE ALERT ME at richard.ehrlich@palmbeachschools.org to WHEN PERFORMANCES are happening in your departments.
There is no difference between excused and unexcused tardies.
Students who miss more than half a class are considered absent, not tardy.
If coming tardy from another teacher, you MUST have a pass from the teacher or from a tardy kiok.
Tardy kiosks are located outside of the Media Center and in other designated areas.
NOTE: I try to be reasonably flexible regarding missed work during an absence. One week is, generally, the rule in this class.
Absent students must stay updated on what’s going on in class. CHECK the GOOGLE CLASSROOM regularly for updates, please.
PLEASE be sure to communicate with me what’s going on to make arrangements to help you.
If absent on a quiz or test day, students are subject to a make-up version of the test that assesses the same skills but may appear in a different format. Students have one week to either make up or make arrangements to schedule the make up. If arrangements are not made within the week, the assessment will receive a full letter grade deduction for every week.
NOTE: A SCHOOL -RELATED ACTIVITY or SRA does NOT count toward the MASTERY EXAM.
Normally, whether excused or not, ANY absences count towards the ten (10) absences (FIVE (5) DSOA ABSENCES, generally, = 10 COUNTY absences due to our BLOCK schedule) the county allows per semester. After ten (again, FIVE (5) DSOA ABSENCES, generally, = 10 COUNTY absences due to our BLOCK schedule), students will be required to take and PASS a MASTERY exam at the end of the semester.
This is a COUNTY policy.
The Crucible, Arthur Miller (NP)
The Great Gatsby, F. Scott Fitzgerald (1010L)
The Catcher in the Rye, J. D. Salinger (790L)
The Things They Carried, Tim O’Brien (880L)
Death of a Salesman, Arthur Miller (NP)
"Like White Elephants," Ernest Hemingway
"Story of an Hour," Kate Chopin
"The Yellow Wallpaper," Charlotte Perkins Gilman
"The Invalid’s Story," Mark Twain
"Thank you, Ma’am," Langston Hughes
"Because I Could Not Stop for Death," Emily Dickenson
"What to the Slave is the Fourth of July," Frederick Douglass
Americanah, Adichie • A Raisin in the Sun, Hansberry • Are Women People?, Miller • Books of Psalms, Bible • As I Lay Dying, Faulkner • Billy Budd, Sailor, Melville • Bury My Heart at Wounded Knee, Brown • Death of a Salesman, Miller • Fences, Wilson • Into the Wild, Krakauer • Invisible Man, Ellison • Julius Caesar, Shakespeare • Othello, Shakespeare • The Adventures of Huckleberry Finn, Twain • The Awakening, Chopin • The Crucible, Miller • The Dreamer, Ryan • The Grapes of Wrath, Steinbeck • The Great Gatsby, Fitzgerald • The Namesake, Lahiri • The Poisonwood Bible, Kingsolver • The Road, McCarthy • The Scarlet Letter, Hawthorne • The Surrender Tree, Engle • Their Eyes Were Watching God, Hurston • Walden, Thoreau • Confessions, Augustine of Hippo • Discourse on Method, Descartes • On Duties, Cicero • On the Social Contract, Rousseau • One Day in the Life of Ivan Denisovich, Solzhenitsyn • The Federalist Papers, Hamilton et al. • The Fist Philippics of Cicero against Marcus Antonius, Cicero • The Inferno, Alighieri • The Spirit of Laws, Montesquieu • Two Treatises of Government, Locke
This topic is used specifically when either revising work generated by a different writing standard or when assessing writing that is not covered by the course’s other writing topics.
This scale has a tight vertical alignment with other courses. Be advised that the instruction of isolated skills, such as the basics of parts of speech, should be provided only when absolutely required—the emphasis in each grade level should be only those supporting skills required to help students access and achieve the Level 3 Learning Targets assigned to each semester.
This topic is collected and reported in both semesters. Activities used to collect evidence for this topic should be rooted in text-based vocabulary, not the vocabulary words associated with the academic scales in this curriculum guide. Pay careful attention to what the Level 3 requires on this scale—this is often overlooked.
Use this scale when students are working in groups to process reading topics throughout the course. Strategies such as defined student roles and Socratic seminars help facilitate the collection of this evidence.
The use of text evidence is vital for the success of all topics. This topic will be reported in both semesters and allow teachers to capture evidence and learning of strong use of textual evidence throughout all topics of instruction.
Students demonstrate they have the ability to engage in the writing process to produce clear and coherent writing for multiples purposes.
➢ Develop a plan for writing, focusing on what is most significant for a specific purpose and audience
➢ Create an organizational structure that logically sequences claims and helps accomplish the purpose
➢ Produce clear and coherent writing in which the development is appropriate to the task, purpose and audience.
➢ Create multiple drafts, examining rough drafts and considering ways to revise through the addition or subtraction of material.
➢ Apply the stylistic conventions and expectations of the task or genre
➢ Use technology to produce, publish, and present individual or shared writing products in response to ongoing feedback, including new arguments or information
Students:
A. Use the appropriate word in less-common confused pairs (e.g., loose and lose, because and cause, illusion and allusion, whether and weather, then and than)
B. Use commas to avoid confusion when the syntax or language is sophisticated (e.g., to set off a complex series of items)
C. Use punctuation to set off a nonessential appositive or clause
Students:
A. Recognize and correct awkward phrasing in sentence structure (e.g., clauses where the intended meaning is clear but the sentence is ungrammatical, incorrect use of clauses in complex sentences)
B. Maintain consistent verb tense and voice in writing
Students demonstrate they have the ability to:
A. Use context as a clue to the meaning of a word or phrase
➢ Use words in the same or surrounding sentences (also: synonyms, definitions within the sentence or comparison of ideas) to determine the meaning of a specific word.
➢ Verify meaning of specific word using a dictionary.
B. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
➢ Identify the meanings of certain common affixes.
➢ Identify how the affixes change the meaning of the root word.
Students initiate and engage effectively in a range of collaborative discussions with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly and persuasively:
➢ Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic to stimulate a thoughtful, well-reasoned exchange of ideas
➢ Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives
➢ Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; determine what additional information or research is required to deepen the investigation or complete the task
Students demonstrate they have the ability to utilize textual evidence to support analysis in both written and verbal communication.
➢ Distinguish between relevant and irrelevant evidence in a text
➢ Support analysis with inferences and evidence paraphrased from text with appropriate credit given to the source
➢ Support analysis with inferences and evidence cited directly from text
Analyzing Story Elements
Analyzing Author’s Style
Interpreting Figurative Language
Writing Literary Analyses
Interpreting Themes
Plays
Inherit the Wind, Jerome Lawrence and Robert E. Lee (850L)
The Crucible, Arthur Miller (NP)
The Night Thoreau Spent in Jail, Jerome Lawrence and Robert E. Lee (NP)
Red, John Logan (NP)
Novels/Biography/Memoir
Just Mercy, Byron Stevenson (1130L)
The Scarlet Letter, Nathaniel Hawthorne (940L)
Beloved, Toni Morrison (870L)
Before We Were Yours, Lisa Wingate (HL760L)
Please note that your teachers and the school staff are always here for you. Remember, the Guidance department is not just a place to get your transcripts.
Also, dial 211 or 866-822-2991 for the TEEN HOTLINE. It is free and confidential. It is available 24/7. You can also visit www.teen211pbtc1.org
Vocabulary Practice
Command of Evidence
Analysis of Sources
Real-World Contexts / Global Issues
Analysis in Social Studies, Literature, Science, etc.
Analysis of Seminal Documents
Analytical essays and other writings
Students demonstrate they have the ability to:
A. Analyze a complex set of ideas or sequence of events by examining how specific individuals, ideas, or events interact over the course of a text
➢ Describe a complex set of ideas or sequence of events
➢ Explain how specific individuals, ideas or events develop
➢ Explain the relationship between individuals, ideas, or events over the course of a text
B. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem
➢ Describe the relationship between multiple sources of information.
➢ Describe the different interpretations of the source text
Emergency Alerts
Parents, guardians, and students can sign up for emergency alerts by sending a text to 484848 with the school's keyword: jaguars .
The school will have regular--and often unannounced--drills and codes to keep everyone prepared for emergencies.
I.e.
CODE YELLOW = Potential threat to campus (modified lockdown; modified teaching)
CODE RED = Hostile situation (full lockdown; no teaching)
If you EVER have ANY questions, concerns, or comments, feel free to contact me directly at richard.ehrlich@palmbeachschools.org .
Students demonstrate they have the ability to write 4+ page arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence:
➢ Introduce precise, knowledgeable claims
➢ Establish the significance of the claims
➢ Distinguish the claims from alternate or opposing claims
➢ Create an organization that logically sequences claims, counterclaims, and evidence
➢ Develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both
➢ Address the audience’s knowledge level, values, and possible biases in the development of the argument
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills.
Students demonstrate they have the ability to:
A. Analyze links among ideas, diction, points of emphasis, and tone of written and spoken works of public advocacy
➢ Identify the four linguistic components (ideas, diction, emphasis, tone) of an argumentative text
➢ Explain how the four components interact to construct the author’s message B. Evaluate the effectiveness of reasoning, premises, purposes, and arguments of written or spoken works of public advocacy
➢ Identify the four components of argument in each text (Premise, purpose, argument, reasoning)
➢ Analyze the effectiveness of the argument based on those 4 criteria C. Analyze the style and content of a text in which the rhetoric contributes to the text’s power, persuasiveness, or beauty
➢ Identify examples of rhetoric that contribute to the overall style of the text
➢ Analyze how rhetorical language supports the development of a texts power, persuasiveness, or overall aesthetic
Students demonstrate they have the ability to engage an audience by preparing and delivering verbal arguments that:
➢ Present information, findings, and supporting evidence, conveying clear and distinct perspectives, such that listeners can follow the line of reasoning
➢ Apply techniques, substance, and style appropriate to audience and task
➢ Effectively use organization to develop claims and address alternate or opposing perspectives