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Prentice Hall Writing and Grammar, Grade 11, 8E © 2008 Correlated to:

Nebraska Reading/Writing Standards, Grade 12 (Grade 11)

NEBRASKA READING/WRITING STANDARDS, GRADE 12

PAGE(S) WHERE TAUGHT (If submission is not a text, cite

appropriate resource(s)) 12.1.1 By the end of the twelfth grade, students will identify the main idea and supporting details in what they have read.

SE/TE: Reading–Writing Connections: identifying main points, 50, main ideas, 268; also see: Reading Skills: methods and tools for, 833–839, in nonfiction, 840–845, in literary writing, 846–849; Reading Comprehension Questions, 895–901

TR: Teaching Resources: Reading Support Practice Book; Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Formal Assessment

TECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

Example indicators:

• Read selections to develop and answer literal, inferential/interpretive, and critical questions.

SE/TE: Using the SQ4R Method, 835–836; Reading Nonfiction Critically, 840–845; Test-Taking Skills, 872–877; Reading Comprehension Questions, 895–901; also see: Responding to Fine Art and Literature, 53, 77, 101, 125, 149, 173, 199, 223, 247, 273, 305, 328; Responding to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320



• Interpret information from graphs, charts, and diagrams, such as maps, blueprints, or schematics.

SE/TE: Interpreting Maps and Graphs, 794–796; Standardized Preparation Workshop: Interpreting Graphic Aids, 806–807; also see: Representing Skills, 801



1 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology





appropriate resource(s)) • Answer literal, inferential/interpretive

and critical questions. SE/TE: Test-Taking Skills, 872–877; Reading Comprehension Questions, 895–901; also see: Standardized Test Preparation Workshops: responding to test prompts, 26–27, responding to questions about short stories, 94–95, analyzing persuasive texts, 164–165, responding to document–based writing prompts, 264–265, responding to literature-based writing prompts, 324–325, making inferences and predictions, 852–853, reading: constructing meaning from informational texts, 878–879, reading informational texts, 892–893; Writing for Assessment, 326–327, 328–329, 330–331, 332–333, 334, 335–337



• Evaluate information for relevance and accuracy.

SE/TE: Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843, Inflated Language and Jargon, 845, Reading from Varied Sources, 850–851; Reference Skills: Evaluating Web Sites, 870–871; Standardized Test Preparation Workshop: reading: constructing meaning from informational texts, 878–879, reading informational texts, 892–893; also see: Information Media: comparing and contrasting newscasts, 191, 215, documentary, 295, newscasts, 797–798; Internet: finding and evaluating sources on–line, 263, locating appropriate Web sites, 870; Internet Research Handbook: researching on, 933–935








appropriate resource(s)) • Skim and scan for specific purposes. SE/TE: Skim and scan, 835

TR: Teaching Resources: Reading Support

Practice Book; Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Formal Assessment


12.1.2 By the end of the twelfth grade, students will locate, evaluate, and use primary and secondary resources for research.

SE/TE: Research Documented Essay, 242–243, 244–245, 246–249, 250–251, 252–256, 257, 258–260; Media and Technology Skills: finding and evaluating sources on–line, 263, producing a documentary, 295; Research Paper, 266–267, 268–271, 272–277, 278–280, 281–285, 286–287, 288–291; Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843; Reading from Varied Sources, 850–851; Reference Skills, 858–871; Citing Sources, 926–932; also see: Internet: as news source, 191, search engines, 200, finding and evaluating sources on–line, 263, to access library resources, 276, locating appropriate Web sites, 870; Information Media: comparing and contrasting newscasts, 215, documentary, 295, newscasts, 797–798; Internet Research Handbook: researching on, 933–935, terms for, 936–937








appropriate resource(s)) Example indicators:

• Use print reference materials (gazetteer, atlas, specialized index, handbook, manual, government document, book of quotations, college and career resources, and citation style manual).

SE/TE: Reference Skills, 858–871; Citing Sources, 926–932; also see: Documented Essay: identify sources, 249, attribute information, 251, evaluate links to quoted material, 253, providing internal documentation, 257; Research Paper: use library resources, 276, take notes, 277, include outside sources, 280, historical references, 284, creating a reference list, 286, conventions for citing sources, 287; Reading from Varied Sources, 850–851; Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843



• Use electronic resources (CD-ROM, software, online resources, and multimedia presentation tools).

SE/TE: Information Media: comparing and contrasting newscasts, 191, 215, documentary, 295, newscasts, 797–798; Internet: search engines, 200, to access library resources, 276, locating appropriate Web sites, 870; Media and Technology Skills: finding and evaluating sources on–line, 263, producing a documentary, 295; Electronic and Media References: electronic texts, 851, electronic catalogs, 859, electronic dictionaries, 865, electronic databases, 869; Internet Research Handbook: researching on, 933–935, terms for, 936–937








appropriate resource(s)) • Use library resources (card/electronic

catalog, bibliography, periodical, and other informational text).

SE/TE: Library Resources, 249, 276; Libraries, 858–863



• Identify and gather resources that provide relevant and reliable information.

SE/TE: Documented Essay: identify sources, 249, attribute information, 251, evaluate links to quoted material, 253, providing internal documentation, 257; Research Paper: use library resources, 276, take notes, 277, include outside sources, 280, historical references, 284, creating a reference list, 286, conventions for citing sources, 287; Internet: finding and evaluating sources on–line, 263; Reference Skills, 858–871; Standardized Test Preparation Workshop: reading: constructing meaning from informational texts, 878–879, reading informational texts, 892–893; Citing Sources, 926–932; Internet Research Handbook: researching on, 933–935, terms for, 936–937; also see: Information Media: comparing and contrasting newscasts, 191, 215, documentary, 295, newscasts, 797–798; Reading from Varied Sources, 850–851; Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843, Inflated Language and Jargon, 845








appropriate resource(s)) 12.1.3 By the end of the twelfth grade, students will identify and use characteristics to classify different types of text.

SE/TE: Reading Skills: Reading Methods and Tools, 833–839, Reading Nonfiction Critically, 840–845, Reading Literary Writing, 846–849, Reading from Varied Sources, 850–851; Reference Skills, 858–871; Citing Sources, 926–932; also see: Models From Literature: 50–51, 72–73, 96–97, 120–123, 148, 168–171, 196–197, 220–221, 268–271, 300–303; Internet: as news source, 191, search engines, 200, finding and evaluating sources on–line, 263, to access library resources, 276, using the Internet, 870–871; Internet Research Handbook: researching on, 933–935



Example indicators:

• Read and distinguish among common forms of literature such as fiction, nonfiction, poetry, and drama.

SE/TE: Reading Skills: Reading Nonfiction Critically, 840–845, Reading Literary Writing, 846–849; also see: Models From Literature: 50–51, 72–73, 96–97, 120–123, 148, 168–171, 196–197, 220–221, 268–271, 300–303; Responding to Fine Art and Literature, 53, 77, 101, 125, 149, 173, 199, 223, 247, 273, 305, 328; Responding to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320








appropriate resource(s)) • Identify characteristics of different types

of fiction (legend, myth, fantasy, short story, novels, historical fiction).

SE/TE: Reading Skills: Reading Literary Writing, 846–849; also see: Models From Literature: Short Story, 74–75; Responding to Fine Art and Literature, 77, 149, 223, 247; Responding to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320



• Identify characteristics of different types of nonfiction (autobiography, biography, informational text, essay, technical, editorial, diaries, journals, news articles, memoirs).

SE/TE: Reading Skills: Reading Nonfiction Critically, 840–845, Reading from Varied Sources, 850–851; Reference Skills, 858–871; also see: Models From Literature: Autobiographical Writing, 50–51, Description, 98–99, Persuasive Essay, 120–123, Comparison-and-Contrast Essay, 168–171, Cause-and-Effect Essay, 196–197, Problem-and-Solution Essay, 220–221, Documented Essay, 244–245, Research Report, 268–271; Internet Research Handbook: researching on, 933–935, terms for, 936–937



• Identify different types of poetry (narrative, haiku, free verse, ballad, limerick, rhyming, couplets, sonnet, epic).

SE/TE: Reading Poetry, 849







appropriate resource(s)) TECH: Interactive Textbook CD-ROM; Teacher

Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

• Analyze and evaluate the works of Nebraska authors.

Opportunities to address this standard can be found on the following pages: SE/TE: ”My American Beginning,” by Better Bao Lord, pp. 50–51 ”Crossing Spider Creek,” by Dan O’Brien, pp. 74–75 From Through the Ivory Gate by Rita Dove, pp. 98–99 The Balancing Act: Testimony Before the Senate Subcommittee… by Michael J. Fox, pp. 120–123 ”Reunion Rules,” by Amy Dickinson, pp. 244–245 From Our English Language: One From All by Richard Lederer, pp. 268–271 Preface by Amy Tan: An Introduction to Belle Yang’s BABA: A Return to China Upon My Father’s Shoulders, pp. 300–303



12.1.4 By the end of the twelfth grade, students will analyze literature to identify the stated or implied theme.

Opportunities to address this standard can be found on the following pages: SE/TE: Theme: and hexagonal strategy for gathering details, 17, in the short story, 94, gathering details for, 308









• Identify the ideas the author uses to create the theme.




• Compare works that express a universal theme.




12.1.5 By the end of the twelfth grade, students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.

SE/TE: Models From Literature: Short Story, 74–75; Response to Literature, Response to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320; also see: Narration: Short Story: 72–73, 74–75, 76–79, 80–81, 82–85, 86, 87–90; Responding to Fine Art and Literature (fiction), 77, 149, 223, 247; Reading Skills: in literary writing, 846–849









Example indicators:

• Identify and analyze the elements of fiction (e.g. plot, conflict, theme, point of view, setting, tone, mood, characterization).

SE/TE: Character: sound off, 76, adding dialogue to reveal, 83, sketches, 97, analyses, 299; Settings: picturing, 79, in the short story, 94, gathering details for, 308; Plot: and hexagonal strategy for gathering details, 17, plot diagram, 80, in a television drama, 93; Figurative Language, 105; also see: Responding to Fine Art and Literature (fiction), 77, 149, 223, 247; Standardized Test Preparation Workshops: responding to questions about short stories, 94–95, responding to literature-based writing prompts, 324–325; Reading Skills: in literary writing, 846–849



• Identify and analyze the techniques of fiction (irony, foreshadowing, symbolism, flashback, metaphor, personification, epiphany, oxymoron, dialect).

Opportunities to address this standard can be found on the following pages: SE/TE: Flashback, 80; Figurative Language, 105; Irony, 845; Reading Skills: in literary writing, 846–849; also see: Responding to Fine Art and Literature (fiction), 77, 149, 223, 247








appropriate resource(s)) • Identify and analyze characteristics of

literature such as satire, parody, and allegory, which overlap or cut across the lines of basic genre classifications.

Opportunities to address this standard can be found on the following pages: SE/TE: Reading Skills: in literary writing, 846–849; also see: ”Crossing Spider Creek,” by Dan O’Brien, 74–75; Responding to Fine Art and Literature (fiction), 77, 149, 223, 247



12.1.6 By the end of the twelfth grade, students will identify and apply knowledge of the text structure and organizational elements to analyze non-fiction or informational text.

SE/TE: Reading Nonfiction Critically, 840–845; Reading from Varied Sources, 850–851; Reference Skills, 858–871; Standardized Test Preparation Workshop: reading: constructing meaning from informational texts, 878–879, reading informational texts, 892–893; also see: Models From Literature: Autobiographical Writing, 50–51, Description, 98–99, Persuasive Essay, 120–123, Comparison-and-Contrast Essay, 168–171, Cause-and-Effect Essay, 196–197, Problem-and-Solution Essay, 220–221, Documented Essay, 244–245, Research Report, 268–271; Internet: finding and evaluating sources on–line, 263; Citing Sources, 926–932; Internet Research Handbook: researching on, 933–935, terms for, 936–937









• Analyze the structure of expository text (cause/effect, sequencing, compare/contrast, fact/opinion).

SE/TE: Reading Writing Connection (Models From Literature): Comparison-and-Contrast Essay, 168–171, Cause-and-Effect Essay, 196–197, Problem-and-Solution Essay, 220–221; also see: Reading Skills: Evaluating Nonfiction, 840, Distinguishing Fact from Opinion, 841, Applying Modes of Reasoning, 842–843, Reading from Varied Sources, 850–851; Reference Skills: Evaluating Web Sites, 870–871



• Analyze who, what, when, where, how, why, what if questions to interpret nonfiction text.

SE/TE: Using the SQ4R Method, 835–836; Reading Nonfiction Critically, 840–845; Test-Taking Skills, 872–877; also see: Writing for Assessment, 326–327, 328–329, 330–331, 332–333, 334, 335–337; Standardized Test Preparation Workshop: reading: constructing meaning from informational texts, 878–879, reading informational texts, 892–893



• Analyze information from charts, maps, and graphs.

SE/TE: Interpreting Maps and Graphs, 794–796; Standardized Preparation Workshop: Interpreting Graphic Aids, 806–807; also see: Representing Skills, 801









• Use technical data and procedures found in service manuals, repair manuals, and operators’ manuals.

Opportunities to address this standard can be found on the following pages: SE/TE: Interpreting Maps and Graphs, 794–796; Standardized Preparation Workshop: Interpreting Graphic Aids, 806–807; Reference Skills, 858–871; also see: Color–Coding; technical language, 231; Representing Skills, 801; Internet Research Handbook: researching on, 933–935, terms for, 936–937



12.1.8 By the end of the twelfth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, and media.

SE/TE: Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320; also see: Spotlight on the Humanities, 8, 24, 44, 68, 92, 114, 142, 162, 190, 214, 238, 262, 294, 322, 340, 356; Reading Writing Connection (Models From Literature), 50–51, 72–73, 96–97, 120–123, 148, 168–171, 196–197, 220–221, 268–271, 300–303; Responding to Fine Art and Literature, 53, 77, 101, 125, 149, 173, 199, 223, 247, 273, 305, 328; Reading Skills: methods and tools for, 833–839, in nonfiction, 840–845, in literary writing, 846–849









• Analyze philosophical arguments presented in the piece of writing.

Opportunities to address this standard can be found on the following pages: SE/TE: Reading Skills: Distinguishing Fact From Opinion, 841; Applying Modes of Reasoning, 842–843; also see: Models From Literature: Persuasive Essay, 120–123



• Analyze the author’s political ideology. Opportunities to address this standard can be found on the following pages: SE/TE: Political Campaign Literature, 147; Cooperative Writing Opportunities: political campaign literature, 149; Politics, and Multimedia Report, 292



• Analyze the impact of the reader’s experiences on their interpretations.

Opportunities to address this standard can be found on the following pages: SE/TE: Audiences: profile of your, 16, keeping their experiences in mind, 55, purpose in writing, 78, identifying, 102, 151, 175, 200, 248, analyzing your, 127, 225, 275, surveying your, 128, identifying words to define for, 284, developing an audience profile, 307









12.2.1 By the end of the twelfth grade, students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling.

SE/TE: Editing and Proofreading: A Walk Through the Writing Process, 22, Autobiographical Writing pages 63, Short Story pages 86, Description pages 109, Persuasive Essay pages 136, Persuasion Advertisement pages 157, Comparison-and Contrast Essay pages 185, Cause-and-Effect Essay pages 208, Problem and Solution Essay pages 233, Research Documented Essay pages 257, Research Paper pages 287, Response to Literature pages 316; Grammar in Your Writing: three cases of personal pronouns, 61, action vs. linking verbs, 85, combining sentences, 107, conventions for providing practical information, 133, six tenses of verbs, 182, using gerunds to combine sentences, 206, using infinitives to combine sentences, 230, prepositional phrases, 255, active and passive voice, 283, splices, 313; also see: Standardized Test Preparation Workshops: revising and editing, 296–297, analyzing mechanical errors, 342–343, applying usage rules to writing, 358–359, parts of speech, 402–403, basic sentence parts, 430–431, phrases and clauses, 472–473, effective sentences, 516–517, verb usage, 558–559, pronoun usage, 580–581, subject–verb agreement, 616–617, using modifiers, 638–639, standard English usage, 665–666, capitalization, 688–689, punctuation, 768–769

TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment








• Use correct capitalization, spelling and paragraph indentation.

SE/TE: Writing Effective Paragraphs, 33–36; Paragraphs in Essays and Other Compositions, 37–41; Capitalization, 668–689; Improving Your Spelling, 820–829; also see: Revising Paragraphs: evaluate coherence, 20, evaluate paragraph unity, 106, looking for logic, 132, bracketing to identify passive voice, 283



• Use correct punctuation in sentences with embedded parts (appositives, restrictive and non-restrictive clauses, interruptions, explanatory notes, and examples).

SE/TE: Appositive Phrases, 436, 437–441, 777; Clauses, 454–465; Effective Sentences, 476–515; also see: Revision Strategies for Sentences: bracketing sentence beginnings, 60, listing sentence starters, 84, combining sentences, 107, 230, color–coding to check connections, 133, identifying sentence types to create parallelism, 155, identifying the verb tense of each paragraph, 181, tracking sentence length, 20, 206, identifying sentence patterns, 254, bracketing complete sentences, 313, reviewing your topic sentences, 333; Standardized Test Preparation Workshops: basic sentence parts, 430–431, effective sentences, 516–517








appropriate resource(s)) • Use all parts of speech correctly. SE/TE: The Parts of Speech, 362–403; also see:

Grammar in Your Writing: three cases of personal pronouns, 61, action vs. linking verbs, 85, six tenses of verbs, 182, using gerunds to combine sentences, 206, using infinitives to combine sentences, 230, prepositional phrases, 255; Standardized Test Preparation Workshops: pronoun usage, 580, subject–verb agreement, 616, parts of speech, 402–403, basic sentence parts, 430–431, verb usage, 558–559, using modifiers, 638–639



• Use a variety of sentence structures. SE/TE: Sentence Combining, 29–32; Revision Strategies for Sentences: bracketing sentence beginnings, 60, listing sentence starters, 84, combining sentences, 107, 230, color–coding to check connections, 133, identifying sentence types to create parallelism, 155, identifying the verb tense of each paragraph, 181, tracking sentence length, 20, 206, identifying sentence patterns, 254, bracketing complete sentences, 313, reviewing your topic sentences, 333; Standardized Test Preparation Workshops: basic sentence








appropriate resource(s)) • Use correct punctuation and

capitalization when writing footnotes/endnotes.

SE/TE: Footnotes, Endnotes, conventions for writing, 287



12.2.2 By the end of the twelfth grade, students will write compositions with focus, related ideas, and supporting details.

SE/TE: Autobiographical Writing, 48–49, 50–51, 52–55, 56–57, 58–62, 63, 64–66; Short Story, 72–73, 74–75, 76–79, 80–81, 82–85, 86, 87–90; Description, 96–97, 98–99, 100–103, 104, 105–108, 109, 110–112; Persuasive Essay, 118–119, 120–123, 124–128, 129–130, 131–135, 136, 137–139; Persuasion Advertisement, 146–147, 148, 149–152, 153, 154–156, 157, 158–159; Comparison-and Contrast Essay, 166–167, 168–171, 172–176, 177–178, 179–184, 185, 186–188; Cause-and-Effect Essay, 194–195, 196–197, 198–201, 202–203, 204–207, 208, 209–212; Problem and Solution Essay, 218–219, 220–221, 222–225, 226–227, 228–232, 233, 234–236; Research Documented Essay, 242–243, 244–245, 246–249, 250–251, 252–256, 257, 258–260; Research Paper, 266–267, 268–271, 272–277, 278–280, 281–285, 286–287, 288–291; Response to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320; Writing for Assessment, 326–327, 328–329, 330–331, 332–333, 334, 335–337; Workplace Writing, 344–345, 346–347, 348–349, 350–351, 352–354

TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment








• Use a variety of strategies to generate and organize ideas.

SE/TE: Prewriting: 14–17, 52–55, 76–79, 100–103, 124–128, 149–152, 172–176, 198–201, 222–225, 246–249, 272–277, 304–308, 330–331, 348–349



• Write compositions with an introduction, body, and conclusion.

SE/TE: Thesis Statement: in paragraphs, 37, as part of a composition, 39, developing, 129, and elaboration, 130, writing a, 250, proposing, 278, backing up with support, 331, also see: Main Ideas: 33–34, 268, 271; Introduction: as part of a composition, 39, and framing your description, 105, planning a structure, 330, checking against conclusion, 332



• Select a topic of appropriate breadth for the particular situation.

SE/TE: Audiences: profile of your, 16, keeping their experiences in mind, 55, purpose in writing, 78, identifying, 102, 151, 175, 200, 248, analyzing your, 127, 225, 275, surveying your, 128, identifying words to define for, 284, developing an audience profile, 307








appropriate resource(s)) • Write narrative, descriptive, and/or

expository compositions. SE/TE: Autobiographical Writing, 48–49, 50–51, 52–55, 56–57, 58–62, 63, 64–66; Short Story, 72–73, 74–75, 76–79, 80–81, 82–85, 86, 87–90; Description, 96–97, 98–99, 100–103, 104, 105–108, 109, 110–112; Persuasive Essay, 118–119, 120–123, 124–128, 129–130, 131–135, 136, 137–139; Persuasion Advertisement, 146–147, 148, 149–152, 153, 154–156, 157, 158–159; Comparison-and Contrast Essay, 166–167, 168–171, 172–176, 177–178, 179–184, 185, 186–188; Cause-and-Effect Essay, 194–195, 196–197, 198–201, 202–203, 204–207, 208, 209–212; Problem and Solution Essay, 218–219, 220–221, 222–225, 226–227, 228–232, 233, 234–236; Research Documented Essay, 242–243, 244–245, 246–249, 250–251, 252–256, 257, 258–260; Research Paper, 266–267, 268–271, 272–277, 278–280, 281–285, 286–287, 288–291; Response to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320; Writing for Assessment, 326–327, 328–329, 330–331, 332–333, 334, 335–337; Workplace Writing, 344–345, 346–347, 348–349, 350–351, 352–354



• Cite resources. SE/TE: Documented Essay: attribute information, 251, evaluate links to quoted material, 253, providing internal documentation, 257; Research Paper: creating a reference list, 286, conventions for citing sources, 287; Reference Skills, 858–871; Citing Sources, 926–932; Internet Research Handbook: researching on, 933–935, terms for, 936–937; also see: Reading from Varied Sources, 850–851








appropriate resource(s)) • Define plagiarism and fair use standards. SE/TE: Plagiarism, 277; also see: Documented

Essay: attribute information, 251, evaluate links to quoted material, 253, providing internal documentation, 257; Research Paper: creating a reference list, 286, conventions for citing sources, 287; Reference Skills, 858–871; Citing Sources, 926–932; Internet Research Handbook: researching on, 933–935, terms for, 936–937



12.2.3 By the end of the twelfth grade, students will revise and edit persuasive compositions.

SE/TE: Revising and Editing: Persuasion, 131–135, 136; Persuasion Advertisement, 154–156, 157



Example indicators:

• Revise to improve content, organization, word choice, voice, and sentence fluency.

SE/TE: Revising: Persuasion, 131–135; Persuasion Advertisement, 154–156








appropriate resource(s)) • Edit using standard English conventions

in their writing across the curriculum. SE/TE: Editing: Persuasion, 136; Persuasion Advertisement, 157



• Use legible writing and/or a word processor when publishing written work.

SE/TE: Publishing and Presenting: Persuasion, 137; Persuasion Advertisement, 158



• Individually develop, explain, and use criteria for assessing their own compositions across the curriculum.

SE/TE: Reflecting on Your Writing: Persuasion, 137; Persuasion Advertisement, 158



• Use established criteria to evaluate their own writing.

SE/TE: Rubric: Persuasion, 137; Persuasion Advertisement, 158








appropriate resource(s)) 12.2.4 By the end of the twelfth grade, students will use multiple forms to write for different audiences and purposes.

SE/TE: Considering Audience & Purpose, 16, 56, 82, 106, 133, 156, 178, 202, 226, 252, 284, 307



Example indicators:

• Develop narrative, persuasive, descriptive, technical, and/or expository writing for a designated audience and purpose.

SE/TE: Audiences: profile of your, 16, keeping their experiences in mind, 55, purpose in writing, 78, identifying, 102, 151, 175, 200, 248, analyzing your, 127, 225, 275, surveying your, 128, identifying words to define for, 284, developing an audience profile, 307








appropriate resource(s)) • Write to describe, explain, persuade,

inform and/or entertain. SE/TE: Autobiographical Writing, 48–49, 50–51, 52–55, 56–57, 58–62, 63, 64–66; Short Story, 72–73, 74–75, 76–79, 80–81, 82–85, 86, 87–90; Description, 96–97, 98–99, 100–103, 104, 105–108, 109, 110–112; Persuasive Essay, 118–119, 120–123, 124–128, 129–130, 131–135, 136, 137–139; Persuasion Advertisement, 146–147, 148, 149–152, 153, 154–156, 157, 158–159; Comparison-and Contrast Essay, 166–167, 168–171, 172–176, 177–178, 179–184, 185, 186–188; Cause-and-Effect Essay, 194–195, 196–197, 198–201, 202–203, 204–207, 208, 209–212; Problem and Solution Essay, 218–219, 220–221, 222–225, 226–227, 228–232, 233, 234–236; Research Documented Essay, 242–243, 244–245, 246–249, 250–251, 252–256, 257, 258–260; Research Paper, 266–267, 268–271, 272–277, 278–280, 281–285, 286–287, 288–291; Response to Literature, 298–299, 300–303, 304–308, 309–310, 311–315, 316, 317–320; Writing for Assessment, 326–327, 328–329, 330–331, 332–333, 334, 335–337; Workplace Writing, 344–345, 346–347, 348–349, 350–351, 352–354



12.2.5 By the end of twelfth grade, students will demonstrate the ability to use self-generated questions, note taking, summarizing, and outlining while learning.

SE/TE: Outlines: formal, 279, sentence outlines, 309, use of periods, 694, speaking skills, 789; Outlining: what you read, 837, as study skill, 856; also see: Prewriting, 14–17, 52–55, 76–79, 100–103, 124–128, 149–152, 172–176, 198–201, 222–225, 246–249, 272–277, 304–308, 330–331, 348–349









• Use their own questions, summaries, notes, and outlines to learn.

SE/TE: Using the SQ4R Method, 835–836; Graphic organizers, 838–839; also see: Prewriting, 14–17, 52–55, 76–79, 100–103, 124–128, 149–152, 172–176, 198–201, 222–225, 246–249, 272–277, 304–308, 330–331, 348–349; Outlines: formal, 279, sentence outlines, 309, use of periods, 694, speaking skills, 789; Outlining: what you read, 837, as study skill, 856



• Use their own summaries, notes, and outlines in writing research papers.

SE/TE: Research Paper: use library resources, 276, take notes, 277, include outside sources, 280, historical references, 284, creating a reference list, 286, conventions for citing sources, 287; also see: Reading from Varied Sources, 850–851; Reference Skills, 858–871; Citing Sources, 926–932



12.3.1 By the end of the twelfth grade, students will participate in student directed discussions by eliciting questions and responses.

Speaking and Listening Skills: using critical listening, 791–793; Workplace Skills: working with people, 881–884; also see: Peer review, 21, 62, 85, 108, 135, 156, 184, 207, 232, 256, 285, 315

TR: Teaching Resources: Scoring Rubrics on Transparency; Topic Bank for Heterogeneous Classes; Academic and Workplace Skills Activity Book; Formal Assessment








Example indicators:

• Participate in and lead group discussions. Speaking and Listening Skills: speaking in a group discussion, 787; using critical listening, 791–793; Workplace Skills: working with people, 881–884; also see: Peer review, 21, 62, 85, 108, 135, 156, 184, 207, 232, 256, 285, 315



• Evaluate and monitor self and peer participation in group discussion.

Listening Skills: using critical listening, 791–793; Workplace Skills: working with people, 881–884; also see: Peer review, 21, 62, 85, 108, 135, 156, 184, 207, 232, 256, 285, 315



12.3.2 By the end of the twelfth grade, students will make oral presentations that demonstrate consideration of audience, purpose, and information.

SE/TE: Speaking Skills: speaking in public, 788, preparing and presenting a speech, 789, evaluating, 790; Representing Skills: Multimedia Presentation, 803, Performing or Interpreting, 805









Example indicators:

• Deliver formal oral presentations using clear enunciation, gestures, tone, vocabulary, and organization appropriate for a particular audience.

SE/TE: Performing or Interpreting, 805; also see: Speaking Skills: rhetorical strategies, 789, evaluating, 790; Representing Skills: Multimedia Presentation, 803



• Use multimedia to deliver formal presentations.

SE/TE: Multimedia Presentation, 803; also see: Connected Assignment: Documentary, 213; Media and Technology Skills: video slide show, 69, creating a video advertisement, 163, producing a documentary, 295



• Prepare and deliver oral presentations based on inquiry or research.

SE/TE: Multimedia Presentation, 803; also see: Connected Assignment: Documentary, 213; Media and Technology Skills: video slide show, 69, creating a video advertisement, 163, producing a documentary, 295; Speaking Skills: speaking in public, 788, preparing and presenting a speech, 789, evaluating, 790









• Cite resources. Opportunities to address this standard can be found on the following pages: SE/TE: Documented Essay: attribute information, 251, evaluate links to quoted material, 253, providing internal documentation, 257; Research Paper: creating a reference list, 286, conventions for citing sources, 287; Reference Skills, 858–871; Citing Sources, 926–932; Internet Research Handbook: researching on, 933–935, terms for, 936–937




• Follow required time limits and deadlines for preparation and delivery.

SE/TE: Speaking Skills: speaking in public, 788, preparing and presenting a speech, 789, evaluating, 790; Representing Skills: Multimedia Presentation, 803, Performing or Interpreting, 805




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