Prentice Hall Writing and Grammar: Communication in Action...

Prentice Hall Writing and Grammar: Communication in Action, Diamond Level © 2004

Correlated to: Virginia English Standards of Learning Curriculum Framework

(Grade 12)

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

VIRGINIA ENGLISH STANDARDS OF LEARNING CURRICULUM FRAMEWORK PAGE(S) WHERE TAUGHT

FOCUS STRAND: ORAL LANGUAGE GRADE LEVEL 12 At the twelfth-grade level, students will use organizational skills, audience awareness, appropriate vocabulary and grammar, and verbal and nonverbal presentation skills to plan and deliver an effective 5 to 10 minute formal oral presentation 12.1 The student will make a 5 to 10 minute formal oral presentation. a) Choose the purpose of the presentation: to defend a position, to entertain an audience, or to explain information. b) Use a well-structured narrative or logical argument.

SE/TE: Speaking in Public, 780–782; also see: Presentations: multimedia, 212, 271, 795, of research paper, 296, video, 796

TE: Integrating Speaking and Listening Skills: speeches, nonverbal cues, 104, deliver documented essay as speech, 260, practice presentation, 339

TR: Teaching Resources; Assessment, Workbooks, Transparencies; Academic and Workplace Skills Activity Book, Topic Bank for Heterogeneous Classes

TECH: PH SuccessNet™ with iText CD-ROM; Resource Pro CD-ROM, Test Bank CD-ROM; Writer’s at Work Videotape; Writing and Grammar Companion Web Site

Prentice Hall Writing and Grammar: Communication in Action, Diamond Level © 2004 Correlated to:

Virginia English Standards of Learning Curriculum Framework, (Grade 12)



c) Use details, illustrations, statistics, comparisons, and analogies to support purposes. d) Use visual aids or technology to support presentation.

SE/TE: Representing Skills, 792–797; see also: Media and Technology Skills: conveying messages using visuals, 71, video adaptation, 95, enhancing video, 165, filming a video documentary, 271; Presentations: multimedia, 212, 271, 795, of research paper, 296, video, 796; Speaking in Public, 780–782; Graphic Organizers, using: for compare and contrast, 829, for main points and subtopics, 830; Graphics: electronic, 896, in textbooks, 826; Media References, using, 861

TE: Research and Complete a T-Chart, 130, 227; Integrating Speaking and Listening Skills: speeches, nonverbal cues, 104, deliver documented essay as speech, 260, practice presentation, 339



e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

SE/TE: Verbal and Rhetorical Strategies, 781, 782; Information Media, loaded language and images, 790; Developing Vocabulary, 801; Studying Words Systematically, 806

TE: Integrating Speaking and Listening Skills: choose tone and language for, 16, read sentences aloud, 110, deliver documented essay as speech, 260; Integrating Vocabulary Skills: words suited to audience, 782

TR: Academic and Workplace Skills Activity Book, Topic Bank for Heterogeneous Classes

TECH: Language Lab CD-ROM, Resource Pro CD-ROM, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com





ESSENTIAL UNDERSTANDINGS All students should • recognize that the major purposes of speeches

include exposition, persuasion, inspiration, entertainment, or recognition of special occasions (e.g., acceptance, welcome, or thank-you speeches)





• understand that semantics involves words and

word order specifically chosen for the meaning intended

• recognize rhetoric as the art of persuasion, especially using devices such as repetition, parallelism, and rhetorical question.


TE: Integrating Speaking and Listening Skills: choose tone and language for, 16, deliver documented essay as speech, 260; Integrating Vocabulary Skills: words suited to audience, 782







ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • organize and develop a speech, using an order

such as o selection of a topic related to

audience and situation o determination of purpose o research o development of an outline, including

introduction, body, and conclusion o practice o presentation





• develop content through inclusion of

o a combination of facts and/or statistics

o examples o illustrations o anecdotes and narratives o reference to experts o quotations o analogies and comparisons o logical argumentation of their

reasoning

SE/TE: Speaking in Public, 780–782; Representing Skills, 792–797; also see: Media and Technology Skills: conveying messages using visuals, 71, video adaptation, 95, enhancing video, 165, filming a video documentary, 271; Presentations: multimedia, 212, 271, 795, of research paper, 296, video, 796; Graphic Organizers, using: for compare and contrast, 829, for main points and subtopics, 830; Graphics: electronic, 896, in textbooks, 826; Media References, using, 861








• use effective delivery created through a combination of

o clear purpose o organization and development of

content o semantics o rhetoric o visual aids o voice modulation and strength o gestures, stance, and eye contact o sufficient practice of delivery





• use appropriate and effective visual aids and/or

technology to support presentations SE/TE: Representing Skills, 792–797; also see: Media

and Technology Skills: conveying messages using visuals, 71, video adaptation, 95, enhancing video, 165, filming a video documentary, 271; Presentations: multimedia, 212, 271, 795, of research paper, 296, video, 796; Graphic Organizers, using: for compare and contrast, 829, for main points and subtopics, 830; Graphics: electronic, 896, in textbooks, 826; Media References, using, 861

TE: Research and Complete a T-Chart, 130, 227 TR: Teaching Resources; Assessment,

Workbooks, Transparencies; Academic and Workplace Skills Activity Book, Topic Bank for Heterogeneous Classes


• use grammatically correct language and

appropriate vocabulary. SE/TE: Verbal and Rhetorical Strategies, 781, 782;

Information Media, loaded language and images, 790; Developing Vocabulary, 801; Studying Words Systematically, 806








12.2 The student will evaluate formal presentations. a) Critique relationships among purpose, audience, and content of presentations. b) Critique effectiveness of presentations.

SE/TE: Listening Critically, 783–785; Evaluating Persuasive Techniques, 790; Reflecting on Your Speaking, Listening, Viewing and Representing, 797



ESSENTIAL UNDERSTANDINGS All students should • understand the components of effective

presentations. SE/TE: Listening Critically, 783–785; Evaluating

Persuasive Techniques, 790; Reflecting on Your Speaking, Listening, Viewing and Representing, 797; also see: Speaking in Public, 780–782; Representing Skills, 792–797; also see: Media and Technology Skills: conveying messages using visuals, 71, video adaptation, 95, enhancing video, 165, filming a video documentary, 271; Presentations: multimedia, 212, 271, 795, of research paper, 296, video, 796; Graphic Organizers, using: for compare and contrast, 829, for main points and subtopics, 830; Graphics: electronic, 896, in textbooks, 826; Media References, using, 861







ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • evaluate a formal presentation by analyzing and

critiquing the effectiveness of the speaker’s demeanor, voice, language, gestures, clarity of thought, organization of evidence, relevance, and delivery

• analyze and critique the relationships among purpose, audience, and content of a presentation.

SE/TE: Listening Critically, 783–785; Evaluating Persuasive Techniques, 790; Reflecting on Your Speaking, Listening, Viewing and Representing, 797



FOCUS STRAND: READING ANALYSIS GRADE LEVEL 12 At the twelfth-grade level, students will analyze British literature and literature of other cultures with emphasis on the many classic works that may be studied. In addition, students will read informational and technical texts and continue to develop their own reading-process skills. Students will apply these reading skills in other content areas, including history and social science, science, and mathematics. 12.3 The student will read and analyze the development of British literature and literature of other cultures. a) Recognize major literary forms and their elements. b) Recognize the characteristics of major chronological eras. c) Relate literary works and authors to major themes and issues of their eras.

SE/TE: Be aware of historical context, 830, 840, 841 Spotlight on the Humanities: Exploring Cultural History Through the Arts, 44, Connecting Themes in the Arts, 190, Understanding history through Media, 344; An American Childhood, 50–53; Woman’s Right to Suffrage, 124–125; The Mother Tongue, 248–251; Meanings, 308–309

TR: Teaching Resources: Reading Support Practice Book, Assessment; Workbooks: Reading Support; Transparencies






ESSENTIAL UNDERSTANDINGS All students should • recognize literary forms employed in major

literary eras • recognize the literary characteristics of the major

chronological eras.

SE/TE: Model From Literature: Understanding history through Media, 344; An American Childhood, 50–53; Woman’s Right to Suffrage, 124–125; The Mother Tongue, 248–251; Meanings, 308–309; also see: Response to Literature pages 306–307, 308–309, 310–314, 315–316, 317–320, 321, 322–324, 325; Be aware of historical context, 830, 840, 841 Spotlight on the Humanities: Exploring Cultural History Through the Arts, 44, Connecting Themes in the Arts, 190,



ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • identify literary forms, such as

o epic o tragedy o comedy o sonnet and other poetic forms o essay o journal/diary o satire

SE/TE: Response to Literature pages 306–307, 308–309, 310–314, 315–316, 317–320, 321, 322–324, 325; Model From Literature: Understanding history through Media, 344; An American Childhood, 50–53; Woman’s Right to Suffrage, 124–125; The Mother Tongue, 248–251; Meanings, 308–309; also see: Be aware of historical context, 830, 840, 841 Spotlight on the Humanities: Exploring Cultural History Through the Arts, 44, Connecting Themes in the Arts, 190,







• identify the literary characteristics of specific eras, such as

o Anglo-Saxon/Medieval period o Tudor/Renaissance period o Neoclassical period o Restoration Age o Romantic and Victorian periods o Modern and Postmodern periods

SE/TE: Model From Literature: Understanding history through Media, 344; An American Childhood, 50–53; Woman’s Right to Suffrage, 124–125; The Mother Tongue, 248–251; Meanings, 308–309; also see: Response to Literature pages 306–307, 308–309, 310–314, 315–316, 317–320, 321, 322–324, 325; Be aware of historical context, 830, 840, 841 Spotlight on the Humanities: Exploring Cultural History Through the Arts, 44, Connecting Themes in the Arts, 190,



• recognize major themes and issues related to

o religious diversity o political struggles o ethnic and cultural mores and

traditions o individual rights, gender equity, and

civil rights.

SE/TE: Connecting Themes in the Arts, 190; also see: Spotlight on the Humanities: Exploring Cultural History Through the Arts, 44, Understanding history through Media, 344; Model From Literature: An American Childhood, 50–53; Woman’s Right to Suffrage, 124–125; The Mother Tongue, 248–251; Meanings, 308–309; Be aware of historical context, 830, 840, 841







12.4 The student will read and analyze a variety of informational materials, including electronic resources. a) Identify formats common to new publications and information resources.

SE/TE: Reading Skills: Reading Methods and Tools, 825–830; Reading Nonfiction Critically, 831–836; Reading from Varied Sources, 842–843; see also: Information media, 11, bias, facts and opinion in, loaded language and images, 790; Media and Technology Skills: analyzing propaganda, 119, analyzing information media, comparing newspapers' editorial positions, 191, effect of media on perceptions of reality, 215, evaluating Internet advertising, 145, evaluating On-line Resources, 303; Nonfiction, for research, 255, 284, analyzing and evaluating, critical reading of, 831, distinguishing fact from opinion in, 832, identifying author's purpose, 836; Electronic Texts, 843; Electronic Database Searches, 851; Electronic map collections, 860; Electronic Databases & Electronic References, 861; Database, Electronic, 896; Internet: choosing user name for, 691, evaluating advertising on, 145, research paper on, 296, reference aids on, 807, evaluating material on, 831, using, 862–863, learning to use, 883; Internet Research Handbook, 893–897

TE: Research and Complete a T-Chart, 130, 227; Viewing Information Media Critically, 789; Integrate Research Skills, career, 877







b) Recognize and apply specialized informational vocabulary.

SE/TE: Language: HyperText Markup, 896; see also: Using Context to Develop Vocabulary, 802; Studying New Words Systematically, 806; Using Reference Aids, 807

TE: Integrating Vocabulary Skills, Number and Letter Origins, 287, Learning New Words, 648, words suited to audience, 782

TR: Teaching Resources: Vocabulary and Spelling Workbook and Academic and Workplace Skills Activity Book; Assessment; Workbooks: Hands-On Grammar Activity Book; Transparencies


c) Evaluate a product based on analysis of the accompanying warranty and instruction manual. d) Evaluate the quality of informational and technical materials.

SE/TE: Forms and Applications, 356–357; Viewing Information Media Critically, 789–790; Informational texts: constructing meaning from, 870–871, reading, 884–885; also see: Media and Technology Skills: evaluating On–line Resources, 303; Electronic Texts, 843; Electronic Database Searches, 851; Electronic map collections, 860; Electronic Databases & Electronic References, 861; Internet Research Handbook, 893–897

TE: Integrating Workplace Skills: interview questions, 57, proposals, 177, problem-and-solution memo, 226, instruction manuals, 611

TR: Teaching Resources: Writing Support Activity Book, Assessment; Writing Support Transparencies






ESSENTIAL UNDERSTANDINGS All students should • understand formats common to information

resources and new publications. SE/TE: Reading Skills: Reading Methods and Tools,

825–830; Reading Nonfiction Critically, 831–836; Reading from Varied Sources, 842–843; see also: Information media, 11, bias, facts and opinion in, loaded language and images, 790; Media and Technology Skills: analyzing propaganda, 119, analyzing information media, comparing newspapers' editorial positions, 191, effect of media on perceptions of reality, 215, evaluating Internet advertising, 145, evaluating On-line Resources, 303; Nonfiction, for research, 255, 284, analyzing and evaluating, critical reading of, 831, distinguishing fact from opinion in, 832, identifying author's purpose, 836; Electronic Texts, 843; Electronic Database Searches, 851; Electronic map collections, 860; Electronic Databases & Electronic References, 861; Database, Electronic, 896; Internet: choosing user name for, 691, evaluating advertising on, 145, research paper on, 296, reference aids on, 807, evaluating material on, 831, using, 862–863, learning to use, 883; Internet Research Handbook, 893–897

TE: Research and Complete a T-Chart, 130, 227; Viewing Information Media Critically, 789; Integrate Research Skills, career, 877







ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • analyze printed and Web-based informational and

technical texts, such as o product evaluations o warranties o instructional manuals o technical manuals o contracts o E-zines

• examine the format (structure) of an informational or technical text as an aid to determining and analyzing its content

• draw conclusions regarding the quality of a product based on analysis of the accompanying warranty and instruction manual

SE/TE: Forms and Applications, 356–357; Viewing Information Media Critically, 789–790; Informational texts: constructing meaning from, 870–871, reading, 884–885; also see: Media and Technology Skills: evaluating On–line Resources, 303; Electronic Texts, 843; Electronic Database Searches, 851; Electronic map collections, 860; Electronic Databases & Electronic References, 861; Internet Research Handbook, 893–897




• recognize and apply specialized vocabulary. SE/TE: Language: HyperText Markup, 896; see also: Using Context to Develop Vocabulary, 802; Studying New Words Systematically, 806; Using Reference Aids, 807

TE: Integrating Vocabulary Skills, Number and Letter Origins, 287, Learning New Words, 648, words suited to audience, 782

TR: Teaching Resources: Vocabulary and Spelling Workbook and Academic and Workplace Skills Activity Book; Assessment; Workbooks: Hands-On Grammar Activity Book; Transparencies






12.5 The student will read and critique a variety of poetry. a) Explain how the choice of words in a poem creates tone and voice. b) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject and mood. c) Explain how imagery and figures of speech (personification, simile, metaphor) appeal to the reader’s senses and experience. d) Compare and contrast traditional and contemporary works of poets from many cultures.

SE/TE: Poetry: description in, 117; reading, 841; also see: figurative language, 802; evaluating language use, 835

TE: W. H. Auden, poet, 6, Responding to Literature, descriptive language, in poem, 55, write short poem, 90, Poem, 117; Percy Bysshe Shelley, poet, 169, hardship in England in 1700’s, poem, 253, Eavan Boland, Irish poet, 307, 368, John Donne, poet, 555, imagery in poem, 841, 628



ESSENTIAL UNDERSTANDINGS All students should • understand how a writer’s choice of words reveals

the content of a poem and the speaker’s attitude regarding the content of the poem

• understand how the subject and mood of the poem are supported or reinforced through the use of sound structures

• understand how the reader’s response to the poem is manipulated by imagery and figures of speech.









ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • identify sound structures, such as

o rhyme o rhythm o repetition o alliteration o assonance o consonance o onomatopoeia o parallelism

• explain how the choice of words in a poem creates tone

• compare and contrast traditional and contemporary poetry from many cultures





• explain how the reader’s response to the poem is

manipulated by imagery, figures of speech, and diction (word choice), such as

o metaphor o simile o analogy o symbolism o personification o paradox o oxymoron o apostrophe o allusion.

SE/TE: Poetry: description in, 117; reading, 841; also see: figurative language, 802; evaluating language use, 835; also see: Response to Literature pages 306–307, 308–309, 310–314, 315–316, 317–320, 321, 322–324, 325;








12.6 The student will read and critique dramatic selections from a variety of authors. a) Describe the conflict, plot, climax, and setting. b) Compare and contrast ways in which character, scene, dialogue, and staging contribute to the theme and the dramatic effect. c) Identify the most effective elements of selected plays. d) Compare and contrast dramatic elements of plays from American, British, and other cultures.

SE/TE: Greek drama, 44; Drama, as short story, 92–93; Theater, 94, 190; Reading Drama, 840

TE: Drama, characters, 92; dramatic reading, 210 TR: Teaching Resources: Reading Support

Practice Book, Assessment; Workbooks: Reading Support; Transparencies


ESSENTIAL UNDERSTANDINGS All students should • understand traditional and contemporary dramatic

works of authors from a variety of cultures • identify and understand the most effective

elements of a selected play.





ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • explain how dramatic conflict is created through

o exposition/initiating event o rising action o climax or crisis o falling action o resolution/denouement

(conclusion/resolution)









• explain how a dramatist uses dialogue to reveal the theme of a drama

• compare and contrast the use of dialogue and staging found in a variety of plays

• identify the most effective elements of selected plays

• compare and contrast the use of exposition/initiating event, rising action, complication/conflict, climax or crisis, falling action, and resolution/denouement among plays from various cultures.

SE/TE: Dialogue: in drama, 92; see also: Greek drama, 44; Theater, 94, 190; Reading Drama, 840




FOCUS STRAND: WRITING GRADE LEVEL 12 At the twelfth-grade level, students will produce informational and expository papers that are logically organized and contain clear and accurate ideas. 12.7 The student will develop expository and informational writings. a) Generate, gather, and organize ideas for writing. b) Consider audience and purpose when planning for writing.

SE/TE: Prewriting and Considering Audience & Purpose: 14–17, 54–57, 78–81, 102–105, 126–131, 151–154, 174–177, 198–201, 224–227, 252–256, 280–285, 310–314, 334–335, 352–353

TE: Prewriting, 39, Prewriting, application, 357 TR: Teaching Resources: Writing Support Activity

Book, Assessment; Writing Support Transparencies






c) Write analytically about literary, informational, and visual materials.

SE/TE: Response to Literature pages 306–325; Writing for Assessment pages 330–343; Reading–Writing Connections: identifying author's tone, 170, 173, looking for author's main points, 196, evaluating writer's statements, 220, reading ahead or back, 248, identifying causes and effects, 276, drawing conclusions, 308; also see: Comparison-and Contrast Essay pages 168–189; Cause-and-Effect Essay pages 194–213; Problem and Solution Essay pages 218–241

TE: Responding to Document-Based Writing Prompts, 272; Responding to Literature: descriptive language, in poem, 55, present-day setting for story, 79, details, 103, persuasive speech, arguments, Gandhi, 127, images, 151, sonnet, 175, cause and effect, “The Fire of London”, 199, solutions, 225, hardship in England in 1700’s, poem, 253, “Defending Nonviolent Resistance”, 281, compare themes of poems, 311



d) Elaborate ideas clearly and accurately. SE/TE: Providing elaboration: citing passages, 316,

citing sources, 288, citing statistics and experts, 155, with data, giving examples, 203, providing details, 258, 288, 335, supporting statements, 179, "thought shots" for, 59, using elaboration, 107, using "layering," 132, using points to illuminate, 229, using SEE method, 18







e) Revise writing for depth of information and technique of presentation.

SE/TE: Revising: A Walk Through the Writing Process pages 19–21; Autobiographical Writing pages 60–63; Short Story pages 84–87; Description pages 108–112; Persuasion Speech pages 133–137; Persuasion Advertisement pages 156–158; Comparison-and Contrast Essay pages 180–184; Cause-and-Effect Essay pages 204–207; Problem and Solution Essay pages 230–234; Research Documented Essay pages 259–264; Research Paper pages 289–293; Response to Literature pages 317–320; Writing for Assessment pages 336–337

TE: Revising, 304, 305 TR: Writing Support Activity Book, Topic Bank

for Heterogeneous Classes, Writing in the Content Areas and in the Workplace, Writing Assessment and Portfolio Management, Academic and Workplace Skills Activity Book

TECH: Writers at Work Videotape, Writing Lab CD-ROM, Resource Pro CD-ROM, and Writing Support Transparencies, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com

f) Apply grammatical conventions to edit writing for correct use of language, spelling, punctuation, and capitalization. g) Proofread final copy and prepare document for publication or submission.

SE/TE: Editing and Proofreading; mechanics, 113; focusing on which and that, 208; quotation marks, 265; formatting, 294; Grammar in Your Writing; verb tenses, 62; homophones, 64, 338; parallelism, 135; abbreviating dates and ordinals, 159; commas in essential and nonessential expressions, 208; independent and subordinate clauses, 206; Standardized Test Preparation Workshops; editing skills, 304–305; rules of agreement, 622–623; sentence construction, 474–475; standard English usage, 662–663

TR: Teaching Resources: Assessment; Writing Support Transparencies; Grammar Exercise Workbook, Hands-on Grammar Activity Book, Daily Language Practice






ESSENTIAL UNDERSTANDINGS All students should • understand that format (structure) determines the

sequence of a writing. (The sequence in technical writing may be determined by the format of the task, for example, filling in blanks and answering questions.)

SE/TE: Revising Overall Structure: checking for unity, 133; color–coding details to analyze balance, 230; considering paragraph order, 317; improving unity and coherence, 259; linking paragraphs, 259; rearranging, 317; Revising Paragraphs: analyzing structure, 60; creating parallelism, 134; circling first and last sentences, 204; identifying paragraph patterns, strengthening organization, 290

TE: Transitions, 38; review organizational strategies, chronological order, transitional phrases, 47; commas and transitions, 185; thesis statements, transitions, 193; transitions, 217, 259; Adding Transitions to Make Connections Clear, 337



ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • plan technical writings (e.g., personal data sheet,

résumé, job description, questionnaire, job application, or business communication) that address a clearly identified audience and have a clearly identified purpose

SE/TE: Workplace Writing, 348–349; Business Letter, 350–351; Memo, 352–353; Resume, 354–355; Forms and Applications, 356–357








• generate expository writings that o explain their ideas through a clear

general statement of the writer’s point (thesis)

o use specific evidence and illustrations

o provide concise and accurate information

SE/TE: Main Idea and Topic Sentence 33–36; Introduction, 39–41; Thesis Statement, developing, 286, writing, 328, circling, 180, color–coding, 109, effective placement of, 260, in paragraph revision, 231; Argument: in persuasive writing, 146; Providing elaboration: citing passages, 316, citing sources, 288, citing statistics and experts, 155, with data, giving examples, 203, providing details, 258, 288, 335, supporting statements, 179, "thought shots" for, 59, using elaboration, 107, using "layering," 132, using points to illuminate, 229, using SEE method, 18

TR: Writing Support Activity Book, Topic Bank for Heterogeneous Classes, Writing in the Content Areas and in the Workplace, Writing Assessment and Portfolio Management, Academic and Workplace Skills Activity Book


• develop analytical essays that do one or more of

the following: o examine a process o make a comparison o propose solutions o classify o define o show cause and effect o illustrate problems o evaluate

SE/TE: Comparison-and Contrast Essay pages 168–189; Cause-and-Effect Essay pages 194–213; Problem and Solution Essay pages 218–241; Research Documented Essay pages 246–269; Research Paper pages 274–301; Response to Literature pages 306–325, Writing for Assessment pages 330–343

TR: Writers at Work Videotape, Writing Support Transparencies, Writing Support Activity Book

TECH: Writing Lab CD-ROM, iText CD-ROM; Resource Pro CD-ROM, and Interactive Writing and Grammar Website at phwg.phschool.com





• develop ideas in a logical sequence SE/TE: Revising Overall Structure: checking for unity, 133; color–coding details to analyze balance, 230; considering paragraph order, 317; improving unity and coherence, 259; linking paragraphs, 259; rearranging, 317; Revising Paragraphs: analyzing structure, 60; creating parallelism, 134; circling first and last sentences, 204; identifying paragraph patterns, strengthening organization, 290

TE: Transitions, 38; review organizational strategies, chronological order, transitional phrases, 47; commas and transitions, 185; thesis statements, transitions, 193; transitions, 217, 259; Adding Transitions to Make Connections Clear, 337



• elaborate on ideas for clarity and accuracy SE/TE: Providing elaboration: citing passages, 316,

citing sources, 288, citing statistics and experts, 155, with data, giving examples, 203, providing details, 258, 288, 335, supporting statements, 179, "thought shots" for, 59, using elaboration, 107, using "layering," 132, using points to illuminate, 229, using SEE method, 18







• revise writing to provide depth of information and to adhere to their presentation format

SE/TE: Revising: A Walk Through the Writing Process pages 19–21; Autobiographical Writing pages 60–63; Short Story pages 84–87; Description pages 108–112; Persuasion Speech pages 133–137; Persuasion Advertisement pages 156–158; Comparison-and Contrast Essay pages 180–184; Cause-and-Effect Essay pages 204–207; Problem and Solution Essay pages 230–234; Research Documented Essay pages 259–264; Research Paper pages 289–293; Response to Literature pages 317–320; Writing for Assessment pages 336–337

TE: Revising, 304, 305 TR: Writing Support Activity Book, Topic Bank

for Heterogeneous Classes, Writing in the Content Areas and in the Workplace, Writing Assessment and Portfolio Management, Academic and Workplace Skills Activity Book


• edit writings for correct use of language, spelling,

punctuation, and capitalization • proofread writing before submitting the final

copy.








FOCUS STRAND: RESEARCH GRADE LEVEL 12 At the twelfth-grade level, students will produce well-documented research papers, using a standard method of documentation, such as MLA or APA. 12.8 The student will write documented research papers. a) Identify and understand the ethical issues of research and documentation.

SE/TE: Avoiding plagiarism, 888; also see: Citations, 294, 295, 316, 854; Citing Sources, 886–887; Choosing format for documentation, 889–892; (American Psychological Association (APA), Chicago Manual of Style, Modern Language Association (MLA) Style)



b) Evaluate the accuracy and usefulness of information.

SE/TE: Nonfiction, 284, analyzing and evaluating, critical reading of, 831, distinguishing fact from opinion in, 832, identifying author's purpose, 836, for research, 255; Information media, 11, bias, facts and opinion in, loaded language and images, 790; Media and Technology Skills: analyzing propaganda, analyzing advertisements, 119, analyzing information media, comparing newspapers' editorial positions, 191, effect of media on perceptions of reality, 215, evaluating Internet advertising, 145, evaluating On-line Resources, 303

TE: Logical Comparisons, 630, Responding to Literature, arguments, Gandhi, 127, Teaching From the Final Draft, arguments, 324







c) Synthesize information to support the thesis. d) Present information in a logical manner.

SE/TE: Presentations: multimedia, 212, 271, 795, of research paper, 296, video, 796; Research Documented Essay pages 246–269; Research Paper pages 274–301; Research: conducting, 130, gathering details, 201, for problem–and–solution essay, 243, using Internet for, 893 ; Internet: research paper on, 296, reference aids on, 807, evaluating material on, 831, using, 862–863, learning to use, 883; Internet Research Handbook, 893–897 ; Representing Skills, 792–797; Graphic Organizers, using: for compare and contrast, 829, for main points and subtopics, 830; Graphics: electronic, 896, in textbooks, 826; Media References, using, 861




e) Cite sources of information, using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).

SE/TE: Citations, 294, 295, 316, 854; Citing Sources, 886–887; Choosing format for documentation, 888–892; (American Psychological Association (APA), Chicago Manual of Style, Modern Language Association (MLA) Style)







f) Edit copies for correct use of language, spelling, punctuation, and capitalization. g) Proofread final copy and prepare document for publication or submission.




ESSENTIAL UNDERSTANDINGS All students should • understand how to gather information and analyze

it to organize and begin the writing process SE/TE: Research Documented Essay pages 246–269;

Research Paper pages 274–301; Research: conducting, 130, gathering details, 201, for problem–and–solution essay, 243, using Internet for, 893 ; Internet: research paper on, 296, reference aids on, 807, evaluating material on, 831, using, 862–863, learning to use, 883; Internet Research Handbook, 893–897 ; Representing Skills, 792–797; Graphic Organizers, using: for compare and contrast, 829, for main points and subtopics, 830; Graphics: electronic, 896, in textbooks, 826; Media References, using, 861








• understand the ethical issues and responsibility of documentation in research writings.

SE/TE: Avoiding plagiarism, 888; also see: Citations, 294, 295, 316, 854; Citing Sources, 886–887; Choosing format for documentation, 889–892; (American Psychological Association (APA), Chicago Manual of Style, Modern Language Association (MLA) Style)



ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • identify the ethical issues of documentation in

research writings SE/TE: Avoiding plagiarism, 888; also see: Citations,

294, 295, 316, 854; Citing Sources, 886–887; Choosing format for documentation, 889–892; (American Psychological Association (APA), Chicago Manual of Style, Modern Language Association (MLA) Style)







• collect and synthesize information, using a variety of print and electronic sources

SE/TE: Research: conducting, 130, gathering details, 201, for problem–and–solution essay, 243, using Internet for, 893 ; Internet: research paper on, 296, reference aids on, 807, evaluating material on, 831, using, 862–863, learning to use, 883; Internet Research Handbook, 893–897 ; Representing Skills, 792–797; Graphic Organizers, using: for compare and contrast, 829, for main points and subtopics, 830; Graphics: electronic, 896, in textbooks, 826; Media References, using, 861




• evaluate collected information by

o determining its validity, accuracy, and quality

o formulating a reason/focus to represent findings

SE/TE: Nonfiction, 284, analyzing and evaluating, critical reading of, 831, distinguishing fact from opinion in, 832, identifying author's purpose, 836, for research, 255; Information media, 11, bias, facts and opinion in, loaded language and images, 790; Media and Technology Skills: analyzing propaganda, analyzing advertisements, 119, analyzing information media, comparing newspapers' editorial positions, 191, effect of media on perceptions of reality, 215, evaluating Internet advertising, 145, evaluating On-line Resources, 303

TE: Logical Comparisons, 630, Responding to Literature, arguments, Gandhi, 127, Teaching From the Final Draft, arguments, 324







• record and organize information into a draft by o prioritizing information o developing an outline with

appropriate details o summarizing and/or paraphrasing

information o selecting direct quotations

SE/TE: Drafting: Research Documented Essay pages 257–258; Research Paper pages 286–288; also see: Research: conducting, 130, gathering details, 201, for problem–and–solution essay, 243, using Internet for, 893 ; Internet: research paper on, 296, reference aids on, 807, evaluating material on, 831, using, 862–863, learning to use, 883; Internet Research Handbook, 893–897 ; Representing Skills, 792–797; Graphic Organizers, using: for compare and contrast, 829, for main points and subtopics, 830; Graphics: electronic, 896, in textbooks, 826; Media References, using, 861



• revise and edit writing to comply with major

requirements and expectations of the assignment SE/TE: Revising: Research Documented Essay pages

259–264; Research Paper pages 289–293; Editing and Proofreading; mechanics, quotation marks, 265; formatting, 294







• cite sources of information, using MLA or APA style

SE/TE: Citations, 294, 295, 316, 854; Citing Sources, 886–887; Choosing format for documentation, 888–892; (American Psychological Association (APA), Chicago Manual of Style, Modern Language Association (MLA) Style)



• edit writing for correct use of language,

capitalization, punctuation, and spelling SE/TE: Research Writing: Editing and Proofreading;

mechanics, quotation marks, 265; formatting, 294



• avoid committing plagiarism. SE/TE: Avoiding plagiarism, 888; also see: Citations,

294, 295, 316, 854; Citing Sources, 886–887; Choosing format for documentation, 889–892; (American Psychological Association (APA), Chicago Manual of Style, Modern Language Association (MLA) Style)



Reference: http://www.pen.k12.va.us/VDOE/Instruction/English/EnglishCF-Secondary.doc

Prentice Hall Writing and Grammar: Communication in Action...

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