Prentice Hall Writing and Grammar, Handbook Edition, · PDF file... Using the SQ4R Method,...

Prentice Hall Writing and Grammar, Handbook Edition, Grade 9 © 2008Correlated to:

Arizona Articulated Language Arts Standards for Reading, Writing, Listening/Speaking, and Viewing/Presenting

(Grades 9-12)

Arizona Articulated Language Arts Standards for Reading, Writing, Listening/Speaking,

and Viewing/Presenting

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

resource(s)

PO 1. Determine the meaning of vocabulary, using linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon).

SE: Studying Word Parts and Origins, 573–576

PO 2. Infer word meanings from context (e.g., definition, example, restatement, comparison/contrast, cause/effect).

SE: Context: clues of, 566, homophone errors in, 568

PO 3. Distinguish between the denotative and connotative meanings of words.

SE: Connotation, choosing words with positive, 108, and denotation, 568, 599

PO 4. Identify the meaning of metaphors based on common literary allusions.

SE: Figurative Language: Similes, Metaphors, 73

PO 5. Identify the meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and correct spellings by using resources such as general and specialized dictionaries, thesauri, glossaries, and CD-ROM and the Internet when available.

SE: Studying Words Systematically, 570–572, Studying Word Parts and Origins, 573–576; also see: Internet: search words, 251, 545, electronic databases on, 612, dictionaries on, 617, Electronic Texts: reading, 605, dictionary, 617, encyclopedia, 618; Internet Research Handbook, 645–646

PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression).

SE: Peer Review: pointing to passages for, 60, reading aloud for, 95, 142, 158; Drama, 602: dramatic interpretations, presenting, 563; Building Your Portfolio: descriptive oral presentation, 81; Oral Traditions, 603; also see: Reading Skills: Reading Methods and Tools, 587–593, Reading Nonfiction Critically, 594–599, Reading Literary Writing, 600–603, Reading from Varied Sources, 604–605

GRADE 9Reading Standard Articulated by Grade LevelStrand 1: Reading Process Reading Process consists of the five critical components of reading, which are Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension of connected text. These elements support each other and are woven together to build a solid foundation of linguistic understanding for the reader.Concept 1: Print Concepts Demonstrate understanding of print concepts. (Grades K-3)Concept 2: Phonemic Awareness Identify and manipulate the sounds of speech. (Grades K-2)Concept 3: Phonics Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3) Concept 4: Vocabulary Acquire and use new vocabulary in relevant contexts.

Concept 5: Fluency Read fluently.

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



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PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).

SE: Prediction: of clues in myths, 603

PO 2. Generate clarifying questions in order to comprehend text.

SE: Using the SQ4R Method, 589–590

PO 3. Use graphic organizers in order to clarify the meaning of the text.

SE: Graphic Organizers (Visual Representations): creating, 558–559, formatting, 560, Venn diagram, 592, charts, 593; Gathering Details: cubing, 71, using T–chart, 88, 153, using organizer, 135, taking notes, 168, using index cards, 186

PO 4. Connect information and events in text to experience and to related text and sources.

SE: Responding to Fine Art and Literature, 35, 51, 69, 85, 101, 115, 133, 151, 165; Response to Literature, 181, 182–186, 187–188, 193, 194, 195

PO 5. Apply knowledge of organizational structures (e.g., chronological order, sequence-time order, cause and effect relationships, logical order, by classification, problem-solution) of text to aid comprehension.

SE: Exposition: Comparison–and–Contrast Essay, 112–113, 114–117, 118–119, 120–124, 125, 126–129; Exposition: Cause–and–Effect Essay, 130–131, 132–135, 136–137, 138–142, 143, 144–147; Exposition: Problem–and–Solution Essay, 148–149, 150–153, 154–155, 156–158, 159, 160; also see: Comprehending Nonfiction, 594, Evaluating Forms of Reasoning, 597–598

Opportunities to address this standard can be found on the following pages:

SE: Ideas: implied main, 21–22; Reading Literary Writing, 600–603; also see: Symbols, underlining, 512

• point of view (e.g., first vs. third, limited vs. omniscient),

SE: Narrators, types of, in storytelling, 54; Point of View, 601

• characterization (qualities, motives, actions, thoughts, dialogue, development, interactions),

SE: Character Studies, 53, 181, 186; Characters, Action, 601, 602

Concept 6: Comprehension Strategies Employ strategies to comprehend text.

Strand 2: Comprehending Literary Text Comprehending Literary Text identifies the comprehension strategies that are specific in thestudy of a variety of literature.

Concept 1: Elements of Literature Identify, analyze, and apply knowledge of the structures and elements of literature.PO 1. Describe the author’s use of literary elements: • theme (moral, lesson, meaning, message, view or comment on life),




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• setting (time of day or year, historical period, place, situation), and

SE: Setting: in short story, 53, details of, 186; Reading Literary Writing, 600–603

• plot (exposition, conflict, rising action, climax, falling action, and resolution).

SE: Plots: summarizing, 52, tracking conflict in, 56, in fiction, 601

PO 2. Explain different elements of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in a literary selection

SE: Figurative language: Similes, Metaphors, 73; Symbols, underlining, 512; Reading Literary Writing, 600–603

PO 3. Compare (and contrast) works within a literary genre that deal with similar themes (e.g., compare short stories, novels, short stories, poems).

SE: Responding to Fine Art and Literature, 35, 51, 69, 85, 101, 115, 133, 151, 165; Response to Literature, 181, 182–186, 187–188, 193, 194, 195

PO 4. Compare interactions among major characters and minor characters in literary text with emphasis upon how the plot is revealed through action of the dialog.

SE: Character Studies, 53, 181, 186; Characters, Action, 601, 602; Responding to Fine Art and Literature, 35, 51, 69, 85, 101, 115, 133, 151, 165; Response to Literature, 181, 182–186, 187–188, 193, 194, 195

PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature.

SE: Cultural Context, 603; also see: Responding to Fine Art and Literature, 35, 51, 69, 85, 101, 115, 133, 151, 165, purpose, recognizing, in myths, 603, Response to Literature, 181, 182–186, 187–188, 193, 194, 195

PO 2. Compare (and contrast) classic works of literature that deal with similar topics and problems (e.g., individual and society, meaning of friendship, freedom, responsibility).

SE: Reading Literary Writing, 600–603; also see: Responding to Fine Art and Literature, 35, 51, 69, 85, 101, 115, 133, 151, 165; Exposition: Comparison–and–Contrast Essay, 112–113, 114–117, 118–119, 120–124, 125, 126–129; Response to Literature, 181, 182–186, 187–188, 193, 194, 195


SE: Ideas: implied main, 21–22; Reading Literary Writing, 600–603; also see: Symbols, underlining, 512

Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.

PO 3. Recognize ways that forms of literature (including poetry, novel and/or short story) present similar themes differently across genres.




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PO 1. Compare (and contrast) original text to a summary for accuracy of the main ideas, inclusion of critical details, and the extent to which it conveys the underlying meaning of the original text.

SE: Summaries: for elaboration, 171, of drama events, 602, and note taking, 609, citing research, 640; SQ4R Method (survey, question, read, record, recite, review) 589–590; Study Skills, summarizing, 609; also see: Writing for Assessment, 196–197, 198–199, 200–201, 202–203, 204, 205

PO 2. Distinguish facts from opinions in expository selections such as editorials, newspaper articles, essays, reviews, and critiques, providing supporting evidence from the text.

SE: Comprehending Nonfiction, 594, Evaluating Forms of Reasoning, 597–598; also see: Listening Skills, distinguish between fact and opinion, 556

PO 3. Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words, topic sentences, concluding sentences, end notes, footnotes, bibliographic references) in expository text. (Connected to Research Strand in Writing)

SE: Study, Reference, and Test–Taking Skills, 606,607–609, 610–620, 621–625; also see: Internet: research using, 71, search words, 251, 545, narrowing topic with, 266, Shakespeare resources on, 402, maps on, 559, 618, library access on, 610, 611, electronic databases on, 612, newspapers and magazines on, 614, dictionaries on, 617, using, 620, electronic calendar on, 634, budgeting sites on, 636, word search, 645, subject searches, 646, reliability of resources on, copyrighted materials on, 647; Reading Methods and Tools, 587, Reading Skills: Using Different Reading Styles, 588, Using the SQ4R Method, 589–590, Using Outlines, 591, Using Graphic Organizers, 592–593, Comprehending Nonfiction, 594, Evaluating Forms of Reasoning, 597–598; Internet Research Handbook, 645–646

PO 4. Organize information from both primary and secondary sources by taking notes, outlining ideas,paraphrasing information; and by making charts, conceptual maps, learning logs, and/or timelines. (Connected to Research Strand in Writing)

SE: Paraphrase: For elaboration, 171, to support thesis, 188, 201, crediting source of, 640; Summaries: for elaboration, 171, of drama events,602, and note taking, 609, citing research, 640; SQ4R Method (survey, question, read, record, recite, review) 589–590; Study Skills, summarizing, 609; also see: Writing for Assessment, 196–197, 198–199, 200–201, 202–203, 204, 205

Strand 3: Comprehending Informational Text Comprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day-to-day experiences.Concept 1: Expository Text Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.




(Grades 9-12)




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PO 5. Interpret graphic sources of information (e.g., charts, maps, diagrams, illustrations, tables, timelines, graphs) to support ideas. (Connected to Research Strand in Writing)

SE: Internet: research using, 71, search words, 251, 545, narrowing topic with, 266, Shakespeare resources on, 402, maps on, 559, 618, library access on, 610, 611, electronic databases on, 612, newspapers and magazines on, 614, dictionaries on, 617, using, 620, electronic calendar on, 634, budgeting sites on, 636, word search, 645, subject searches, 646, reliability of resources on, copyrighted materials on, 647; Electronic Texts: reading, 605, dictionary, 617, encyclopedia, 618; Internet Research Handbook, 645–646

PO 6. Use knowledge of modes of expository writing (e.g., chronological order, comparison and contrast, cause and effect relationships, logical order, classification schemes, sequence-time order, problem-solution, analogy, definition, narrative) to interpret text.

SE: Reading Methods and Tools, 587, Using the SQ4R Method, 589–590, Using Outlines, 591, Comprehending Nonfiction, 594, Evaluating Forms of Reasoning, 597–598; also see: Exposition: Comparison–and–Contrast Essay, 112–113, 114–117, 118–119, 120–124, 125, 126–129; Exposition: Cause–and–Effect Essay, 130–131, 132–135, 136–137, 138–142, 143, 144–147; Exposition: Problem–and–Solution Essay, 148–149, 150–153, 154–155, 156–158, 159, 160; Research Paper, 162–163, 164–168, 169–171, 172–175, 176–177, 178; Writing for Assessment, 196–197, 198–199, 200–201, 202–203, 204, 205


SE: Response to Literature, 181, 182–186, 187–188, 193, 194, 195; also see: Responding to Fine Art and Literature, 35, 51, 69, 85, 101, 115, 133, 151, 165

PO 8. Support conclusions drawn from ideas and concepts in expository text.

SE: Comprehending Nonfiction, 594, Evaluating Forms of Reasoning, 597–598; Study, Reference, and Test–Taking Skills, 606, 607–609, 610–620, 621–625; also see: Internet: research using, 71, newspapers and magazines on, 614, reliability of resources on, copyrighted materials on, 647; Electronic Texts: reading, 605, encyclopedia, 618; Internet Research Handbook, 645–646

PO 7. Explain how one excerpt relates and contributes to the reading selection (e.g., sentence to paragraph, paragraph to selection).




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PO 1. Synthesize information from multiple sources (e.g., texts, maps, illustrations, workplace documents, schematic diagrams) to solve a problem.

SE: Workplace Writing, 206–207, 208–209, 210–211, 212–213; Study, Reference, and Test–Taking Skills, 606, 607–609, 610–620, 621–625

PO 2. Synthesize information from multiple sources (e.g., texts, maps, illustrations, workplace documents, schematic diagrams) to draw conclusions.

SE: Internet: research using, 71, search words, 251, 545, narrowing topic with, 266, Shakespeare resources on, 402, maps on, 559, 618, library access on, 610, 611, electronic databases on, 612, newspapers and magazines on, 614, dictionaries on, 617, using, 620, electronic calendar on, 634, budgeting sites on, 636, word search, 645, subject searches, 646, reliability of resources on, copyrighted materials on, 647; Electronic Texts: reading, 605, dictionary, 617, encyclopedia, 618; Internet Research Handbook, 645–646

PO 3. Identify the objective(s) of functional text (e.g., warranties, product information, technical manuals, consumer publications, workplace documents).

SE: Workplace Writing, 206–207, 208–209, 210–211, 212–213; Study, Reference, and Test–Taking Skills, 606, 607–609, 610–620, 621–625

PO 1. Identify the central argument and its elements (e.g., argument by cause and effect, analogy, authority, emotion, logic) in persuasive text.

SE: Reading Skills: Evaluating What You Read, 595–596, Evaluating Forms of Reasoning, 597–598; Inferences: of author's purpose, 595; Bias, 556; Authors: identifying purpose of, 595; also see: Viewing Information Media Critically, 555; Listening Skills, distinguish between fact and opinion, 556

PO 2. Evaluate the appropriateness of an author’s word choice for an intended audience.

SE: Diction, 30, 186, 203; English, formal and informal, 31; Authors: identifying purpose of, 595; Inferences: of author's purpose, 799

PO 3. Identify unsupported inferences or fallacious reasoning (e.g., circular reasoning, false causality, over-generalization, over-simplification, self-contradiction) in the arguments advanced in persuasive text

SE: Evaluating Forms of Reasoning, 597–598

Concept 2: Functional Text Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.

Concept 3: Persuasive Text Explain basic elements of argument in text and their relationship to the author’s purpose and use of persuasive strategies.




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PO 1. Generate ideas through a variety of activities(e.g., brainstorming, notes and logs, graphic organizers, record of writing ideas and discussion, printed material or other sources).

SE: Prewriting, 5, 34–37, 50–53, 68–71, 84–88, 101–104, 114–117, 132–135, 150–151, 164–168, 182–186, 198–199

PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece.

SE: Considering Your Purpose, 8, 36, 52, 70, 87, 103, 104, 107, 116, 134, 152, 166, 178, 185

PO 3. Determine the intended audience of a writing piece.

SE: Considering Your Audience, 8, 36, 52, 70, 87, 103, 104, 107, 116, 134, 152, 166, 178, 185

PO 4. Establish a controlling idea appropriate to the type of writing.

SE: Shaping Your Writing, thesis statement for, 89, 187, highlighting topic sentences, 156, tracking thesis, 172; Revising: supporting thesis, 201, checking introduction against conclusion, 202

PO 5. Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to plan writing.

SE: Shaping Your Writing, to convey main point, 38, spatial organization for, 72, point–by–point plan for, subject–by–subject plan for, 118, chronological order for, 136, block plan for, 154, with organizational strategy, 169, with outline, 170, quick outline for, 200

PO 6. Maintain a record (e.g., lists, journals, folders, notebooks) of writing ideas.

SE: Revising Sentences: using transition boxes to smooth writing, 94, Highlighting: sentences to evaluate structure, Sentences: structure of, 336–337, 338; Structure: Text, description and structure of 558Opportunities to address this standard can be found on the following pages:

SE: Writing for Assessment, 196–205

Writing Standard Articulated by Grade LevelGrade 9Strand 1: Writing ProcessResearch has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives. While all steps are needed and used by effective writers as they compose text, different skills may be emphasized in individual assignments. These steps may be used recursively as a piece moves toward completion. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress.Concept 1: Prewriting Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

PO 7. Use time management strategies, when appropriate, to produce a writing product within a set time period.




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PO 1. Use a prewriting plan to develop the main idea(s) with supporting details.

SE: Prewriting, 5, 34–37, 50–53, 68–71, 84–88, 101–104, 114–117, 132–135, 150–151, 164–168, 182–186, 198–199

PO 2. Sequence ideas into a cohesive, meaningful order.

SE: Revising Sentences: using transition boxes to smooth writing, 94, Highlighting: sentences to evaluate structure, Sentences: structure of, 336–337, 338; Structure: Text, description and structure of 558

PO 1. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency (See Strand 2)

SE: Revising, 12, 40–44, 56–60, 74–79, 91–95, 106–108, 120–124, 138–142, 156–158, 172–175, 189–193 202–203

PO 2. Add details to the draft to more effectively accomplish the purpose.

SE: Providing Elaboration: SEE method of, 10, 114, add details by exploding the moment, 39, show, don't tell, 55, adding details with the SEE technique, 68, considering a variety of points for illumination, 84, using a pentad to identify key points, 99, prove the connection, 131, using depth–charging, 145, attributing information & let quotations tell the story, 161, including a variety of outside sources, 180, incorporating references from the text, 200, backing up your thesis with support, 213

PO 3. Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose.

SE: Revising: color–coding to improve unity, 40, supporting arguments, 91, highlighting topic sentences, 156, tracking thesis, 172, checking introduction against conclusion, 202; Revising Paragraphs: color–coding connections, 12, making comparisons and contrasts clear, 121, seeing patterns, 173, highlighting topic sentences, 190

PO 4. Rearrange words, sentences, and paragraphs in the draft in order to clarify the meaning or to enhance the writing style

SE: Revising, 12, 40–44, 56–60, 74–79, 91–95, 106–108, 120–124, 138–142, 156–158, 172–175, 189–193 202–203

PO 5. Add transitional words and phrases to the draft in order to clarify meaning or enhance the writing style.

SE: Transitions: list of connecting, 26, 121, paragraph, 28, list of logical, 95, defined; Revising Paragraphs: color–coding connections, 12, Revising Sentences: using transition boxes to smooth writing, 94, Highlighting: sentences to evaluate structure, Sentences: structure of, 336–337, 338; Structure: Text, description and structure of, 558

Concept 2: Drafting Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.

Concept 3: Revising Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)




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PO 6. Use a variety of sentence structures (i.e., simple, compound, complex) to improve sentence fluency in the draft.


PO 7. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.

SE: Revising: color–coding to improve unity, 40, using chutes and ladders, 56, supporting arguments, 91, improving visual layout, 106, improving introduction, 120, highlighting topic sentences, 156, tracking thesis, 172, checking introduction against conclusion, 202; Revising Paragraphs: color–coding connections, 12, shortening sentences, 107, making comparisons and contrasts clear, 121, seeing patterns, 173, highlighting topic sentences, 190; Revising Sentences: using transition boxes to smooth writing, 94; Shaping Your Writing, to convey main point, 38, spatial organization for, 72, point–by–point plan for, subject–by–subject plan for, 118, chronological order for, 136, block plan for, 154, with organizational strategy, 169, with outline, 170, quick outline for, 200

PO 8. Use resources and reference materials (e.g., thesaurus, dictionary) to select more effective and precise language.

SE: Dictionaries, 570; Internet: dictionaries on, 617

PO 1. Identify punctuation, spelling, and grammar and usage errors in the draft. (See Strand 2)

SE: Editing and Proofreading, 45, 61, 96, 109, 125, 143, 159, 176–177, 194, 204, 584, 585

PO 2. Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.

SE: Dictionaries, 570; Internet: dictionaries on, 617

PO 3. Apply proofreading marks to indicate errors in conventions.

SE: Proofreading marks, 656

PO 4. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.

SE: Rubric for Self–Assessment/Reflecting on Your Writing/Building Your Portfolio, 46, 97, 110, 126, 144, 160, 178, 195, 205; also see: Giving and Getting Feedback, 547–548

PO 1. Prepare writing that follows a format appropriate for the purpose (e.g., for display, sharing with others, submitting to a publication).

SE: Publishing and Presenting, 46, 97, 110, 126, 144, 160, 178, 195, 205

Concept 4: Editing Editing includes proofreading and correcting the draft for conventions.

Concept 5: Publishing Publishing includes formatting and presenting a final product for the intended audience.




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PO 2. Include such techniques as principles of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.

SE: Representing Skills, 558–563; also see: Gathering Details: cubing, 71, using T–chart, 88, 153, using organizer, 135, taking notes, 168, using index cards, 186


SE: Writing for Assessment, 196–197, 198–199, 200–201, 202–203, 204, 205

PO 1. Maintain a clear, narrow focus to support the topic.

SE: Main Points: in writing process, 3; Shaping Your Writing, thesis statement for, 89, 187, highlighting topic sentences, 156, tracking thesis, 172; Revising: supporting thesis, 201, checking introduction against conclusion, 202

PO 2. Write with an identifiable purpose and for a specific audience.

SE: Audiences: profile of, 10, for autobiographical writing, 36, tailoring narration language to, 52, for description, 70, analyzing persuasive essays for, 87, matching advertisement with target, 103, linking, with angle for advertisement, 104, 116, addressing, directly for persuasion, 107, identifying writer's, 178, targeting, for cause–and–effect essays, 134, for problem–and–solution essays, 152, matching research goals with, 166, questions to analyze profile of, 185; English, formal and informal, 31

PO 3. Write legibly.

Strand 2: Writing Components This strand focuses on the elements of effective writing. Good writing instruction incorporates multiple performance objectives into an integrated experience of learning for the student. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress. The order of the concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many.

Concept 1: Ideas and Content Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.




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PO 3. Provide sufficient, relevant, and carefully selected details for support.

SE: Facts, supporting main idea with, 23, Shaping Your Writing, to convey main point, 38, Revising: supporting arguments, 91, Providing Elaboration, pointing to supports, 155, supporting thesis, 201; also see: Providing Elaboration: SEE method of, 10, 114, add details by exploding the moment, 39, show, don't tell, 55, adding details with the SEE technique, 68, considering a variety of points for illumination, 84, using a pentad to identify key points, 99, prove the connection, 131, using depth–charging, 145, attributing information & let quotations tell the story, 161, including a variety of outside sources, 180, incorporating references from the text, 200, backing up your thesis with support, 213

PO 4. Demonstrate a thorough, balanced explanation of the topic.

SE: Shaping Your Writing, to convey main point, 38, Revising: supporting arguments, 91, Providing Elaboration, pointing to supports, 155, supporting thesis, 201; also see: Providing Elaboration: SEE method of, 10, 114, add details by exploding the moment, 39, show, don't tell, 55, adding details with the SEE technique, 68, considering a variety of points for illumination, 84, using a pentad to identify key points, 99, prove the connection, 131, using depth–charging, 145, attributing information & let quotations tell the story, 161, including a variety of outside sources, 180, incorporating references from the text, 200, backing up your thesis with support, 213

PO 5. Include ideas and details that show original perspective and insights.

SE: Providing Elaboration: SEE method of, 10, 114, add details by exploding the moment, 39, show, don't tell, 55, adding details with the SEE technique, 68, considering a variety of points for illumination, 84, using a pentad to identify key points, 99, prove the connection, 131, using depth–charging, 145, attributing information & let quotations tell the story, 161, including a variety of outside sources, 180, incorporating references from the text, 200, backing up your thesis with support, 213




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PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).

SE: The Writer in You, 2, A Walk Through the Writing Process, 4, Exposition: Comparison–and–Contrast Essay, 112–113, 114–117, 118–119, 120–124, 125, 126–129; Exposition: Cause–and–Effect Essay, 130–131, 132–135, 136–137, 138–142, 143, 144–147; Exposition: Problem–and–Solution Essay, 148–149, 150–153, 154–155, 156–158, 159, 160; Research Paper, 162–163, 164–168, 169–171, 172–175, 176–177, 178; Writing for Assessment, 196–197, 198–199, 200–201, 202–203, 204, 205; Workplace Writing, 206–207, 208–209, 210–211, 212–213; Study, Reference, and Test–Taking Skills, 606, 607–609, 610–620, 621–625

PO 2. Include a strong beginning or introduction that draws in the reader.

SE: Shaping Your Writing, thesis statement for, 89, 187, highlighting topic sentences, 156, tracking thesis, 172; Revising: supporting thesis, 201, checking introduction against conclusion, 202

PO 3. Place details appropriately to support the main idea.

SE: Gathering Details: hexagonal writing, 11, using timeline, 37, for storytelling, 53, cubing, 71, using T–chart, 88, 153, linking audience and angle, 104, identifying points of comparison, 117, using organizer, 135, taking notes, 168, using index cards, 186, for speeches, 547

PO 4. Use effective transitions among all elements (sentences, paragraphs, and ideas).

SE: Transitions: list of connecting, 26, 121, paragraph, 28, list of logical, 95, defined; Revising Paragraphs: color–coding connections, 12, Revising Sentences: using transition boxes to smooth writing, 94, Highlighting: sentences to evaluate structure, Sentences: structure of, 336–337, 338; Structure: Text, description and structure of, 558

Concept 2: Organization Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.




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PO 5. Employ a variety of paragraphing strategies (e.g., topical, chronological, spatial) appropriate to application and purpose.

SE: Revising Paragraphs, Strategies for: color–coding for connections, 12, exploding a moment, 41, making dialogue realistic, 57, building snapshots, 75, addressing critics, 92, improving sentence power, 107, making comparisons and con-trasts clear, 121, using Reporter's Formula, 139, color–coding for generalizations, 156, seeing patterns, introducing functional, 173, highlighting topic sentences, 190, confirming coherence, 202; Paragraphs: body, 27, 187, 200, developing topical, 137, evaluating patterns in, 173, introduction, 187, 200

PO 6. Create an ending that provides a sense of resolution or closure.

SE: Revising: supporting thesis, 201, checking introduction against conclusion, 202

PO 1. Show awareness of the audience through word choice, style, and an appropriate connection with, or distance from, the audience.

SE: Audiences: profile of, 10, for autobiographical writing, 36, tailoring narration language to, 52, for description, 70, analyzing persuasive essays for, 87, matching advertisement with target, 103, linking, with angle for advertisement, 104, 116, addressing, directly for persuasion, 107, identifying writer's, 178, targeting, for cause–and–effect essays, 134, for problem–and–solution essays, 152, matching research goals with, 166, questions to analyze profile of, 185; English, formal and informal, 31

PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to topic and type of writing.

SE: Revising Paragraphs, Strategies for: exploding a moment, 41, making dialogue realistic, 57, building snapshots, 75

PO 3. Choose appropriate voice (e.g., formal, informal, academic discourse) for the application.

SE: Idioms, in dictionaries, 617; English, formal and informal, 31, Tailoring language for audiences, 52

PO 4. Use engaging and expressive language that shows a commitment to the topic.

SE: Revising Word Choice, Strategies for: circling action verbs, 43, using persuasive language, 95; Synonym Bank, for word choice, 175; Peer Review: of figurative language, 73, of word choice, 44; also see: Revising Paragraphs, Strategies for: exploding a moment, 41, making dialogue realistic, 57, building snapshots, 75

Concept 3: Voice Voice will vary according to the type of piece, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.




(Grades 9-12)




resource(s)

PO 5. Use language appropriate to purpose, topic, and audience.

SE: English, formal and informal, 31, Tailoring, language for audiences, 52, Editorials, 83, 555, editorial about TV violence, 85, Matching Purpose with Audience, 103, 164, Linking Audience, Angle, and, Details, 104, Audiences, addressing, directly for persuasion, 107, Workplace Writing, types of, defined, 207, business letter, 208, letter to workplace, 209, meeting minutes, 210, applications, workplace forms, 212; Communication, effective, 545, one–on–one, 627

PO 1. Use accurate, specific, powerful words and phrases that effectively convey the intended message.

SE: Revising Word Choice, Strategies for: circling action verbs, 43, using persuasive language, 95; Synonym Bank, for word choice, 175; Peer Review: of figurative language, 73, of word choice, 44

PO 2. Use vocabulary that is original, varied, and natural.

SE: Revising Word Choice, Strategies for: circling action verbs, 43, circling vague nouns, 60, circling vague verbs, 78, using persuasive language, 95, color–coding dull words, 108, identifying repeated words, 124, circling vague words, 142, circling suspect words, 158, compiling synonym bank, 175, bracketing modifiers, 192, evaluating informal language, 203; Synonym Bank, for word choice, 175; Peer Review: of figurative language, 73, of word choice, 44

PO 3. Use words that evoke clear images. SE: Revising Word Choice, Strategies for: bracketing modifiers, 192; Synonym Bank, for word choice, 175; Peer Review: of figurative language, 73

PO 4. Use literal and figurative language intentionally when appropriate. (See R09-S2C1-02, R10-S2C1-02, R11-S2C1-02, R12-S2C1-02)

SE: Figurative Language: types of, 73


SE: Revising Word Choice, Strategies for: circling vague nouns, 60, circling vague verbs, 78, color–coding dull words, 108

Concept 4: Word Choice Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

PO 5. Use clichés only when appropriate to purpose.




(Grades 9-12)




resource(s)

PO 1. Use a variety of sentence structures (simple, compound, complex, and compound-complex) and lengths to reinforce relationships among ideas and to enhance the flow of the writing.


PO 2. Show extensive variation in sentence beginnings, lengths, and patterns to enhance the flow of the writing.

SE: Revising Sentences: using transition boxes to smooth writing, 94, Highlighting: sentences to evaluate structure, Sentences: structure of, 336–337, 338; Structure: Text, description and structure of, 558

PO 3. Demonstrate a flow that is natural and powerful when read aloud.

SE: Peer Review: reading aloud for, 95, 142, 158; Drama, 602: dramatic interpretations, presenting, 563; Building Your Portfolio: descriptive oral presentation, 81; Oral Traditions, 603

• holidays SE: Holidays, 463• place/regional names SE: Place/regional names, 462• languages SE: Languages, 464• historical events SE: Historical events, 463• organizations SE: Organizations, 464• academic courses (e.g., algebra/Algebra I) SE: Academic courses, 470• product names SE: Product names, 462b. words used as names (e.g., Grandpa, Aunt Lyn) SE: Words used as names, 465

c. literary titles (book, story, poem, play, song) SE: Literary titles, 469

d. titles SE: Titles, 468e. abbreviations SE: Abbreviations, 467f. proper adjectives (e.g., German shepherd, Chinese restaurant)

SE: Proper adjectives, 467

a. items in a series SE: Items in a series, 480–481b. greetings and closings of letters SE: Letters, 490c. introductory words, phrases and clauses SE: Introductory material, 483; also see:

punctuation: of adverb clauses, 93

d. direct address SE: Direct address, 483e. interruptors SE: Interruptors, 485–487f. compound sentences SE: Compound sentences, 478–479

Concept 5: Sentence Fluency Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.

Concept 6: Conventions Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

PO 1. Use capitals correctly for: a. proper nouns:

PO 2. Use commas to correctly punctuate:




(Grades 9-12)




resource(s)

g. appositives SE: Appositives, 487h. dialogue SE: Commas and dialogue, 491; also see:

Dialogue, punctuating, 45, 61, 509, 539

a. dialogue SE: Dialogue, punctuating, 45, 61, 509, 539b. titles SE: Quotation Marks: with titles, 514–515c. exact words from sources SE: Quotation Marks: with direct quotations,

504–506; Quotations: direct, 171, 640PO 4. Use underlining or italics to correctly identify titles and vessels (e.g., ships, spacecrafts, planes, trains).

SE: Underlining titles, 511–513; Italics, 560

PO 5. Use colons to punctuate business letter salutations and sentences introducing lists.

SE: Business letter, 501

PO 6. Use semicolons to punctuate compound and compound-complex sentences when appropriate.

SE: Semicolons, 494–498

a. contractions SE: Contractions, 538–539 b. singular possessives SE: Singular possessives, 532, 534c. plural possessives SE: Plural possessives, 533, 534–535PO 8. Use hyphens, dashes, parentheses, ellipses, and brackets correctly.

SE: hyphens, dashes, parentheses, 518–531

PO 9. Spell words correctly. SE: Spelling, abbreviations, 109, homophone errors in, 194, 289, tip for remembering, 351, words ending in–ing, 370, silent letters, 386, adverbs vs. pronouns errors of, 397, changed words ending in y, 430, preferred, 438, species, 448, spelling, 564, rules for, 579–585; Editing and Proofreading: spelling, 175, Notebooks: vocabulary, 571

PO 10. Use paragraph breaks to reinforce the organizational structure, including dialogue.

SE: Revising Paragraphs, Strategies for: color–coding for connections, 12, exploding a moment, 41, making dialogue realistic, 57, building snapshots, 75, addressing critics, 92, improving sentence power, 107, making comparisons and con-trasts clear, 121, using Reporter's Formula, 139, color–coding for generalizations, 156, seeing patterns, introducing functional, 173, highlighting topic sentences, 190, confirming coherence, 202; Paragraphs: body, 27, 187, 200, developing topical, 137, evaluating patterns in, 173, introduction, 187, 200

PO 3. Use quotation marks to punctuate:

PO 7. Use apostrophes to punctuate:




(Grades 9-12)




resource(s)

a. parts of speech SE: Nouns, 216–221; Pronouns, 222–231; Verbs, 232–245; Adjectives and Adverbs, 246–263; Prepositions, Conjunctions, and Interjections, 264–277

b. verb forms and tenses SE: Subject–Verb Agreement, 80, 408–416; Verb Usage, tenses, 122, 123, 370–371

c. subject/verb agreement SE: Subject–Verb Agreement, 80, 408–416: for clarity, 143, color match activity, 417

d. pronoun/antecedent agreement SE: Antecedents, of pronouns, 222–223; Pronoun–Antecedent Agreement, 420–426


SE: Agreement, grammatical, 406–427

f. comparative and superlative degrees of adjectives

SE: Superlative Degrees, of comparisons, 430–434, 436–437; Comparative Degrees, 430–434, 436–437

g. modifier placement SE: Modifiers, misplaced, 363–365


SE: Related words, 568

PO 12. Use appropriate format, according to type of writing, to cite sources (e.g., Chicago, APA, MLA, UPI, any other recognized style manual).

SE: Sources: crediting, 171, 640, citing, 638–644; Internet: library access on, 610, electronic databases on, 612, newspapers and magazines on,614, budgeting sites on, 636, copyrighted materials on & reliability of resources on, 647; also see: Workplace Skills and Competencies: interviewing, 627, working with people, 627, problem-solving, effective, 632

PO 11. Demonstrate control of grammar and usage in writing:

e. parallel structure

h. homonyms




(Grades 9-12)




resource(s)

a. describes a sequence of events, focusing on one incident experienced by the author

b. sets scenes and incidents in specific times and places c. describes with specific details the sights, sounds and smells of the scenes d. uses figurative language (e.g., simile, metaphor, personification)

a. includes background information to establish the thesis (hypothesis, essential question), as appropriate b. states a thesis (hypothesis, essential question) with a narrow focus

c. includes evidence in support of a thesis (hypothesis, essential question) in the form of details, facts, examples, or reasons

d. communicates information and ideas from primary and/or secondary sources accurately and coherently, as appropriate e. attributes sources of information as appropriate

f. includes a topic sentence for each body paragraph g. includes relevant factors and variables that need to be considered h. includes visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate

i. includes an effective conclusion

Strand 3: Writing Applications Writing skills particular to the applications listed here may be taught across the curriculum, although some applications may lend themselves more readily to specific content areas. It is imperative that students write in all content areas in order to increase their communication skills, and ultimately to improve their understanding of content area concepts. When appropriate, other content standards are referenced to show interdisciplinary connections.

Concept 1: Expressive Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events. PO 1. Write a personal narrative that:

SE: Biographies, firsthand, 47, Autobiographical Writing, prewriting, 35, drafting, 38–39, revising, 40–44, editing and proofreading, 45, publishing and presenting, rubric for self–assessment, 46, defined; Essays, reflective and personal, 33, documented, 179, parts of, 200, tests, 624, essays, reflective

Concept 2: Expository Expository writing includes non-fiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.

PO 1. Write an explanatory, multi-paragraph essay that: SE: The Writer in You, 2, A Walk Through the Writing Process, 4, Exposition: Comparison–and–Contrast Essay, 112–113, 114–117, 118–119, 120–124, 125, 126–129; Exposition: Cause–and–Effect Essay, 130–131, 132–135, 136–137, 138–142, 143, 144–147; Exposition: Problem–and–Solution Essay, 148–149, 150–153, 154–155, 156–158, 159, 160




(Grades 9-12)




resource(s)

a. presents information purposefully and succinctly to meet the needs of the intended audience

b. follows a conventional business letter format (block, modified block, email)

a. an appropriate return address SE: Letter, 208–209b. an appropriate recipient address SE: Letter, 208–209

a. states a position or claim

b. presents detailed evidence, examples, and reasoning to support effective arguments and emotional appeals

c. attributes sources of information when appropriate

d. structures ideas e. addresses the reader’s concerns

a. describes the author’s use of literary elements (i.e., theme, point of view, characterization, setting, plot)

b. explains different elements of figurative language, (i.e., simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery) in a literary selection c. compares works within a literary genre that deal with similar themes (e.g., compare two short stories or two poems)

Concept 3: Functional Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.

PO 1. Write a business letter that: SE: Workplace Writing, 206–207, 208–209, 210–211, 212–213

PO 2. Address an envelope for correspondence that includes:

Concept 4: Persuasive Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.PO 1. Write a persuasive composition (e.g., business letter, essay) that:

SE: Persuasion, 98, 99, 101–104, 105, 106–108, 109, 110, 111

Concept 5: Literary Response Literary response is the writer’s reaction to a literary selection. The response includes the writer’s PO 1. Write a literary analysis that:

SE: Response to Literature, 181, 182–186, 187–188, 193, 194, 195; also see: Ideas: implied main, 21–22; Plots: summarizing, 52, tracking conflict in, 56, in fiction, 601; Narrators, types of, in storytelling, 54; Figurative language: Similes, Metaphors, 73; Character Studies, 53, 181, 186; Setting: in short story, 53, details of, 186; Point of View, 601; Characters, Action, 601, 602




(Grades 9-12)




resource(s)

a. incorporates evidence in support of a thesis/claim

b. integrates information from two or more pieces of research information

c. integrates direct quotes d. cites sources Example: Write an essay about water conservation in the desert. (See R09-S3C1-03 -04, -05; R10-S3C1-03 -04, -05 )

• LS-P1. Deliver a polished speech that is organized and well suited to the audience and that uses resource materials to clarify and defend positions

SE: Speaking Skills 544: types of speeches, 546, nonverbal strategies, planning a speech, preparation for, preparing note cards for, rhetorical language, verbal strategies, 547; Speakers: focusing on, 549, identifying, in poetry, 602; Oral Presentations, 81

• LS-P2. Deliver an impromptu speech that is organized, addresses a particular subject and is tailored to the audience

SE: Speaking Skills 544: class participation and, 545; also see: Peer Review: pointing to passages for, 60, reading aloud for, 95, 142, 158

• LS-P3. Deliver oral interpretations of literary or original works

SE: Peer Review: reading aloud for, 95, 142, 158; Drama, 602: dramatic interpretations, presenting, 563; Building Your Portfolio: descriptive oral presentation, 81; Oral Traditions, 603

• LS-P4. Conduct an interview, taking appropriate notes and summarizing the information learned

SE: Listening Skills: taking notes, summarizing, and organizing, 549; Workplace Skills: Interviewing for a Job, 628

Concept 6: Research Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product. PO 1. Write an essay that:

SE: Research Paper, 162–163, 164–168, 169–171, 172–175, 176–177, 178; Documented Essay, 179; also see: References: electronic catalogs, 611: types of, 501, 515, 618, 638, on–line sites for, 646; Internet: research using, 71, maps on, 171, 552, 559, 618, search words, 251, 545, narrowing topic with, 266, library access on, 610, electronic databases on, 612, newspapers and magazines on, 614, dictionaries on, 617, electronic calendar on, 634, budgeting sites on, 636, copyrighted materials on & reliability of resources on, 647

STANDARD 3: LISTENING AND SPEAKINGStudents effectively listen and speak in situations that serve different purposes and involve a variety of audiences.

PROFICIENCY (Grades 9-12)Students know and are able to do all of the above and the following:




(Grades 9-12)




resource(s)

• LS-P5. Evaluate the effectiveness of informal and formal presentations that use illustrations, statistics, comparisons and analogies

SE: Viewing Information Media Critically, 555; Listening Skills, distinguish between fact and opinion, 556; also see: Advertisements, 98–111; also see: Peer Review: of word choice, 44, pointing to passages for, 60, of figurative language, 73, encouraging specific, 79, reading aloud for, 95, 142, 158, focus groups for, 108, showing comparisons and contrasts for, 124, analytical reading for, 175, for plus and minus scoring, 193, for vocabulary study, 572

• VP-P1. Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

SE: Viewing Information Media Critically, 555; Listening Skills, distinguish between fact and opinion, 556; also see: Advertisements, 98–111

• VP-P2. Plan, organize, develop, produce and evaluate an effective multimedia presentation, using tools such as charts, photographs, maps, tables, posters, transparencies, slides and electronic media

SE: Multimedia Presentation, 561; Visuals: for elaboration, 171, creating, 558–559

• VP-P3. Analyze and evaluate the impact of visual media on the intended audience

SE: Viewing Information Media Critically, 555; Listening Skills, distinguish between fact and opinion, 556; also see: Advertisements, 98–111

Students know and are able to do all of the above and the following:

STANDARD 4: VIEWING AND PRESENTINGStudents use a variety of visual media and resources to gather, evaluate and synthesize information and to communicate with others.

PROFICIENCY (Grades 9-12)


Prentice Hall Writing and Grammar, Handbook Edition, · PDF file... Using the SQ4R Method,...

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