use text evidence and original commentary to support an interpretive response;

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

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

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

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

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

analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures;

analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events;

analyze isolated scenes and their contribution to the success of the plot as a whole; and

analyze how historical and cultural settings influence characterization, plot, and theme across texts.

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

read and analyze world literature across literary periods;

analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;

analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

analyze characteristics and structural elements of informational texts such as:

clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

the relationship between organizational design and thesis;

analyze characteristics and structural elements of argumentative texts such as:

clear arguable claim, appeals, and convincing conclusion;

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

identifiable audience or reader; and

analyze characteristics of multimodal and digital texts.

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

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

analyze use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

analyze how the author's use of language informs and shapes the perception of readers;

analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;

analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.

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

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

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

using an organizing structure appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

edit drafts using standard English conventions, including:

a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

consistent, appropriate use of verb tense and active and passive voice;

pronoun-antecedent agreement;

correct capitalization;

punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate; and

correct spelling; and

publish written work for appropriate audiences.

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

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

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