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 American literature across literary periods;

analyze relationships among characteristics of poetry, including stanzas, line breaks, speaker, and sound devices in poems across a variety of poetic forms;

analyze how the relationships among dramatic elements advance the plot;

analyze characteristics and structural elements of informational texts such as:

clear thesis, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and

the relationship between organizational design and author's purpose;

analyze characteristics and structural elements of argumentative texts such as:

clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;

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

identifiable audience or reader; and

analyze the effectiveness of 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;

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

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

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

evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;

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

analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.

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 strategic organizational structures appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;

edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; 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, resumes, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft;

compose correspondence in a professional or friendly structure;

compose literary analysis using genre characteristics and craft; and

compose rhetorical analysis using genre characteristics and craft.

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility, bias, and accuracy; and

faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction, syntax, and rhetorical strategies;

follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;