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Knowledge and Skills Statement

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 uses appropriate conventions.

Task students with editing their own writing to ensure pronoun-antecedent agreement. Have them highlight singular pronouns in one color and plural pronouns in a second color. Then, have students identify the antecedent that goes with each pronoun and highlight it the same color if it is written correctly. If the antecedent does not match the pronoun, students should highlight it in a third color. Then, have students rewrite the sentences that were incorrect and highlight them with the appropriate colors once they are correct.

Further Explanation

This assessment provides an opportunity for the teacher to observe student development of writing with appropriate pronoun-antecedent agreement. As students use the writing process to compose multiple texts, the editing stage allows them to improve drafts. Ample opportunities should be provided for students review their writing drafts, evaluating for pronoun-antecedent agreement and making necessary changes to improve the quality of their writing.

During the editing stage of the writing process, students further improve their drafts and often prepare them for publishing by correcting conventions errors. Applying standard rules of the English language correctly helps the audience to easily understand the information by not having to interrupt their thinking to decide what the writer intended to say.
In the editing process students should improve drafts by editing for the appropriate use of pronoun-antecedent agreement. Pronouns should always agree with their antecedents in gender, person, and number. For example, in the sentence “Jose and I met our classmates after school so we could study for the test," the pronoun we agrees in number with the antecedent Jose and I. However, in the sentence "The student reviewed their draft and revised the sentence structure,” the pronoun their (plural) does not agree in number with the antecedent student (singular).

Related 2009 Student Expectation

This student expectation is related to the following SE from the 2009 reading/language arts TEKS.

(14)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(D)  edit drafts for grammar, mechanics, and spelling; and

(19)  Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:
(C)  use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.


Composition Writing Studio. Argumentative essay/commentary. University of Purdue’s Online Writing Lab. Retrieved from https://owl.english.purdue.edu/owl/resource/685/05/ 

Summary: This online resource offers a complete overview of the writing processes, genres, mechanics, and components involved in each. The overview includes definition of terms, examples, graphs and charts as appropriate, and additional resources.