prentice hall literature, the american experience © 2010...

Prentice Hall Literature, The American Experience © 2010 Correlated to:

ACT College Readiness Standards for English, Reading, and Writing

ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING

PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©

2010 College Readiness Standards — English

Topic Development in Terms of

Purpose and Focus

13–15 16–19 Identify the basic purpose or role of a

specified phrase or sentence

Delete a clause or sentence because it is obviously irrelevant to the essay

SE/TE: Revising: Reread for accuracy / effectiveness, 67, 1183, Support, review and evaluate, 121, Explanations, depth of, 177, 529, Logic, clarify, 320, 1260, 1345; also see: Read aloud: to catch awkward sections, 154, for natural rhythms, 439, for smooth flow, 1092

20–23 Identify the central idea or main topic of a straightforward piece of writing

Determine relevancy when presented with a variety of sentence-level details

SE/TE: Revising: Revising: Details, 67, 421, 529, 1309, 1361, Main idea focus, 93, 754, Ideas, 109, 154, 286, 421, 515, 543, 584, 612, 777, 794, 831, 1025, 1078, Support, review and evaluate, 121; also see: Peer review, use, 55, 192, 444, 668, 948, 1260, 1452

24–27 Identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens that focus or to determine if an essay has met a specified goal

Delete material primarily because it disturbs the flow and development of the paragraph

Add a sentence to accomplish a fairly straightforward purpose such as illustrating a given statement

SE/TE: Revising: Reread for accuracy / effectiveness, 67, 1183, Main idea focus, 93, 754, Ideas, 109, 154, 286, 421, 515, 543, 584, 612, 777, 794, 831, 1025, 1078, Facts/data, 177, Support, review and evaluate, 121, Explanations, depth of, 177, 529, Logic, clarify, 320, 1260, 1345, Source material, integrate, 668; also see: Peer review, use, 55, 192, 444, 668, 948, 1260, 1452; Writing Workshop: Rubrics, 195, 447, 675, 951, 1263, 1455; Guide to Rubrics, R43–R46

28–32* Apply an awareness of the focus and purpose of a fairly involved essay to determine the rhetorical effect and suitability of an existing phrase or sentence, or to determine the need to delete plausible but irrelevant material

Add a sentence to accomplish a subtle rhetorical purpose such as to emphasize, to add supporting detail, or to express meaning through connotation

SE/TE: Revising: Reread for accuracy / effectiveness, 67, 1183, Main idea focus, 93, 754, Support, review and evaluate, 121, Explanations, depth of, 177, 529, Logic, clarify, 320, 1260, 1345, Argument, 391, 1260, Audience, knowledge level for, 999, Show instead of tell, 1452; also see: read aloud: to catch awkward sections, 154, for natural rhythms, 439, for smooth flow, 1092

33–36† Determine whether a complex essay has accomplished a specific purpose

Add a phrase or sentence to accomplish a complex purpose, often expressed in terms of the main focus of the essay

SE/TE: Revising: Reread for accuracy / effectiveness, 67, 1183, Feedback, use, 1440; also see: Writing Workshop: Peer review, use, 55, 192, 444, 668, 948, 1260, 1452; Rubrics, 195, 447, 675, 951, 1263, 1455; Guide to Rubrics, R43–R46

1 SE = Student Edition TE = Teacher’s Edition





2010 Organization, Unity, and Coherence

13–15 Use conjunctive adverbs or phrases to show time relationships in simple narrative essays (e.g., then, this time)

SE/TE: Adjective and adverb clauses (sentence variety and combining), 287; also see: Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391

16–19 Select the most logical place to add a sentence in a paragraph

SE/TE: Revising: Connections, strengthen, 154, 357, Structure, overall, 192, Balance, 444, 529, 1025, Logic, clarify, 320, 1260, 1345, Sequence, improve, 948, Cause/effect relationships, 1391

20–23 Use conjunctive adverbs or phrases to express straightforward logical relationships (e.g., first, afterward, in response)

Decide the most logical place to add a sentence in an essay

Add a sentence that introduces a simple paragraph

SE/TE: Revising: Main idea focus, 93, 754, Connections, strengthen, 154, 357, Structure, overall, 192, Balance, 444, 529, 1025, Logic, clarify, 320, 1260, 1345, Sequence, improve, 948, Cause/effect relationships, 1391; Adjective and adverb clauses (sentence variety and combining), 287; also see: Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391; Introductory Phrases and Clauses, 613

24–27 Determine the need for conjunctive adverbs or phrases to create subtle logical connections between sentences (e.g., therefore, however, in addition)

Rearrange the sentences in a fairly uncomplicated paragraph for the sake of logic

Add a sentence to introduce or conclude the essay or to provide a transition between paragraphs when the essay is fairly straightforward

SE/TE: Introduction/body/conclusion, 93, 154, 373, 391, 442, 529, 557, 754, 910, 999, 1025, 1101, 1258, 1422; Revising: Connections, strengthen, 154, 357, Structure, overall, 192, Balance, 444, 529, 1025, Logic, clarify, 320, 1260, 1345, Sequence, improve, 948, Cause/effect relationships, 1391; Adjective and adverb clauses (sentence variety and combining), 287; also see: Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391; Introductory Phrases and Clauses, 613

28–32* Make sophisticated distinctions concerning the logical use of conjunctive adverbs or phrases, particularly when signaling a shift between paragraphs

Rearrange sentences to improve the logic and coherence of a complex paragraph Add a sentence to introduce or conclude a fairly complex paragraph

SE/TE: Introduction/body/conclusion, 93, 154, 373, 391, 442, 529, 557, 754, 910, 999, 1025, 1101, 1258, 1422; Revising: Connections, strengthen, 154, 357, Structure, overall, 192, Balance, 444, 529, 1025, Logic, clarify, 320, 1260, 1345, Sequence, improve, 948, Cause/effect relationships, 1391; Adjective and adverb clauses (sentence variety and combining), 287; also see: Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391






2010 33–36† Consider the need for introductory

sentences or transitions, basing decisions on a thorough understanding of both the logic and rhetorical effect of the paragraph and essay

SE/TE: Introduction/body/conclusion, 93, 154, 373, 391, 442, 529, 557, 754, 910, 999, 1025, 1101, 1258, 1422; Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391; Introductory Phrases and Clauses, 613

Word Choice in Terms of Style, Tone, Clarity, and Economy

13–15 Revise sentences to correct awkward and confusing arrangements of sentence elements

Revise vague nouns and pronouns that create obvious logic problems

SE/TE: Logic, clarify, 320, 1260, 1345; Sentence fragments, 447, 951; Pronoun-antecedent agreement, 911, R59; SAT Test Prep: Improving Sentences, 962–963; Avoiding Sentence Fragments and Run-ons, 1237

16–19 Delete obviously synonymous and wordy material in a sentence

Revise expressions that deviate from the style of an essay

SE/TE: Revising: Language, 121, 663, 1452, Rhythms, 439, Modifiers, replace weak, 1322; also see: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Read aloud: to catch awkward sections, 154, for natural rhythms, 439, for smooth flow, 1092

20–23 Delete redundant material when information is repeated in different parts of speech (e.g., “alarmingly startled”)

Use the word or phrase most consistent with the style and tone of a fairly straightforward essay

Determine the clearest and most logical conjunction to link clauses

SE/TE: Conjunctions, 31, 94, 155; Revising: Language, 121, 663, 1452, Logic, clarify, 320, 1260, 1345, Modifiers, replace weak, 1322; also see: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Read aloud: to catch awkward sections, 154, for natural rhythms, 439, for smooth flow, 1092

24–27 Revise a phrase that is redundant in terms of the meaning and logic of the entire sentence

Identify and correct ambiguous pronoun references

Use the word or phrase most appropriate in terms of the content of the sentence and tone of the essay

SE/TE: Conjunctions, 31, 94, 155; Revising: Language, 121, 663, 1452, Logic, clarify, 320, 1260, 1345, Modifiers, replace weak, 1322; Pronoun-antecedent agreement, 911, R59; also see: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Read aloud: to catch awkward sections, 154, for natural rhythms, 439, for smooth flow, 1092

28–32* Correct redundant material that involves sophisticated vocabulary and sounds acceptable as conversational English (e.g., “an aesthetic viewpoint” versus “the outlook of an aesthetic viewpoint”)

Correct vague and wordy or clumsy and confusing writing containing sophisticated language

SE/TE: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Revising: Language, 121, 663, 1452; Read aloud: to catch awkward sections, 154, for natural rhythms, 439, for smooth flow, 1092






2010 33–36† Delete redundant material that involves

subtle concepts or that is redundant in terms of the paragraph as a whole

SE/TE: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Revising: Language, 121, 663, 1452; Feedback, use, 1440

Sentence Structure and Formation

13–15 Use conjunctions or punctuation to join simple clauses

Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences

SE/TE: Conjunctions, 31, 94, 155; Adjective and adverb clauses (sentence variety and combining), 287; Verb tense, 1093, R60

16–19 Determine the need for punctuation and conjunctions to avoid awkward-sounding sentence fragments and fused sentences

Decide the appropriate verb tense and voice by considering the meaning of the entire sentence

SE/TE: Conjunctions, 31, 94, 155; Adjective and adverb clauses (sentence variety and combining), 287; Sentence fragments, 447, 951; Verb tense, 1093, R60; Avoiding Sentence Fragments and Run-ons, 1237; also see: SAT Test Prep: Improving Sentences, 962–963

20–23 Recognize and correct marked disturbances of sentence flow and structure (e.g., participial phrase fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers)

SE/TE: Sentence fragments, 447, 951; Modifier placement, 585; SAT Test Prep: Improving Sentences, 962–963; Avoiding Sentence Fragments and Run-ons, 1237

24–27 Revise to avoid faulty placement of phrases and faulty coordination and subordination of clauses in sentences with subtle structural problems

Maintain consistent verb tense and pronoun person on the basis of the preceding clause or sentence

SE/TE: Coordinating conjunctions, 31; Correlative conjunctions, 94; Subordinating conjunctions, 155; Adjective and adverb clauses (sentence variety and combining), 287; Pronoun-antecedent agreement, 911, R59; Verb tense, 1093, R60

28–32* Use sentence-combining techniques, effectively avoiding problematic comma splices, run-on sentences, and sentence fragments, especially in sentences containing compound subjects or verbs

Maintain a consistent and logical use of verb tense and pronoun person on the basis of information in the paragraph or essay as a whole

SE/TE: Sentences, combining, 31, 94; Conjunctions, 155; Adjective and adverb clauses (sentence variety and combining), 287; Sentence fragments, 447, 951; Verb tense, 1093, R60; Avoiding Sentence Fragments and Run-ons, 1237; also see: SAT Test Prep: Improving Sentences, 962–963; Pronoun-antecedent agreement, 911, R59; Verb tense, 1093, R60; Varying Sentences, 1441

33–36† Work comfortably with long sentences and complex clausal relationships within sentences, avoiding weak conjunctions between independent clauses and maintaining parallel structure between clauses

SE/TE: Coordinating conjunctions, 31; Correlative conjunctions, 94; Subordinating conjunctions, 155; Adjective and adverb clauses (sentence variety and combining), 287; Parallel structure, 1423






2010 Conventions of Usage

13–15 Solve such basic grammatical problems as how to form the past and past participle of irregular but commonly used verbs and how to form comparative and superlative adjectives

SE/TE: Comparative and Superlative Adjectives and Adverbs, 321; Verb tense, 1093, R60

16–19 Solve such grammatical problems as whether to use an adverb or adjective form, how to ensure straightforward subject-verb and pronoun-antecedent agreement, and which preposition to use in simple contexts

Recognize and use the appropriate word in frequently confused pairs such as there and their, past and passed, and led and lead

SE/TE: Comparative and Superlative Adjectives and Adverbs, 321; Subject-verb agreement, 755, R59; Pronoun-antecedent agreement, 911, R59; Commonly Confused Words, R60–R61

20–23 Use idiomatically appropriate prepositions, especially in combination with verbs (e.g., long for, appeal to)

Ensure that a verb agrees with its subject when there is some text between the two

SE/TE: Subject-verb agreement, 755, R59; Prepositions and Prepositional Phrases, R57

24–27 Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences

Identify the correct past and past participle forms of irregular and infrequently used verbs and form present-perfect verbs by using have rather than of

SE/TE: Pronoun-antecedent agreement, 911, R59; Verb tense, 1093, R60

28–32* Correctly use reflexive pronouns, the possessive pronouns its and your, and the relative pronouns who and whom

Ensure that a verb agrees with its subject in unusual situations (e.g., when the subject verb order is inverted or when the subject is an indefinite pronoun)

SE/TE: Subject-verb agreement, 755, R59; Pronoun (indefinite as subject), 755, R59

33–36† Provide idiomatically and contextually appropriate prepositions following verbs in situations involving sophisticated language or ideas

Ensure that a verb agrees with its subject when a phrase or clause between the two suggests a different number for the verb

SE/TE: Subject-verb agreement, 755, R59; Prepositions and Prepositional Phrases, R57

Conventions of Punctuation

13–15 Delete commas that create basic sense problems (e.g., between verb and direct object)

SE/TE: Editing and Proofreading: Commas, 1263






2010 16–19 Provide appropriate punctuation in

straightforward situations (e.g., items in a series)

Delete commas that disturb the sentence flow (e.g., between modifier and modified element)

SE/TE: Grammar and Style: Commas and conjunctions, 31; Editing and Proofreading: Commas, 1263; Handbook: commas, R61

20–23 Use commas to set off simple parenthetical phrases

Delete unnecessary commas when an incorrect reading of the sentence suggests a pause that should be punctuated (e.g., between verb and direct object clause)

SE/TE: Grammar and Style: Commas and conjunctions, 31; Editing and Proofreading: Commas, 1263; Handbook: commas, R61

24–27 Use punctuation to set off complex parenthetical phrases

Recognize and delete unnecessary commas based on a careful reading of a complicated sentence (e.g., between the elements of a compound subject or compound verb joined by and)

Use apostrophes to indicate simple possessive nouns

Recognize inappropriate uses of colons and semicolons

SE/TE: Grammar and Style: Commas and conjunctions, 31; Editing and Proofreading: Commas, 1263; Handbook: commas, R61, apostrophe, R62

28–32* Use commas to set off a nonessential/nonrestrictive appositive or clause

Deal with multiple punctuation problems (e.g., compound sentences containing unnecessary commas and phrases that may or may not be parenthetical)

Use an apostrophe to show possession, especially with irregular plural nouns

Use a semicolon to indicate a relationship between closely related independent clauses

SE/TE: Grammar and Style: Commas and conjunctions, 31; Editing and Proofreading: Commas, 1263; Handbook: commas, R61, semicolons, colons, apostrophes, R62; also see: Editing/Proofreading: Punctuation, 951, Dialogue punctuation, 1455; Writer's Toolbox: Dialogue punctuation, 1453

33–36† Use a colon to introduce an example or an elaboration

SE/TE: Handbook: colons, R62

College Readiness Standards — Reading

Main Ideas and Author's Approach

13–15 Recognize a clear intent of an author or narrator in uncomplicated literary narratives

SE/TE: ACT Test Prep: Author’s Purpose, 202–204; also see: Author's purpose, 56, 62, 64, 66, 516, 518, 528, 552, 557, 1456; Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375






2010 16–19 Identify a clear main idea or purpose of

straightforward paragraphs in uncomplicated literary narratives

SE/TE: ACT Test Prep: Author’s Purpose, 202–204; also see: Author's purpose, 56, 62, 64, 66, 516, 518, 528, 552, 557, 1456; Essential message, determine, 74, 334, 342, 349, 356, 552, 557; Main idea, summarize to identify, 168; Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Main idea and supporting details, 1102, 1110, 1113

20–23 Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives

Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages

SE/TE: Author's purpose, 56, 62, 64, 66, 516, 518, 528, 552, 557, 1456; Essential message, determine, 74, 334, 342, 349, 356, 552, 557; Rhetorical devices, analyze/compare, 97, 392, 1102, 1113; Political assumptions, analyze, 98, 108, 982, 998; Main idea, summarize to identify, 168; ACT Test Prep: Author’s Purpose, 202–204; Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Inference, draw, 270, 275, 277, 279, 285, 764, 765, 769; Speaker's attitude, compare and contrast, 406, 420; Structure/meaning, evaluate, 772, 776; Details, identify supporting, 1102, 1110, 1113; Arguments, evaluate, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214; Social commentary, compare, 1346, 1355; Points of view, compare, 1424, 1439






2010 24–27 Identify a clear main idea or purpose of

any paragraph or paragraphs in uncomplicated passages

Infer the main idea or purpose of straightforward paragraphs in more challenging passages

Summarize basic events and ideas in more challenging passages

Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in more challenging passages

SE/TE: Author's purpose, 56, 62, 64, 66, 516, 518, 528, 552, 557, 1456; Essential message, determine, 74, 334, 342, 349, 356, 552, 557; Rhetorical devices, analyze/compare, 97, 392, 1102, 1113; Political assumptions, analyze, 98, 108, 982, 998; Summarize, 168, 172, 176, 181, 183, 186, 189, 194, 196, 282, 283, 289, 291, 1366, 1370, 1376; ACT Test Prep: Author’s Purpose, 202–204; Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Inference, draw, 270, 275, 277, 279, 285, 764, 765, 769; Speaker's attitude, compare and contrast, 406, 420; Structure/meaning, evaluate, 772, 776; Details, identify supporting, 1102, 1110, 1113; Arguments, evaluate, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214; Social commentary, compare, 1346, 1355; Points of view, compare, 1424, 1439

28–32* Infer the main idea or purpose of more challenging passages or their paragraphs

Summarize events and ideas in virtually any passage

Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in virtually any passage

SE/TE: Summarize, 168, 172, 176, 181, 183, 186, 189, 194, 196, 282, 283, 289, 291, 1366, 1370, 1376; Inference, draw, 270, 275, 277, 279, 285, 764, 765, 769; also see: Author's purpose, 56, 62, 64, 66, 516, 518, 528, 552, 557, 1456; Essential message, determine, 74, 334, 342, 349, 356, 552, 557; Rhetorical devices, analyze/compare, 97, 392, 1102, 1113; Political assumptions, analyze, 98, 108, 982, 998; ACT Test Prep: Author’s Purpose, 202–204; Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Speaker's attitude, compare and contrast, 406, 420; Structure/meaning, evaluate, 772, 776; Details, identify supporting, 1102, 1110, 1113; Arguments, evaluate, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214; Social commentary, compare, 1346, 1355; Points of view, compare, 1424, 1439






2010 33–36† Identify clear main ideas or purposes of

complex passages or their paragraphs

SE/TE: ACT Test Prep: Author’s Purpose, 202–204; also see: Author's purpose, 56, 62, 64, 66, 516, 518, 528, 552, 557, 1456; Essential message, determine, 74, 334, 342, 349, 356, 552, 557; Main idea, summarize to identify, 168; Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Main idea and supporting details, 1102, 1110, 1113

Supporting Details

13–15 Locate basic facts (e.g., names, dates, events) clearly stated in a passage

SE/TE: Informational Texts: fact and opinion, distinguish between, 1250, 1257, 1264

16–19 Locate simple details at the sentence and paragraph level in uncomplicated passages

Recognize a clear function of a part of an uncomplicated passage

SE/TE: ACT/SAT Reading Test Prep: Paired Passages, 454–456; Short Reading Passage, 1462–1464; also see: Details chart, use, 18; Signal words, recognize, 46, 49, 54, 55; Sentences, break down long, 56, 64, 66, 291, 298, 304, 308, 313, 318; Paraphrase to determine meaning, 74, 76, 79, 778, 781, 783, 1376, 1381; Context clues, use, 84, 90, 92, 1442; Details, 334, 342, 349, 356, 552, 557, 1102, 1110, 1113, 1356, 1360; Main idea and supporting details, 1102, 1110, 1113

20–23 Locate important details in uncomplicated passages

Make simple inferences about how details are used in passages

SE/TE: /SAT Reading Test Prep: Paired Passages, 454–456; Short Reading Passage, 1462–1464; also see: Details chart, use, 18; Paraphrase to determine meaning, 74, 76, 79, 778, 781, 783, 1376, 1381; Details, 334, 342, 349, 356, 552, 557, 1102, 1110, 1113, 1356, 1360; Inference, draw, 270, 275, 277, 279, 285, 1346, 1355; Main idea and supporting details, 1102, 1110, 1113

24–27 Locate important details in more challenging passages

Locate and interpret minor or subtly stated details in uncomplicated passages

Discern which details, though they may appear in different sections throughout a passage, support important points in more challenging passages

SE/TE: ACT/SAT Reading Test Prep: Social Science, 202–204; Humanities, 682–684; Long Reading Passage, 958–960; Prose Fiction, 1270–1272; also see: Details chart, use, 18; Paraphrase to determine meaning, 74, 76, 79, 778, 781, 783, 1376, 1381; Details, 334, 342, 349, 356, 552, 557, 1102, 1110, 1113, 1356, 1360; Inference, draw, 270, 275, 277, 279, 285, 1346, 1355; Main idea and supporting details, 1102, 1110, 1113






2010 28–32* Locate and interpret minor or subtly

stated details in more challenging passages

Use details from different sections of some complex informational passages to support a specific point or argument

SE/TE: ACT/SAT Reading Test Prep: Social Science, 202–204; Humanities, 682–684; Long Reading Passage, 958–960; Prose Fiction, 1270–1272; also see: Informational Texts: writer's perspective, analyze, 178–187, writer's purpose, identify, 242–255, questions, generate, 492–505, anecdotal scripting, 558–562, philosophical assumptions, analyze, 614–623, inferences, draw, 764–771, symbols, evaluate persuasive use of, 1000–1007, clarify using rereading and context clues, use, 1442–1447

33–36† Locate and interpret details in complex passages

Understand the function of a part of a passage when the function is subtle or complex

SE/TE: ACT/SAT Reading Test Prep: Social Science, 202–204; Humanities, 682–684; Long Reading Passage, 958–960; Prose Fiction, 1270–1272; also see: Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Political assumptions, analyze, 98, 108, 982, 998; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Historical period, evaluate influences of, 226, 229, 231, 237, 240, 634, 639, 1216, 1218, 1234; Essential message, determine, 334, 342, 349, 356, 552, 557; Challenging or Questioning the text, 364, 372; Writer's views/insights, compare, 536, 543; Philosophical argument, analyze, 626, 633, 784, 793; Arguments, evaluate, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214

Sequential, Comparative, and Cause-Effect Relationships

13–15 Determine when (e.g., first, last, before, after) or if an event occurred in uncomplicated passages

Recognize clear cause-effect relationships described within a single sentence in a passage

SE/TE: Sequence of events, clarify, 46, 832, 844; Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390






2010 16–19 Identify relationships between main

characters in uncomplicated literary narratives

Recognize clear cause-effect relationships within a single paragraph in uncomplicated literary narratives

SE/TE: Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390; Conflict, external / internal, 190, 594, 598, 604, 606, 607, 609, 611, 796, 814, 819, 822, 826, 830, 1160, 1162, 1164, 1167, 1173, 1182; Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Plot device, 1296, 1299, 1300, 1303, 1308

20–23 Order simple sequences of events in uncomplicated literary narratives

Identify clear relationships between people, ideas, and so on in uncomplicated passages

Identify clear cause-effect relationships in uncomplicated passages

SE/TE: Sequence of events, clarify, 46, 832, 844; Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390; Conflict, external / internal, 190, 594, 598, 604, 606, 607, 609, 611, 796, 814, 819, 822, 826, 830, 1160, 1162, 1164, 1167, 1173, 1182; Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Plot device, 1296, 1299, 1300, 1303, 1308






2010 24–27 Order sequences of events in

uncomplicated passages

Understand relationships between people, ideas, and so on in uncomplicated passages

Identify clear relationships between characters, ideas, and so on in more challenging literary narratives

Understand implied or subtly stated cause-effect relationships in uncomplicated passages

Identify clear cause-effect relationships in more challenging passages

SE/TE: Sequence of events, clarify, 46, 832, 844; Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390; Conflict, external / internal, 190, 594, 598, 604, 606, 607, 609, 611, 796, 814, 819, 822, 826, 830, 1160, 1162, 1164, 1167, 1173, 1182; Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Plot device, 1296, 1299, 1300, 1303, 1308

28–32* Order sequences of events in more challenging passages

Understand the dynamics between people, ideas, and so on in more challenging passages

Understand implied or subtly stated cause-effect relationships in more challenging passages

SE/TE: Sequence of events, clarify, 46, 832, 844; Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390; Conflict, external / internal, 190, 594, 598, 604, 606, 607, 609, 611, 796, 814, 819, 822, 826, 830, 1160, 1162, 1164, 1167, 1173, 1182; Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot device, 1296, 1299, 1300, 1303, 1308






2010 33–36† Order sequences of events in complex

passages

Understand the subtleties in relationships between people, ideas, and so on in virtually any passage

Understand implied, subtle, or complex cause-effect relationships in virtually any passage

SE/TE: Sequence of events, clarify, 46, 832, 844; Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390; Conflict, external / internal, 190, 594, 598, 604, 606, 607, 609, 611, 796, 814, 819, 822, 826, 830, 1160, 1162, 1164, 1167, 1173, 1182; Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot device, 1296, 1299, 1300, 1303, 1308

Meanings of Words

13–15 Understand the implication of a familiar word or phrase and of simple descriptive language

SE/TE: Use context clues (reading strategy), 84, 90, 92, 1442; Vocabulary in Context: SAT Reading Comprehension, 205, 457, SAT Critical Reading, 685, 961, 1273, 1465; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Simile, 784, 793, 1050, 1055; Imagery, 718, 726, 792, 866, 871, 922, 927, 1364, 1367, 1369; also see: Developing American English: Truth About O.K., 221, Sliding With Slang, 701, Brave New Words, 1287; Vocabulary Workshop: Political Science, History Terms, 450, Mythology, Words from, 678, Religious Traditions, Words from, 678, Scientific, Medical, Mathematical Terms, 954, Idioms, Idiomatic Expressions, 1266, Cognates, 1458

16–19 Use context to understand basic figurative language

SE/TE: Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Simile, 784, 793, 1050, 1055; also see: Use context clues (reading strategy), 84, 90, 92, 1442; Vocabulary in Context: SAT Reading Comprehension, 205, 457, SAT Critical Reading, 685, 961, 1273, 1465






2010 20–23 Use context to determine the

appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passages

SE/TE: Use context clues (reading strategy), 84, 90, 92, 1442; Vocabulary in Context: SAT Reading Comprehension, 205, 457, SAT Critical Reading, 685, 961, 1273, 1465; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Simile, 784, 793, 1050, 1055

24–27 Use context to determine the appropriate meaning of virtually any word, phrase, or statement in uncomplicated passages

Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in more challenging passages

SE/TE: Use context clues (reading strategy), 84, 90, 92, 1442; Vocabulary in Context: SAT Reading Comprehension, 205, 457, SAT Critical Reading, 685, 961, 1273, 1465; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Simile, 784, 793, 1050, 1055

28–32* Determine the appropriate meaning of

words, phrases, or statements from

figurative or somewhat technical

contexts

SE/TE: Vocabulary Workshop: Political Science, History Terms, 450, Scientific, Medical, Mathematical Terms, 954; Technical language, clarify, 569, 572, 582; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Simile, 784, 793, 1050, 1055

33–36† Determine, even when the language is richly figurative and the vocabulary is difficult, the appropriate meaning of context-dependent words, phrases, or statements in virtually any passage

SE/TE: Vocabulary Workshop: Political Science, History Terms, 450, Scientific, Medical, Mathematical Terms, 954; Technical language, clarify, 569, 572, 582; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Simile, 784, 793, 1050, 1055; also see: Use context clues (reading strategy), 84, 90, 92, 1442; Vocabulary in Context: SAT Reading Comprehension, 205, 457, SAT Critical Reading, 685, 961, 1273, 1465

Generalizations and Conclusions

13–15 Draw simple generalizations and conclusions about the main characters in uncomplicated literary narrative

SE/TE: Reading Strategy: Conclusions, draw (and remain aware of direct & indirect characterization), 1010, 1015, 1020, 1024, 1392, 1393, 1401; also see: Critical Reading: Generalize, 23, 39, 107, 150, 370, 400, 431, 501, 1023, 1076; Draw conclusions, 54, 65, 72, 77, 103, 119, 164, 175, 239, 264, 267, 284, 370, 389, 411, 433, 436, 527, 549, 632, 638, 827, 870, 925, 995, 997, 1054, 1181, 1233, 1248, 1331, 1359, 1399, 1432, 1438






2010 16–19 Draw simple generalizations and

conclusions about people, ideas, and so on in uncomplicated passages


20–23 Draw generalizations and conclusions about people, ideas, and so on in uncomplicated passages

Draw simple generalizations and conclusions using details that support the main points of more challenging passages


24–27 Draw subtle generalizations and conclusions about characters, ideas, and so on in uncomplicated literary narratives

Draw generalizations and conclusions about people, ideas, and so on in more challenging passages


28–32* Use information from one or more sections of a more challenging passage to draw generalizations and conclusions about people, ideas, and so on







2010 33–36† Draw complex or subtle generalizations

and conclusions about people, ideas, and so on, often by synthesizing information from different portions of the passage

Understand and generalize about portions of a complex literary narrative

SE/TE: Reading Strategy: Conclusions, draw (and remain aware of direct & indirect characterization), 1010, 1015, 1020, 1024, 1392, 1393, 1401; also see: Critical Reading: Generalize, 23, 39, 107, 150, 370, 400, 431, 501, 1023, 1076; Synthesize, 44, 115, 126, 185, 284, 621, 622, 792, 856, 905, 1340; Draw conclusions, 54, 65, 72, 77, 103, 119, 164, 175, 239, 264, 267, 284, 370, 389, 411, 433, 436, 527, 549, 632, 638, 827, 870, 925, 995, 997, 1054, 1181, 1233, 1248, 1331, 1359, 1399, 1432, 1438

College Readiness Standards — ACT Assessment Writing Test

Expressing Judgments

3-4 Show a little understanding of the persuasive purpose of the task but neglect to take or to maintain a position on the issue in the prompt

Show limited recognition of the complexity of the issue in the prompt

SE/TE: ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Writing Workshop: Persuasive Essay, 1256–1263; Writing Lesson: Persuasive Editorial, 121; Editorial, 391, 663; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391

5-6 Show a basic understanding of the persuasive purpose of the task by taking a position on the issue in the prompt but may not maintain that position

Show a little recognition of the complexity of the issue in the prompt by acknowledging, but only briefly describing, a counterargument to the writer’s position


7-8 Show understanding of the persuasive purpose of the task by taking a position on the issue in the prompt

Show some recognition of the complexity of the issue in the prompt by

• acknowledging counterarguments to the writer’s position

• providing some response to counterarguments to the writer’s position







2010 9-10 Show clear understanding of the

persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a broad context for discussion

Show recognition of the complexity of the issue in the prompt by

• partially evaluating implications and/or complications of the issue, and/or

• posing and partially responding to counterarguments to the writer’s position


11-12 Show clear understanding of the persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a critical context for discussion

Show understanding of the complexity of the issue in the prompt by

• examining different perspectives, and/or

• evaluating implications or complications of the issue, and/or

• posing and fully discussing counterarguments to the writer’s position


Focusing on the Topic

3-4 Maintain a focus on the general topic in the prompt through most of the essay

SE/TE: Persuasive Essay: Topic, choose/narrow, 1257, Introduction/body/conclusion, 1258, Argument, 1260; also see: Persuasive Editorial, 121; Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391

5-6 Maintain a focus on the general topic in the prompt throughout the essay







2010 7-8 Maintain a focus on the general topic in

the prompt throughout the essay and attempt a focus on the specific issue in the prompt

Present a thesis that establishes focus on the topic


9-10 Maintain a focus on discussion of the specific topic and issue in the prompt throughout the essay

Present a thesis that establishes a focus on the writer’s position on the issue


11-12 Maintain a clear focus on discussion of the specific topic and issue in the prompt

throughout the essay

Present a critical thesis that clearly establishes the focus on the writer’s position on the issue


Developing a Position

3-4 Offer a little development, with one or two ideas; if examples are given, they are general and may not be clearly relevant; resort often to merely repeating ideas

Show little or no movement between general and specific ideas and examples

SE/TE: Persuasive Essay: Appeals, effective, 1258, Argument, 1260; also see: Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391

5-6 Offer limited development of ideas using a few general examples; resort sometimes to merely repeating ideas

Show little movement between general and specific ideas and examples







2010 7-8 Develop ideas by using some specific

reasons, details, and examples

Show some movement between general and specific ideas and examples


9-10 Develop most ideas fully, using some specific and relevant reasons, details, and examples

Show clear movement between general and specific ideas and examples


11-12 Develop several ideas fully, using specific and relevant reasons, details, and examples

Show effective movement between general and specific ideas and examples


Organizing Ideas

3-4 Provide a discernible organization with some logical grouping of ideas in parts of the essay

Use a few simple and obvious transitions Present a discernible, though minimally developed, introduction and conclusion

SE/TE: Persuasive Essay: Topic, choose/narrow, 1257, Introduction/body/conclusion, 1258, Argument, 1260; also see: Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391

5-6 Provide a simple organization with logical grouping of ideas in parts of the essay

Use some simple and obvious transitional words, though they may at times be inappropriate or misleading

Present a discernible, though underdeveloped, introduction and conclusion







2010 7-8 Provide an adequate but simple

organization with logical grouping of ideas in parts of the essay but with little evidence of logical progression of ideas

Use some simple and obvious, but appropriate, transitional words and phrases

Present a discernible introduction and conclusion with a little development


9-10 Provide unity and coherence throughout the essay, sometimes with a logical progression of ideas

Use relevant, though at times simple and obvious, transitional words and phrases to convey logical relationships between ideas

Present a somewhat developed introduction and conclusion


11-12 Provide unity and coherence throughout the essay, often with a logical progression of ideas

Use relevant transitional words, phrases, and sentences to convey logical relationships

between ideas Present a well-developed introduction and conclusion


Using Language

3-4 Show limited control of language by

• correctly employing some of the conventions of standard English grammar, usage, and mechanics, but with distracting errors that sometimes significantly impede understanding

• using simple vocabulary

• using simple sentence structure

SE/TE: Persuasive Essay: Conventions, 1261, Editing and Proofreading, 1263; Writer's Toolbox: Word choice, 193, Voice, tone/diction of, 445, Organization, effective, 667, Media to support ideas, 949, Parallelism, 1261, Dialogue punctuation, 1453; Editing/Proofreading, 195, 447, 675, 951, 1263, 1455; also see: Grammar, Usage, and Mechanics, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323, R56–R63






2010 5-6 Show a basic control of language by

• correctly employing some of the conventions of standard English grammar, usage, and mechanics, but with distracting errors that sometimes impede understanding

• using simple but appropriate vocabulary

• using a little sentence variety, though most sentences are simple in structure


7-8 Show adequate use of language to

communicate by

• correctly employing many of the conventions of standard English grammar, usage, and mechanics, but with some distracting errors that may occasionally impede understanding

• using appropriate vocabulary

• using some varied kinds of sentence structures to vary pace


9-10 Show competent use of language to

communicate ideas by

• correctly employing most conventions of standard English grammar, usage, and mechanics, with a few distracting errors but none that impede understanding

• using some precise and varied vocabulary

• using several kinds of sentence structures to vary pace and to support meaning


11-12 Show effective use of language to clearly

communicate ideas by

• correctly employing most conventions of standard English grammar, usage, and mechanics, with just a few, if any, errors

• using precise and varied vocabulary

• using a variety of kinds of sentence structures to vary pace and to support meaning



prentice hall literature, the american experience © 2010...

Documents