prentice hall writing and grammar: communication in · pdf file ·...

Prentice Hall Writing and Grammar: Communication in Action, Ruby Level © 2004

Correlated to: Virginia English Standards of Learning Curriculum Framework

(Grade 11)

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

VIRGINIA ENGLISH STANDARDS OF LEARNING CURRICULUM FRAMEWORK PAGE(S) WHERE TAUGHT

FOCUS STRAND: ORAL LANGUAGE GRADE LEVEL 11 At the eleventh-grade level, students will use a variety of oral-communication skills and provide accurate evidence to give informative and persuasive oral presentations. They will also critique and assess the effectiveness of persuasive presentations by others. 11.1 The student will make informative and persuasive presentations. a) Gather and organize evidence to support a position. b) Present evidence clearly and convincingly. c) Support and defend ideas in public forums.

SE/TE: Debates, 119; Dramatic Reading, 110; Discussion: organizing a, 335; Speaking Skills starts on page 787: Speeches: volume, pitch, and tone, 789; audience and, 788, 790; also see: Multimedia Report, 292–294; Media and Technology Skills: video slide show, 69; creating a video advertisement, 163; producing a documentary, 295; Peer Review: 21, 62, 85, 108, 135, 156, 184, 207, 232, 256, 285, 315,

TE: Autobiographical information, tone of voice, 66; connections between spoken and written speech, 112; difference in impact between oral and written presentation, 121; deliver essay as speech, 260

TR: Academic and Workplace Skills Activity Book, Topic Bank for Heterogeneous Classes

TECH: Language Lab CD-ROM, Resource Pro CD-ROM, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com

d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

SE/TE: Language Usage, Word Choice and, 844–845; Formal & Informal English, 43; Jargon, 284. 845, 919; Technical Language, 231, 284; Images, and Loaded Language, 798

TR: Vocabulary and Spelling Practice Book, Academic and Workplace Skills Activity Workbook

TECH: PH SuccessNet™ with iText CD-ROM; Resource Pro CD-ROM, Test Bank CD-ROM; Writer’s at Work Videotape; Writing and Grammar Companion Web Site

Prentice Hall Writing and Grammar: Communication in Action, Ruby Level © 2004 Correlated to:

Virginia English Standards of Learning Curriculum Framework, (Grade 11)



ESSENTIAL UNDERSTANDINGS All students should • understand how reading, writing, and discussion

can be used to generate ideas and plan presentations

• understand how to support and defend their ideas • understand rhetorical devices and techniques

SE/TE: Speaking in Public, 788–790: Working With Others, 881–882; Learn Teamwork, 883–884; also see: Debates, 119; Dramatic Reading, 110; Discussion, 883 organizing a, 335; Multimedia Report, 292–294; Media and Technology Skills: video slide show, 69; creating a video advertisement, 163; producing a documentary, 295; Peer Review: 21, 62, 85, 108, 135, 156, 184, 207, 232, 256, 285, 315,

TE: Difference in impact between oral and written presentation, 121; deliver essay as speech, 260



• identify speech appropriate for audience, topic,

and situation.

ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • define a position and select evidence to support

that position through reading, writing, and discussion

• develop well-organized presentations to defend a position or present information

• apply persuasive rhetorical devices and techniques • use effective evidence and oral-delivery skills to

convince an audience

SE/TE: Debates, 119; Dramatic Reading, 110; Discussion, 883 organizing a, 335; Speaking Skills starts on page 787: Speeches: volume, pitch, and tone, 789; audience and, 788, 790; Interpretative Performance, 805; Working With Others, 881–882; Learn Teamwork, 883–884; also see: Multimedia Report, 292–294; Media and Technology Skills: video slide show, 69; creating a video advertisement, 163; producing a documentary, 295; evaluating movie reviews, 323; Peer Review: 21, 62, 85, 108, 135, 156, 184, 207, 232, 256, 285, 315,








• make oral-language choices based on target audience response.

SE/TE: Speeches: volume, pitch, and tone, 789; audience and, 788, 790; also see: Language Usage, Word Choice and, 844–845; Formal & Informal English, 43; Jargon, 284. 845, 919; Technical Language, 231, 284; Images, and Loaded Language, 798



11.2 The student will analyze and evaluate informative and persuasive presentations. a) Critique the accuracy, relevance, and organization of evidence. b) Critique the clarity and effectiveness of delivery.

SE/TE: Listening skills: critical listening, 190, 791–793; also see: evaluating objectivity, 143; interviewing and, 881; interaction, 882; problems, 887

TE: Speaking and Listening (speeches/presentations), 78, 121, 139, 162, 180, 227, 260, 693, 845

TR: Academic and Workplace Skills Activity Book, Topic Bank for Heterogeneous Classes; Teaching Resources; Assessment, Workbooks, Transparencies


ESSENTIAL UNDERSTANDINGS

All students should

• understand effective oral-delivery techniques • evaluate and critique content and delivery of oral

presentations.

SE/TE: Speeches: volume, pitch, and tone, 789; audience and, 788, 790; Dramatic Reading, 110; Interpretative Performance, 805; Working With Others, 881–882; Learn Teamwork, 883–884; also see: Multimedia Report, 292–294;








ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • establish a purpose SE/TE: Debates, 119; Dramatic Reading, 110;

Discussion, 883 organizing a, 335; Speaking Skills starts on page 787: Speeches: volume, pitch, and tone, 789; audience and, 788, 790; Interpretative Performance, 805; Working With Others, 881–882; Learn Teamwork, 883–884; also see: Multimedia Report, 292–294; Media and Technology Skills: video slide show, 69; creating a video advertisement, 163; producing a documentary, 295; evaluating movie reviews, 323; Peer Review: 21, 62, 85, 108, 135, 156, 184, 207, 232, 256, 285, 315,




• maintain appropriate eye contact • address an audience with appropriate

o volume o enunciation o language choices o poise

• adopt appropriate tone • maintain appropriate rhythm

SE/TE: Speaking Skills starts on page 787: Speeches: Nonverbal Strategies, 789–790; audience and, 788; Working With Others, 881–882; Learn Teamwork, 883–884; also see: Multimedia Report, 292–294; Media and Technology Skills: video slide show, 69; creating a video advertisement, 163; producing a documentary, 295; evaluating movie reviews, 323

TE: Tone of voice, 66; connections between spoken and written speech, 112; difference in impact between oral and written presentation, 121







• evaluate the use of persuasive techniques, such as o introduction (for securing interest

and establishing unity) o organization o proof/support o logic o loaded language

SE/TE: Debates, 119; Listening skills: critical listening, 190, 791–793; also see: evaluating objectivity, 143; interviewing and, 881; interaction, 882; problems, 887; also see: Media and Technology Skills: evaluating images in magazines, 115; tracking media stories, 191; identifying special effects on the TV news, 215; evaluating movie reviews, 323

TE: Analyzing media content, 93; Presence of news media, 118; Media for advertising, 147; Media, publishing advertising campaign, 161; Effect of television advertisements, 188; author’s opinion, understanding, 291; Debate author’s intention, 315; Analyzing ideas represented in various media, 340



• rhetorical devices, such as

o call to action- o elevated language o rhetorical question o appeals to emotion- o repetition o figurative language o conclusion

• critique the accuracy, relevance, and organization of evidence

SE/TE: Listening skills: critical listening, 190, 791–793; also see: evaluating objectivity, 143; interaction, 882; problems, 887; also see: Media and Technology Skills: evaluating images in magazines, 115; tracking media stories, 191; identifying special effects on the TV news, 215; evaluating movie reviews, 323

TE: Analyzing media content, 93; Presence of news media, 118; Media for advertising, 147; Media, publishing advertising campaign, 161; Effect of television advertisements, 188; author’s opinion, understanding, 291; Debate author’s intention, 315; Analyzing ideas represented in various media, 340







• critique the clarity and effectiveness of delivery. SE/TE: Speeches: volume, pitch, and tone, 789; audience and, 788, 790; Dramatic Reading, 110; Interpretative Performance, 805; Working With Others, 881–882; Learn Teamwork, 883–884; also see: Multimedia Report, 292–294;




FOCUS STRAND: READING ANALYSIS GRADE LEVEL 11 At the eleventh-grade level, students will enhance their appreciation for literature by studying American literature, both classic and contemporary. They will read a variety of literary genres and informational texts to identify the prevalent themes in American literature that are reflective of American history and culture. They will continue to develop reading comprehension skills and will apply those skills in other content areas, including history and social science, science, and mathematics. In addition, students will identify the contributions of other cultures to the development of American literature.





11.3 The student will read and analyze relationships among American literature, history, and culture. a) Describe contributions of different cultures to the development of American literature. b) Compare and contrast the development of American literature in its historical context. c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres. d) Describe how use of context and language structures conveys an author’s intent and viewpoint in contemporary and historical essays, speeches, and critical reviews.

SE/TE: Culture: represented in art, 24, 142, 262, exploring cultural history through arts, 44, composer's influence on, 92, identifying historical context, 847; Cultural Trends, 243; My American Beginning, 50–51; Healthy Aging, 196–197; Our English Language: One from All, 268–269; BABA: A Return to China Upon My Father’s Shoulders, 300–303

TE: Exploring Cultural History, explain art history to class, 44, Examining Historical Context In The Arts, 162, The General History of Virginia, 368, “Pecos Bill Becomes a Coyote”, 411, “Chicago”, Carl Sandburg, 417, Ben Franklin’s Poor Richard’s Almanack, 479, “The First Seven Years”, Bernard Malamud, 576, “Sinners In The Hands Of An Angry God”, Jonathan Edwards, 622, “A Confederate Account Of The Battle Of Gettysburg”, Reverend Dr. Randolph Mckim, 182, “Here Is New York”, E.B. White, 710

TR: Teaching Resources: Reading Support Practice Book, Assessment; Workbooks: Reading Support; Transparencies






ESSENTIAL UNDERSTANDINGS All students should • understand characteristics and cultures of

historical periods and literary movements associated with each century

• recognize and understand universal characters, themes, and motifs in American literature

• understand how an author’s intent is achieved by the use of context and language.

SE/TE: Culture: represented in art, 24, 142, 262, exploring cultural history through arts, 44, composer's influence on, 92, identifying historical context, 847; Cultural Trends, 243; My American Beginning, 50–51; Healthy Aging, 196–197; Our English Language: One from All, 268–269; BABA: A Return to China Upon My Father’s Shoulders, 300–303








ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • discuss how the subject matter, style, literary type,

theme, and purpose of literary works often reflect the culture and events of the times in which the works were written

• describe and contrast historical periods from which particular literary pieces derive and the cultures that they portray

• describe and contrast literary movements associated with each century, such as

o Colonialism/Puritanism (17th century)

o Revolutionary movement/Rationalism (18th century)

o Romanticism, Transcendentalism, Regionalism, Realism, Naturalism (19th century)

o Symbolism/Modernism, Harlem Renaissance, Postmodernism (20th century)

SE/TE: Theme: in the short story, 94, gathering details for, 308, Connecting a play to its historical context, 848, connecting to historical context, 847, 849; Culture: represented in art, 24, 142, 262, exploring cultural history through arts, 44, composer's influence on, 92, identifying historical context, 847; Cultural Trends, 243; My American Beginning, 50–51; Healthy Aging, 196–197; Our English Language: One from All, 268–269; BABA: A Return to China Upon My Father’s Shoulders, 300–303




• differentiate among universal characters in

American literature, such as the o hero/heroine o trickster o faithful companion o outsider/outcast o rugged individualist o innocent o villain o caretaker o Earth mother o rebel

SE/TE: Character: sound off, 76, interviews, 79, adding dialogue to reveal, 83, in the short story, 94, sketches, 97, analyses, 299, gathering details for, 308

TE: Character in short story, 73, adding dialogue to reveal your characters, 83, actor’s portrayal of character, 91, compare with character, 95,







• differentiate among universal characters in American literature, such as the

o misfit o lonely orphan looking for a home

SE/TE: Character: sound off, 76, interviews, 79, adding dialogue to reveal, 83, in the short story, 94, sketches, 97, analyses, 299, gathering details for, 308

TE: Character in short story, 73, adding dialogue to reveal your characters, 83, actor’s portrayal of character, 91, compare with character, 95,



• identify major themes in American literature,

such as o the American Dream o loss of innocence o coming of age o relationship with nature o relationship with society o relationship with science o alienation and isolation o survival of the fittest o disillusionment o rebellion and protest

SE/TE: Theme: in the short story, 94, gathering details for, 308, Connecting a play to its historical context, 848, connecting to historical context, 847, 849; Culture: represented in art, 24, 142, 262, exploring cultural history through arts, 44, composer's influence on, 92, identifying historical context, 847; Cultural Trends, 243

TE: Cause-and-effect theme and details, 211 TR: Teaching Resources: Reading Support

Practice Book, Assessment; Workbooks: Reading Support; Transparencies








• describe the language choices and devices that authors use, such as

o rhetorical question o sarcasm o satire o parallelism o connotation/denotation o pun o irony

SE/TE: Tone, 42; Formal & Informal English, 43; Figurative Language, 105; Connotation, Denotation, 134; Technical Language, 231, 284; Jargon, 284, 845; Images, and Loaded Language, 798; Language Usage, Word Choice and, 844; Irony, 845

TE: Denotations and connotations, formal and informal meaning, 134; word webs, connotations, advertising, 152, connotations and denotations, 225; Robert Frost, effect of repetition, 305; Denotation and Connotation, 811, 844



• describe the language choices and devices that

authors use, such as o literal and figurative language o tone o word choice (diction) o dialect

SE/TE: Tone, 42; Formal & Informal English, 43; Dialogue: to reveal your characters, 83; Figurative Language, 105; Persuasive Diction, 193; Technical Language, 231, 284; Jargon, 284, 845; Images, and Loaded Language, 798; Language Usage, Word Choice and, 844; Irony, 845

TE: Formal and informal meaning, 134; word webs, connotations, advertising, 152, connotations and denotations, 225; Denotation and Connotation, 811, 844







• describe how the use of context and language structures conveys an author’s intent and viewpoint.

SE/TE: Tone, 42; Formal & Informal English, 43; Dialogue: to reveal your characters, 83; Figurative Language, 105; Persuasive Diction, 193; Technical Language, 231, 284; Jargon, 284, 845; Reading–Writing Connections: distinguishing fact from opinion, 120, 123, supporting an opinion, 300, 303; Images, and Loaded Language, 798; Reading nonfiction critically, 840; Distinguishing between fact and opinion, 841; Evaluating word choice and language use, 844–845; Analyzing and evaluating, 846

TE: Debate author’s intention, 315, author’s opinion, understanding, 291



11.4 The student will read and analyze a variety of informational materials. a) Use information from texts to clarify or refine understanding of academic concepts.

SE/TE: “News" notebook, 124; notebooks, journals, and textbooks, 272; taking notes, summarizing and organizing, 791; Sources of Information: identifying, 249; naming your, 251; variety of, 280; citing, 257, 287; periodical indexes, 862–863; Research: Researching Your Topic, 789; Resource Materials, 809–810; biographies and special materials, 861; periodical indexes, 862–863

TE: Research writer’s habits, 7; research on Internet, narrow and develop thesis, 130

TR: Academic and Workplace Skills Activity Book, Support for Research Writing, Writing Support Activity Book, Writing Assessment and Portfolio Management






b) Read and follow directions to complete an application for college admission, for a scholarship, or for employment.

SE/TE: Resume, 350; Forms and Applications, 352–354

TE: Cover letters, resumes, descriptive details, 111; specialized vocabulary, lingo, 284; Outlining Tasks, 856



c) Apply concepts and use vocabulary in informational and technical materials to complete a task.

SE/TE: Manuals, User, 239; Forms and Applications, 352–354; Directions, Capitalization of, 674

TE: Integrating Workplace Skills: topic sentence for business report, 36; publishing process, 85, 90; cover letters, resumes, descriptive details, 111; specialized vocabulary, lingo, 284; Outlining Tasks, 856



d) Generalize ideas from selections to make predictions about other texts.

SE/TE: Make inferences and predictions, 852–853 TE: Infer, 142, 259, 420, 434, 435, 529, 623, 721,

810, 814, 851 TR: Teaching Resources: Reading Support



e) Analyze information from a text to draw conclusions.

SE/TE: Reading Fiction: Inferences and Conclusions, 847

TE: Draw Conclusions, 37, 409, 497, 553, 574, 584, 623, 630, 713, 759, 788,







ESSENTIAL UNDERSTANDINGS All students should

o understand how to analyze informational material

o understand reading strategies and use those strategies to analyze text.

SE/TE: Reading Nonfiction Critically, 840–845; Reading from Varied Sources, 850–851; also see: “News" notebook, 124; notebooks, journals, and textbooks, 272; taking notes, summarizing and organizing, 791; Researching Your Topic, 789; Resource Materials, 809–810; biographies and special materials, 861; periodical indexes, 862–863 and Comparing and contrasting newscasts, 191, 215; Finding and evaluating sources on–line, 263; Contradictory Information, 311; Information Media, analyzing, 797–798; evaluating reliability of sources, 903;








ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • analyze and use the basic vocabulary and concepts

of informational texts in all disciplines SE/TE: Viewing Information Media Critically, 797–

798; Reading Nonfiction Critically, 840–845; Reading from Varied Sources, 850–851; also see: “News" notebook, 124; notebooks, journals, and textbooks, 272; taking notes, summarizing and organizing, 791; Researching Your Topic, 789; Resource Materials, 809–810; biographies and special materials, 861; periodical indexes, 862–863 and Comparing and contrasting newscasts, 191, 215; Finding and evaluating sources on–line, 263; Contradictory Information, 311; Information Media, analyzing, 797–798; evaluating reliability of sources, 903;




• develop effective applications, essays, résumés,

and employment forms through simulations and real-life opportunities

SE/TE: Resume, 350; Forms and Applications, 352–354

TE: Cover letters, resumes, descriptive details, 111; specialized vocabulary, lingo, 284; Outlining Tasks, 856







• analyze key vocabulary, such as jargon, technical terms, and content-specific vocabulary

SE/TE: Language Usage, Word Choice and, 844–845; Formal & Informal English, 43; Jargon, 284. 845, 919; Technical Language, 231, 284; Images, and Loaded Language, 798



• know the purpose of the text they are to read and

their own purpose in reading it SE/TE: Reading Skills: Reading Methods and Tools,

833–839, Reading Nonfiction Cortically, 840–845, Reading Literary Writing, 846–849, Reading from Varied Sources, 850–851; Reading–Writing Connections: identifying main points, 50, identifying chronological order, 74, making inferences, 98, distinguishing fact from opinion, 120, setting a purpose, 168, connecting to your experience, 196, identifying background information, 220, quoting reliable sources, 244, main ideas, 268, supporting an opinion, 300; Standardized Test Preparation Workshops: reading skills, 852–853

TE: Activate Prior Knowledge, sequence of events, 3, reading skills, 833, study skills, 855, interviews, 881







• identify main ideas and supporting details • use format (page design and layout) to aid in

understanding of text • understand how an organizational pattern

enhances the meaning of a text • apply their knowledge of specific genres and

forms to other texts

SE/TE: Reading/Writing Connection, 50, 74, 98, 120, 148, 168, 196, 220, 244, 268, 300; Observing textbook sections, 833; Identifying textbook features, 834; Observing textbook sections, 833; Identifying textbook features, 834; Using Question-Answer Relationships (QARs), 835; Using the SQ4R Method, 836; Outlining what you read, 837; Using graphic organizers for reading text, 838–839; Analyzing and evaluation, 840; Establish a purpose, 846; Make inferences, 847; Make inferences and predictions, 852–853; also see: Main Ideas: 33–34, 268, 271

TE: Reading skills, 833, reading styles, 835, Textbooks, Reading, 833, Features, 834

TR: Teaching Resources: Writing Support Activity Book, Assessment; Writing Support Transparencies


• make predictions about other texts SE/TE: Make inferences and predictions, 852–853

TE: Infer, 142, 259, 420, 434, 435, 529, 623, 721, 810, 814, 851



• analyze information from a text to draw

conclusions. SE/TE: Reading Fiction: Inferences and Conclusions,

847 TE: Draw Conclusions, 37, 409, 497, 553, 574,

584, 623, 630, 713, 759, 788, TR: Teaching Resources: Reading Support







11.5 The student will read and critique a variety of poetry. a) Analyze the poetic elements of contemporary and traditional poems. b) Identify the poetic elements and techniques that are most appealing and that make poetry enjoyable. c) Compare and contrast the works of contemporary and past American poets.

SE/TE: Poem, 113, 849 TE: Poems, 113, Phillis Wheatley, America’s first

African American poet, 585, Walt Whitman, poet, Leaves of Grass, 597, poetry, 849



ESSENTIAL UNDERSTANDINGS All students should • understand that classic poetry is poetry that has

withstood the test of time, is written by recognized poets, and uses traditional elements.





ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • identify and understand the elements of classic

poetry: o elevated language/style o figurative language o rhyme o strong regularity in metrical patterns









• identify and discuss the elements and techniques that poets use to achieve a desired result, such as

o imagery o precise word choice o sound devices o metrical patterns o metaphorical/figurative language

SE/TE: Poem, 113, 849; also see: Figurative Language, 105; Language Usage, Word Choice and, 844–845

TE: Poems, 113, Phillis Wheatley, America’s first African American poet, 585, Walt Whitman, poet, Leaves of Grass, 597, poetry, 849



• use poetic elements to explain, analyze, and

evaluate poetry SE/TE: Poem, 113, 849 TE: Poems, 113, Phillis Wheatley, America’s first




• compare and contrast the subject matter, theme,

form, language, and purpose of works of classic poets with those of contemporary poets









• read works by significant and representative poets from each literary movement associated with each century, such as

o Colonialism/Puritanism (17th century)

o Revolutionary movement/Rationalism (18th century)

o Romanticism, Transcendentalism, Regionalism, Realism, Naturalism (19th century)

o Symbolism/Modernism, Harlem Renaissance, Postmodernism (20th century)

o Contemporary poetry (21st century).





11.6 The student will read and critique a variety of dramatic selections. a) Describe the dramatic conventions or devices used by playwrights to present ideas. b) Compare and evaluate adaptations and interpretations of a script for stage, film, or television. c) Explain the use of verbal, situational, and dramatic irony.

SE/TE: Drama, 91, 848; television, 93; Dramatic Reading, 110

TE: Drama, 91; Edward Albee, playwright, social values, 167; Reading Drama, 848



ESSENTIAL UNDERSTANDINGS All students should • understand dramatic conventions and devices used

by playwrights to present ideas SE/TE: Drama, 91, 848; television, 93; Dramatic

Reading, 110 TE: Drama, 91; Edward Albee, playwright, social

values, 167; Reading Drama, 848 TR: Teaching Resources: Reading Support







• understand verbal, situational, and dramatic irony. SE/TE: Irony, 845 TR: Teaching Resources: Reading Support



ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • identify and describe dramatic conventions, such

as o stage directions o soliloquy o monologue o aside o irony- verbal- situational- dramatic





• compare and evaluate adaptations and

interpretations of a script for stage, film, or television.









FOCUS STRAND: WRITING GRADE LEVEL 11 At the eleventh-grade level, students will write in a variety of forms with an emphasis on persuasive essays and professional correspondence. Students will use their knowledge of genres, formats, purposes, audiences, and situations to produce clear and effective products that reflect use of all stages of a writing process. 11.7 The student will write in a variety of forms, with an emphasis on persuasion. a) Generate, gather, plan, and organize ideas for writing.

b) Develop a focus for writing. SE/TE: Prewriting: 14–17, 52–55, 76–79, 100–103, 124–128, 149–152, 172–176, 198–201, 222–225, 246–249, 272–277, 304–308, 330–331, 348–349

TE: Prewriting: 328, 329 TR: Teaching Resources: Writing Support Activity

Book, Assessment; Writing Support Transparencies


c) Evaluate and cite applicable information. SE/TE: Taking notes, summarizing and organizing,

791; Sources of Information: identifying, 249; naming your, 251; variety of, 280; citing, 257, 287; periodical indexes, 862–863; Research: Researching Your Topic, 789; Resource Materials, 809–810; biographies and special materials, 861; periodical indexes, 862–863; APA, CMS, and MLA style, 286, 896–900








d) Organize ideas in a logical manner. SE/TE: Organization: planning an, 104; organization questions, 116; to show comparison and contrast, 177; choosing an, 202; in paragraph blocks, 226; to suit your topic, 250; organizational plan, 279; with a sentence outline, 309; Outlines: formal, 279; Providing Elaboration: SEE method of, 18, 178; add details by exploding the moment, 57; show, don't tell, 81; adding details with the SEE technique, 104; considering a variety of points for illumination, 130; using a pentad to identify key points, 153; prove the connection, 203; using depth–charging, 227; attributing information & let quotations tell the story, 251; including a variety of outside sources, 280; incorporating references from the text, 310; backing up your thesis with support, 331

TR: Writing Support Activity Book, Topic Bank for Heterogeneous Classes, Writing in the Content Areas and in the Workplace, Writing Assessment and Portfolio Management, Academic and Workplace Skills Activity Book

TECH: Writers at Work Videotape, Writing Lab CD-ROM, Resource Pro CD-ROM, and Writing Support Transparencies, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com





e) Elaborate ideas clearly and accurately. SE/TE: Organization: planning an, 104; organization questions, 116; to show comparison and contrast, 177; choosing an, 202; in paragraph blocks, 226; to suit your topic, 250; organizational plan, 279; with a sentence outline, 309; Outlines: formal, 279; Providing Elaboration: SEE method of, 18, 178; add details by exploding the moment, 57; show, don't tell, 81; adding details with the SEE technique, 104; considering a variety of points for illumination, 130; using a pentad to identify key points, 153; prove the connection, 203; using depth–charging, 227; attributing information & let quotations tell the story, 251; including a variety of outside sources, 280; incorporating references from the text, 310; backing up your thesis with support, 331



f) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.

SE/TE: Audiences: profile of your, 16; keeping their experiences in mind, 55; purpose in writing, 78; surveying your, 128; identifying words to define for, 284; developing an audience profile, 307; analyzing your, 127, 225, 275; identifying, 78, 102, 151, 175, 200, 248







g) Revise writing for accuracy and depth of information.

SE/TE: Revising: 19–21, Autobiographical Writing pages 58–62; Short Story pages 82–85; Description pages 105–108; Persuasive Essay pages 131–135; Persuasion Advertisement pages 154–156; Comparison-and Contrast Essay pages 179–184; Cause-and-Effect Essay pages 204–207; Problem and Solution Essay pages 228–232; Research Documented Essay pages 252–256; Research Paper pages 281–285; Response to Literature pages 311–315; Writing for Assessment pages 332–333

TE: Revising and Editing, 46, 296; revising for audience, sentence combining, 481



h) Proofread final copy and prepare document for intended audience and purpose.

SE/TE: Editing and Proofreading: Autobiographical Writing pages 63; Short Story pages 86; Description pages 109; Persuasive Essay pages 136; Persuasion Advertisement pages 157; Comparison-and Contrast Essay pages 185; Cause-and-Effect Essay pages 208; Problem and Solution Essay pages 233; Research Documented Essay pages 257; Research Paper pages 287; Response to Literature pages 316 Standardized Test Preparation Workshops: revising and editing, 296–297; analyzing mechanical errors, 342–343; parts of speech, 402–403; basic sentence parts, 430–431; phrases and clauses, 472; verb usage, 558–559; pronoun usage, 580; subject–verb agreement, 616; using modifiers, 638–639; standard English usage, 664– 665

TR: Teaching Resources: Writing Support Activity Book; Grammar Exercise Workbook, Hands-on Grammar Activity Book, Daily Language Practice






ESSENTIAL UNDERSTANDINGS All students should • understand a writing process SE/TE: The Writer in You pages 2–7; A Walk

Through the Writing Process pages 12–23; Autobiographical Writing pages 48–67; Short Story pages 72–91; Description pages 96–113; Persuasive Essay pages 118–141; Persuasion Advertisement pages 146–161; Comparison-and Contrast Essay pages 166–189; Cause-and-Effect Essay pages 194–213; Problem and Solution Essay pages 218–237; Research Documented Essay pages 242–261; Research Paper pages 266–293; Response to Literature pages 298–321, Writing for Assessment pages 326–339, and Workplace Writing pages 344–355.

TR: Writers at Work Videotape, Writing Support Transparencies, Writing Support Activity Book

TECH: Writing Lab CD-ROM, iText CD-ROM; Resource Pro CD-ROM, and Interactive Writing and Grammar Website at phwg.phschool.com

• locate and select appropriate information that

clearly supports a definite purpose and position SE/TE: Organization: planning an, 104; organization

questions, 116; to show comparison and contrast, 177; choosing an, 202; in paragraph blocks, 226; to suit your topic, 250; organizational plan, 279; with a sentence outline, 309; Outlines: formal, 279; Providing Elaboration: SEE method of, 18, 178; add details by exploding the moment, 57; show, don't tell, 81; adding details with the SEE technique, 104; considering a variety of points for illumination, 130; using a pentad to identify key points, 153; prove the connection, 203; using depth–charging, 227; attributing information & let quotations tell the story, 251; including a variety of outside sources, 280; incorporating references from the text, 310; backing up your thesis with support, 331







• understand that vocabulary is used to develop voice and tone for a specific audience, purpose, or situation.

SE/TE: Word Choice, Revision Strategies for: charting opposites, 183; circling action verbs, 84; words of praise or criticism, 314; color-coding to strengthen use of nouns, 19; technical language, 231; vague words, 108, 207; evaluating vague words, 333; underlining nouns to assess adjectives, 156; using a thesaurus to find colorful synonyms, 62; also see: Figurative Language, 105; Images, and Loaded Language, 798; Language Usage, Word Choice and, 844–845; also see:



ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • plan and organize ideas for writing • develop a clear focus for writing

SE/TE: Prewriting: 14–17, 52–55, 76–79, 100–103, 124–128, 149–152, 172–176, 198–201, 222–225, 246–249, 272–277, 304–308, 330–331, 348–349








• understand a variety of organizational patterns • elaborate ideas clearly and accurately

SE/TE: Organization: planning an, 104; organization questions, 116; to show comparison and contrast, 177; choosing an, 202; in paragraph blocks, 226; to suit your topic, 250; organizational plan, 279; with a sentence outline, 309; Outlines: formal, 279; Providing Elaboration: SEE method of, 18, 178; add details by exploding the moment, 57; show, don't tell, 81; adding details with the SEE technique, 104; considering a variety of points for illumination, 130; using a pentad to identify key points, 153; prove the connection, 203; using depth–charging, 227; attributing information & let quotations tell the story, 251; including a variety of outside sources, 280; incorporating references from the text, 310; backing up your thesis with support, 331



• use specific revision strategies and adapt content,

vocabulary, voice, and tone to audience, purpose, and situation

• revise writing for accuracy and depth of information

SE/TE: Revising: 19–21, Autobiographical Writing pages 58–62; Short Story pages 82–85; Description pages 105–108; Persuasive Essay pages 131–135; Persuasion Advertisement pages 154–156; Comparison-and Contrast Essay pages 179–184; Cause-and-Effect Essay pages 204–207; Problem and Solution Essay pages 228–232; Research Documented Essay pages 252–256; Research Paper pages 281–285; Response to Literature pages 311–315; Writing for Assessment pages 332–333








• use MLA (Modern Language Association) or APA (American Psychological Association) style for documentation.

SE/TE: APA, CMS, and MLA style, 286, 896–900 TR: Academic and Workplace Skills Activity

Book, Support for Research Writing, Writing Support Activity Book, Writing Assessment and Portfolio Management


11.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), for producing research projects.




b) Use verbals and verbal phrases to achieve sentence conciseness and variety.

SE/TE: Verbals and Verbal Phrases, 442–453 TR: Teaching Resources: Writing Support Activity

Book; Grammar Exercise Workbook, Hands-on Grammar Activity Book, Daily Language Practice






c) Adjust sentence and paragraph structures for a variety of purposes and audiences.

SE/TE: Revision Strategies for Sentences, 60, 84, 107, 133, 155, 181, 206, 230, 254, 313, 333; Revising Paragraphs, Strategies for, 59, 83, 106, 132, 155, 180, 205, 229, 253, 282, 283, 312, 332; Sentence Diagramming, 772–783

TE: Sentences: 414: fragments, 233; four sentence functions, 478; vary sentences, varying for audience, 481; compound sentence, creating a, 482; vary sentences, length, word order, structure, 487; fragments, 492; compound sentences, 696



ESSENTIAL UNDERSTANDINGS All students should • understand and apply the rules of the MLA, APA,

or other style manual in producing research projects




• understand verbals and verbal phrases and use

them appropriately in writing SE/TE: Verbals and Verbal Phrases, 442–453 TR: Teaching Resources: Writing Support Activity







• use grammatical conventions to adjust sentence and paragraph structures for a variety of purposes and audiences.

SE/TE: Revision Strategies for Sentences, 60, 84, 107, 133, 155, 181, 206, 230, 254, 313, 333; Revising Paragraphs, Strategies for, 59, 83, 106, 132, 155, 180, 205, 229, 253, 282, 283, 312, 332; Sentence Diagramming, 772–783

TE: Sentences: 414: fragments, 233; four sentence functions, 478; vary sentences, varying for audience, 481; compound sentence, creating a, 482; vary sentences, length, word order, structure, 487; fragments, 492; compound sentences, 696



ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • apply MLA or APA style for producing research

projects. SE/TE: APA, CMS, and MLA style, 286, 896–900 TR: Academic and Workplace Skills Activity



• apply rules for the following verbals:

o gerund SE/TE: Gerunds, 206, 446–447; possessive case

before, 568; diagramming, 778, 780 TR: Teaching Resources: Writing Support Activity







o infinitive SE/TE: Infinitive Phrases: adding commas, 136; Infinitives, 230, 448–450; time sequence with, 543; diagramming, 779–780



o participle SE/TE: Participial Phrase, 136, 442–445; time

sequence with, 543; diagramming, 777–778, 780



• apply rules for the following verbal phrases:

o gerund phrase SE/TE: Gerunds, 206, 446–447; possessive case

before, 568; diagramming, 778, 780 TR: Teaching Resources: Writing Support Activity



o infinitive phrase SE/TE: Infinitive Phrases: adding commas, 136;

Infinitives, 230, 448–450; time sequence with, 543; diagramming, 779–780







o participial phrase SE/TE: Participial Phrase, 136, 442–445; time sequence with, 543; diagramming, 777–778, 780



o absolute phrase. SE/TE: Absolute Modifiers, 633



11.9 The student will write, revise, and edit personal, professional, and informational correspondence to a standard acceptable in the workplace and higher education. a) Apply a variety of planning strategies to generate and organize ideas.

SE/TE: Prewriting: 14–17, 52–55, 76–79, 100–103, 124–128, 149–152, 172–176, 198–201, 222–225, 246–249, 272–277, 304–308, 330–331, 348–349








b) Organize information to support purpose and form of writing. c) Present information in a logical manner.

SE/TE: Organization: planning an, 104; organization questions, 116; to show comparison and contrast, 177; choosing an, 202; in paragraph blocks, 226; to suit your topic, 250; organizational plan, 279; with a sentence outline, 309; Outlines: formal, 279; Providing Elaboration: SEE method of, 18, 178; add details by exploding the moment, 57; show, don't tell, 81; adding details with the SEE technique, 104; considering a variety of points for illumination, 130; using a pentad to identify key points, 153; prove the connection, 203; using depth–charging, 227; attributing information & let quotations tell the story, 251; including a variety of outside sources, 280; incorporating references from the text, 310; backing up your thesis with support, 331



d) Revise writing for clarity. SE/TE: Revising: 19–21, Autobiographical Writing

pages 58–62; Short Story pages 82–85; Description pages 105–108; Persuasive Essay pages 131–135; Persuasion Advertisement pages 154–156; Comparison-and Contrast Essay pages 179–184; Cause-and-Effect Essay pages 204–207; Problem and Solution Essay pages 228–232; Research Documented Essay pages 252–256; Research Paper pages 281–285; Response to Literature pages 311–315; Writing for Assessment pages 332–333








e) Use technology to access information, organize ideas, and develop writing.

SE/TE: Electronic and Media References: electronic editing, 19; Electronic Dictionaries, 851, 865; Media and Technology Skills: getting "help" on–line, 239



ESSENTIAL UNDERSTANDINGS All students should • understand a writing process SE/TE: The Writer in You pages 2–7; A Walk

Through the Writing Process pages 12–23; Autobiographical Writing pages 48–67; Short Story pages 72–91; Description pages 96–113; Persuasive Essay pages 118–141; Persuasion Advertisement pages 146–161; Comparison-and Contrast Essay pages 166–189; Cause-and-Effect Essay pages 194–213; Problem and Solution Essay pages 218–237; Research Documented Essay pages 242–261; Research Paper pages 266–293; Response to Literature pages 298–321, Writing for Assessment pages 326–339, and Workplace Writing pages 344–355.

TR: Writers at Work Videotape, Writing Support Transparencies, Writing Support Activity Book

TECH: Writing Lab CD-ROM, iText CD-ROM; Resource Pro CD-ROM, and Interactive Writing and Grammar Website at phwg.phschool.com





• understand a variety of organizational patterns SE/TE: Organization: planning an, 104; organization questions, 116; to show comparison and contrast, 177; choosing an, 202; in paragraph blocks, 226; to suit your topic, 250; organizational plan, 279; with a sentence outline, 309; Outlines: formal, 279; Providing Elaboration: SEE method of, 18, 178; add details by exploding the moment, 57; show, don't tell, 81; adding details with the SEE technique, 104; considering a variety of points for illumination, 130; using a pentad to identify key points, 153; prove the connection, 203; using depth–charging, 227; attributing information & let quotations tell the story, 251; including a variety of outside sources, 280; incorporating references from the text, 310; backing up your thesis with support, 331



• understand revision strategies SE/TE: Revising: 19–21, Autobiographical Writing









• understand how to adapt models of professional and personal correspondence for their own purposes

SE/TE: Literary Letters, 299; Business Letters, 345, 346–347; also see: Style, 42–43; Style Questions, 116; Voice, giving distinction to your writing, 3Tone, 42

TE: Developing Style, varying sentences, connotation, diction, tone, 42; Strategy, Organization And Style Questions, 116



• understand how technology can be used to access,

develop, and modify documents. SE/TE: Electronic and Media References: electronic

editing, 19; Electronic Dictionaries, 851, 865; Media and Technology Skills: getting "help" on–line, 239



ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • apply a variety of planning strategies to generate

and organize ideas SE/TE: Prewriting: 14–17, 52–55, 76–79, 100–103,

124–128, 149–152, 172–176, 198–201, 222–225, 246–249, 272–277, 304–308, 330–331, 348–349








• present information in a logical manner SE/TE: Organization: planning an, 104; organization questions, 116; to show comparison and contrast, 177; choosing an, 202; in paragraph blocks, 226; to suit your topic, 250; organizational plan, 279; with a sentence outline, 309; Outlines: formal, 279; Providing Elaboration: SEE method of, 18, 178; add details by exploding the moment, 57; show, don't tell, 81; adding details with the SEE technique, 104; considering a variety of points for illumination, 130; using a pentad to identify key points, 153; prove the connection, 203; using depth–charging, 227; attributing information & let quotations tell the story, 251; including a variety of outside sources, 280; incorporating references from the text, 310; backing up your thesis with support, 331



• revise writing for style and language SE/TE: Revising: 19–21, Autobiographical Writing









• understand and use models of professional, personal, and informational correspondence and other writings, such as

o business letters, including- letters of recommendation- cover letters for résumés

o personal letters o memos o proposals o résumés

SE/TE: Literary Letters, 299; Business Letters, 345, 346–347; also see: Style, 42–43; Style Questions, 116; Voice, giving distinction to your writing, 3Tone, 42

TE: Developing Style, varying sentences, connotation, diction, tone, 42; Strategy, Organization And Style Questions, 116



• use technology to access, develop, and modify

documents for professional and informational purposes.

SE/TE: Electronic and Media References: electronic editing, 19; Electronic Dictionaries, 851, 865; Media and Technology Skills: getting "help" on–line, 239







FOCUS STRAND: RESEARCH GRADE LEVEL 11 At the eleventh-grade level, students will engage in research that requires the selection, evaluation, use, and documentation of a variety of sources. Each student will present a research product that is clearly written and accurately documented. 11.10 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. a) Narrow a topic. b) Develop a plan for research.

SE/TE: Prewriting: Research Documented Essay pages 246–249; Narrowing Your Topic: Research Documented Essay pages 248–249; Research Paper pages 272–277; Researching Your Topic, 789








c) Collect information to support a thesis. d) Evaluate quality and accuracy of information. e) Synthesize information in a logical sequence.

SE/TE: Finding and evaluating sources on–line, 263; Contradictory Information, 311; Researching Your Topic, 789; Information Media, analyzing, 797–798; evaluating reliability of sources, 903; Resource Materials, 809–810; Reading Nonfiction Critically, 840–845, Reading Literary Writing, 846–849, Reading from Varied Sources, 850–851; Electronic and Media References: electronic editing, 19; Electronic Dictionaries, Electronic Texts, 851; electronic catalogs, 859; electronic dictionaries, 865; finding words in, 865; electronic databases, 869

TE: Research writer’s habits, 7; research on Internet, narrow and develop thesis, 130; research vision assistance products and services on Internet, 169; engaging in critical listening, researching composers, 190; research for articles, 267; Integrating Research Skills, 356; pie graphs, 796; dictionaries, word studies, 825; research, summarize, reading strategies, 836; graphic organizers, 839; research historical context of selection, 847



f) Document sources of information, using a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).

SE/TE: APA, CMS, and MLA style, 286, 896–900; also see: Research: Researching Your Topic, 789; Resource Materials, 809–810; Reference Skills, 858–859; biographies and special materials, 861; periodical indexes, 862–863








g) Edit writing for clarity of content and effect. h) Edit copy for grammatically correct use of language, spelling, punctuation, and capitalization. i) Proofread final copy and prepare document for publication or submission.

SE/TE: Editing and Proofreading: Research Documented Essay pages 257; Research Paper pages 287



j) Use technology to access information, organize ideas, and develop writing.

SE/TE: Finding and evaluating sources on–line, 263; Information Media, analyzing, 797–798; evaluating reliability of sources, 903; Electronic and Media References: electronic editing, 19; Electronic Dictionaries, Electronic Texts, 851; electronic catalogs, 859; electronic dictionaries, 865; finding words in, 865; electronic databases, 869







ESSENTIAL UNDERSTANDINGS All students should • understand how to evaluate sources of information

to determine reliability SE/TE: Reading Nonfiction Critically, 840–845;

Reading from Varied Sources, 850–851; also see: “News" notebook, 124; notebooks, journals, and textbooks, 272; taking notes, summarizing and organizing, 791; Researching Your Topic, 789; Resource Materials, 809–810; biographies and special materials, 861; periodical indexes, 862–863 and Comparing and contrasting newscasts, 191, 215; Finding and evaluating sources on–line, 263; Contradictory Information, 311; Information Media, analyzing, 797–798; evaluating reliability of sources, 903;




• understand how to develop a plan and collect

information SE/TE: Prewriting: Research Documented Essay

pages 246–249; Narrowing Your Topic: Research Documented Essay pages 248–249; Research Paper pages 272–277; Researching Your Topic, 789








• understand how to use technology to access, organize, and develop writing.

SE/TE: Finding and evaluating sources on–line, 263; Information Media, analyzing, 797–798; evaluating reliability of sources, 903; Electronic and Media References: electronic editing, 19; Electronic Dictionaries, Electronic Texts, 851; electronic catalogs, 859; electronic dictionaries, 865; finding words in, 865; electronic databases, 869



ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • identify a topic for research through a variety of

strategies, such as mapping, listing, brainstorming, and webbing

SE/TE: Prewriting: Research Documented Essay pages 246–249; Narrowing Your Topic: Research Documented Essay pages 248–249; Research Paper pages 272–277; Researching Your Topic, 789








• preview resource materials to aid in selection of a suitable topic

• develop a plan to locate and collect relevant information about the chosen topic

• synthesize information in a logical sequence

SE/TE: Finding and evaluating sources on–line, 263; Contradictory Information, 311; Researching Your Topic, 789; Information Media, analyzing, 797–798; evaluating reliability of sources, 903; Resource Materials, 809–810; Reading Nonfiction Critically, 840–845, Reading Literary Writing, 846–849, Reading from Varied Sources, 850–851; Electronic and Media References: electronic editing, 19; Electronic Dictionaries, Electronic Texts, 851; electronic catalogs, 859; electronic dictionaries, 865; finding words in, 865; electronic databases, 869

TE: Research writer’s habits, 7; research on Internet, narrow and develop thesis, 130; research vision assistance products and services on Internet, 169; engaging in critical listening, researching composers, 190; research for articles, 267; Integrating Research Skills, 356; pie graphs, 796; dictionaries, word studies, 825; research, summarize, reading strategies, 836; graphic organizers, 839; research historical context of selection, 847



• document sources, using MLA or APA style SE/TE: APA, CMS, and MLA style, 286, 896–900;

also see: Research: Researching Your Topic, 789; Resource Materials, 809–810; Reference Skills, 858–859; biographies and special materials, 861; periodical indexes, 862–863








• edit materials to ensure correct grammar, spelling, punctuation, and capitalization, and for clarity of content and effect

SE/TE: Editing and Proofreading: Research Documented Essay pages 257; Research Paper pages 287



• utilize technology to conduct research, organize

information, and develop writing. SE/TE: Finding and evaluating sources on–line, 263;

Information Media, analyzing, 797–798; evaluating reliability of sources, 903; Electronic and Media References: electronic editing, 19; Electronic Dictionaries, Electronic Texts, 851; electronic catalogs, 859; electronic dictionaries, 865; finding words in, 865; electronic databases, 869



Reference: http://www.pen.k12.va.us/VDOE/Instruction/English/EnglishCF-Secondary.doc

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