Prentice Hall Writing and Grammar: Communication In … · English Language Arts (Grade 12) SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH ... Writing Support

Prentice Hall Writing and Grammar: Communication In Action © 2004, Diamond Level

Correlated to: Ohio Academic Content Standards, Grade-Level Indicators,

English Language Arts (Grade 12)

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

OHIO GRADE-LEVEL INDICATORS, ENGLIGH LANGUAGE ARTS

PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))

Grade Twelve Phonemic Awareness, Word Recognition and Fluency Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts. Acquisition of Vocabulary 1. Recognize and identify how authors clarify

meanings of words through context and use definition, restatement, example, comparison, contrast and cause and effect to advance word study.

SE/TE: 7, 135, 203, 276, 288, 622, 802, 804, 806, 829, 859, 908

TR: Grammar Exercise Workbook, 67-68, 107-110; Writing Support Transparencies: 10-G, 13-H; Grammar Exercises on Transparencies, Ch. 24; Academic and Workplace Skills Activity Book, 13-14, 15-16, 17-18, 33-34

TECH: On-line Exercise Bank, Sections 20.6, 24.1; Writing and Grammar iText, Section 24.1

2. Analyze the relationships of pairs of words in

analogical statements (e.g., synonyms and antonyms, connotation and denotation) and evaluate the effectiveness of analogous relationships.

SE/TE: 21, 137, 264, 803, 804, 807, 823-824, 835, 866-867, 909

TR: Writing Support Transparencies: 2-K, 2-L, 7-J; Writing Support Activity Book: 7-4; Academic and Workplace Skills Activity Book, 14-16, 17, 35-38

3. Examine and explain the influence of the English

language on world literature, communications and popular cultures.

SE/TE: 43, 662-663

4. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

SE/TE: 247, 368, 379, 386, 394, 402, 412, 420, 426, 440, 446, 458, 468, 480, 483, 488, 501, 510, 520, 532, 548, 552, 574, 586, 600, 608, 622, 628, 640, 646, 668, 688, 694, 712, 722, 736, 745, 804, 808, 809, 810, 811, 814, 816, 859, 882, 910, 913, 914, 915

TR: Academic and Workplace Skills Activity Book, 15-18, 19-20, 21-22, 25, 26, 59-60

Prentice Hall Writing and Grammar: Communication In Action © 2004, Diamond Level Correlated to:

Ohio Academic Content Standards, Grade-Level Indicators, English Language Arts, (Grade 12)




5. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

SE/TE: 158, 264, 295, 361, 390, 492, 732, 807, 825, 856-858, 860, 896-897, 908-915

TR: Writing Support Transparencies: 8-E; Writing Support Activity Book: 8-2; Scoring Rubrics on Transparency, Ch. 8; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 8; Grammar Exercise Workbook, 61-64; Grammar Exercises on Transparencies, Ch. 20; Academic and Workplace Skills Activity Book, 17, 30-34, 49, 50, 51

TECH: Writing and Grammar iText, Sections 8.5, 13.5, 20.4; On-line Exercise Bank, Section 20.4

Reading Process: Concepts of Print, and Self-Monitoring Strategies In Grades 8 through 12, students should read purposefully and automatically, using the comprehension and self-monitoring strategies outlined in previous grades. As they encounter increasingly challenging content-area and literary texts, students may more consciously employ these strategies and benefit from teacher modeling of the reading process. Comprehension Strategies, Self-Monitoring Strategies and Independent Reading 1. Apply reading comprehension strategies, including

making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

SE/TE: 178, 285, 318, 319, 621-622, 628, 630, 831, 837, 844-845, 848-849, 888, 915

TR: Writing Support Transparencies: 9-E-F, 13-E, 14-H; Writing Support Activity Book: 9-3; Grammar Exercise Workbook, 107-110, 111-116; Grammar Exercises on Transparencies, Ch. 24; Academic and Workplace Skills Activity Book, 35-38, 39, 45

TECH: Writing and Grammar iText, Sections 9.3, 24.1-2; On-Line Exercise Bank, Sections 24.1-2

2. Answer literal, inferential, evaluative and

synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

SE/TE: 779, 784, 826, 844-845, 865-866 TR: Academic and Workplace Skills Activity

Book, 1, 31

3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

SE/TE: 285, 824-825, 826, 827, 828, 848-849 TR: Writing Support Transparencies, 13-E;

Academic and Workplace Skills Activity Book, 30-34, 45

4. Use criteria to choose independent reading

materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

SE/TE: 4, 827, 838-839, 841, 842-843 TR: Academic and Workplace Skills Activity

Book: 32, 40, 42, 43






5. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

SE/TE: 4, 827, 838-839, 841, 842-843 TR: Academic and Workplace Skills Activity

Book: 32, 40, 42, 43

Reading Applications: Informational, Technical and Persuasive Text 1. Analyze the rhetorical devices used in public

documents, including state or school policy statements, newspaper editorials and speeches.

SE/TE: 142-143, 191, 350-351, 356-357, 780, 781, 782, 783

TR: Writing Support Transparencies: 7-C-E, 9-K, 16-A, 16-D-E; Writing Support Activity Book: 7-2-3, 16-1-2; Academic and Workplace Skills Activity Book, 2-3

TECH: Writing and Grammar iText, Section 7.2

2. Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience.

SE/TE: 7, 56, 80, 129, 228 TR: Writing Support Transparencies: 4-C, 5-C, 7-

D, 11-E; Writing Support Activity Book: 4-1, 5-2, 7-2


3. Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.

SE/TE: 130, 201, 243, 246-273, 275, 276-279, 283, 284, 285, 286-288, 289-296

TR: Writing Support Transparencies: 7-E, 10-E, 12-A-E, 12-F-G, 12-H-I, 13-D-E, 13-F-H, 13-I; Writing Support Activity Book: 7-3, 12-1-2, 12-5-6; Topic Bank for Heterogeneous Classes, Ch. 12; Scoring Rubrics on Transparency, Ch. 12, 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 12, 13; Grammar Exercises Workbook, 33-48

TECH: Writers at Work Videotape, Research Writing; Writing and Grammar iText, Sections 12.1-12.6, 13.4-5, 13.6; On-line Exercise Bank, Section 19.3

4. Distinguish between valid and invalid inferences

and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping.

SE/TE: 22, 119, 130, 201, 243, 246-273, 275, 276-279, 283, 284, 285, 286-288, 289-296, 831, 908

TR: Writing Support Transparencies: 6-1, 7-E, 10-E, 12-A-E, 12-F-G, 12-H-I, 13-D-E, 13-F-H, 13-I; Writing Support Activity Book: 6-3, 7-3, 12-1-2, 12-5-6; Topic Bank for Heterogeneous Classes, Ch. 12; Scoring Rubrics on Transparency, Ch. 12, 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 12, 13; Grammar Exercises Workbook, 33-48; Academic and Workplace Skills Activity Book, 35






(Continued) 4. Distinguish between valid and invalid inferences

and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping.

(Continued) TECH: Writers at Work Videotape, Research Writing;

Writing and Grammar iText, Sections 12.1-12.6, 13.4-5, 13.6; On-line Exercise Bank, Section 19.3

5. Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject.

SE/TE: 831, 836 TR: Academic and Workplace Skills Activity

Book: 35-38

6. Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences.

SE/TE: 16, 56, 80, 104, 152, 153, 254 TR: Writing Support Transparencies: 2-D, 4-C, 5-

C, 6-C, 8-A-B, 12-B-C; Writing Support Activity Book: 2-2, 4-1, 5-2, 8-1, 12-1

7. Analyze the structure and features of functional

and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable.

SE/TE: 348-349, 350-351, 352-353, 354-355, 356-357, 358-359, 360-363

TR: Writing Support Transparencies: 16-A-E; Writing Support Activity Book: 16-1-2; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 16

TECH: Writers at Work videotape, Practical and Technical Writing; Writing and Grammar iText, Sections 16.1-16.4

8. Critique functional and workplace documents

(e.g., instructions, technical manuals, travel schedules, business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal.

SE/TE: 243, 348-349, 350-351, 352-353, 354-355, 356-357, 358-359, 360-363



Reading Applications: Literary Text 1. Compare and contrast motivations and reactions of

literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.

SE/TE: 58, 75, 76, 77, 80, 81, 311, 837, 909 TR: Writing Support Transparencies: 4-E, 5-C-D,

14-B; Writing Support Activity Book: 5-2 TECH: Writing and Grammar iText: Sections 4.3, 5.1;

Writers at Work videotape: Narration

2. Analyze the historical, social and cultural context of setting.

SE/TE: 58, 75, 80, 81, 229, 344, 840-841 TR: Writing Support Transparencies: 4-E, 5-C-E,

11-F-G; Writing Support Activity Book: 5-2; Academic and Workplace Skills Activity Book, 41-42







3. Explain how voice and narrator affect the characterization, plot and credibility.

SE/TE: 7, 48-73, 76, 552, 554, 837, 912, 915 TR: Formal Assessment, Ch. 1; Writing Support

Transparencies: 4-A-D, 4-E-G; Writing Support Activity Book: 4-1-5; Scoring Rubrics on Transparency, Ch. 4; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 4; Topic Bank for Heterogeneous Classes, Ch. 4; Grammar Exercise Workbook, 83-84; Grammar Exercises on Transparencies, Ch. 21; Academic and Workplace Skills Activity Book, 39-43

TECH: Writers at Work videotape, Narration; Writing and Grammar iText, Sections 4.1-4.4, 21.4; On-line Exercise Bank, Section 21.4

4. Evaluate an author’s use of point of view in a

literary text.

SE/TE: 7, 106, 552, 554, 831, 838, 913 TR: Formal Assessment, Ch. 1; Writing Support

Transparencies: 6-E; Grammar Exercise Workbook, 83-84; Grammar Exercises Answers on Transparencies, Ch. 21; Academic and Workplace Skills Activity Book, 35, 40

TECH: Writing and Grammar iText, Sections 6.3, 21.4; On-line Exercise Bank, Section 21.4

5. Analyze variations of universal themes in literary

texts.

SE/TE: 307, 308-309, 314, 331, 839, 915 TR: Writing Support Transparencies: 14-E;

Writing Support Activity Book: 14-3; Academic and Workplace Skills Activity Book: 40

6. Recognize and differentiate characteristics of

subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic.

SE/TE: 839, 908, 914

7. Compare and contrast varying characteristics of American, British, world and multi-cultural literature.

8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.

SE/TE: 42, 106, 802, 838, 839, 841, 909, 910, 911, 915

TR: Writing Support Transparencies: 6-E; Academic and Workplace Skills Activity Book, 13-14, 40, 42

TECH: Writing and Grammar iText, Sections 3.3, 6.3






Writing Processes Prewriting; Drafting, Revising and Editing; and Publishing 1. Generate writing ideas through discussions with

others and from printed material, and keep a list of writing ideas.

SE/TE: 2, 3, 4, 5, 6, 7, 9, 11, 14-17, 73, 81, 875 TR: Writing Support Transparencies: 1-A-B, 2-A-

E, 5-E; Writing Support Activity Book: 1-2, 2-1-3

2. Determine the usefulness of and apply appropriate

pre-writing tasks (e.g., background reading, interviews or surveys).

SE/TE: 4, 14-17, 57, 73, 131, 158, 201, 283, 284, 873, 913

TR: Writing Support Transparencies: 2-B-E, 4-D, 7-F, 8-E, 10-E, 13-D; Writing Support Activity Book: 2-1-3, 4-2, 8-2; Academic and Workplace Skills Activity Book, 55

3. Establish and develop a clear thesis statement for

informational writing or a clear plan or outline for narrative writing.

SE/TE: 37-39, 128, 204, 286, 287, 692, 781, 848, 849, 913, 915

TR: Writing Support Transparencies: 3-B-C, 7-C, 10-H, 13-F-H; Writing Support Activity Book: 3-1, 10.4; Grammar Exercise Workbook, 127-128; Academic and Workplace Skills Activity Book, 2, 45

TECH: Writing and Grammar iText, Section 13.3; On-line Exercise Bank, Section 27.1

4. Determine a purpose and audience and plan

strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience.

SE/TE: 16, 56, 80, 104, 129, 152, 153, 200, 226, 254, 282, 313, 333

TR: Writing Support Transparencies: 2-D, 4-C, 5-C, 6-C, 7-D, 8-A-B, 10-C-D, 11-C, 12-B-C, 13-C, 14-D, 15-A; Writing Support Activity Book: 2-2, 4-1, 5-2, 7-2, 8-1, 10-1-2, 11-2, 12-1, 13-1, 14-2

5. Use organizational strategies (e.g., notes and

outlines) to plan writing.

SE/TE: 4, 7, 14-17, 128, 178, 204, 228, 285, 692, 781, 848-849, 876

TR: Writing Support Transparencies: 2-B-E, 7-C, 9-E, 10-H, 11-E, 13-E; Writing Support Activity Book: 2-1-3, 9-3; Grammar Exercise Workbook, 127-128; Academic and Workplace Skills Activity Book, 2, 45


6. Organize writing to create a coherent whole with

an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.

SE/TE: 33-34, 35, 39, 257, 258, 412-419, 490, 909, 911

TR: Writing Support Transparencies: 3-A-B, 3-C, 12-F-G; Writing Support Activity Book: 3-1; Grammar Exercise Workbook, 23-26, 55-60; Grammar Exercises on Transparencies, Ch. 18

TECH: Writing and Grammar iText, Sections 3.1-3.2






(Continued) 6. Organize writing to create a coherent whole with

an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.

(Continued) TECH: Writing and Grammar iText, Sections 12.3,

18.1; On-line Exercise Bank, Section 18.1, 20.3

7. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.

SE/TE: 29-32, 33-34, 87, 183, 292, 410-417, 426-433, 468-470, 478-515, 483-486, 915

TR: Writing Support Transparencies: 3-A-C, 5-I; Formal Assessment, Ch. 3, 18, 20; Writing Support Activity Book: 3-1; Grammar Exercise Workbook, 27-28, 29-32, 33-48, 49-52, 53-60, 61-64, 65-68, 69-70; Grammar Exercises Answers on Transparencies, Ch. 19, 20

TECH: Writing and Grammar iText, Section 20.2, 18.1-18.3, 19.4, 20.1-20.7; On-line Exercise Bank, 19.3, 18.2, 18.3, 19.4, 20.1-20.7

8. Use precise language, action verbs, sensory

details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.

SE/TE: 42, 110, 335, 336, 379, 552, 622-626, 628-629, 630-637, 747, 908, 915

TR: Writing Support Transparencies: 6-G, 15-C-D; Grammar Exercise Workbook, 83-84, 107-110, 111-116; Grammar Exercises Answers on Transparencies, Ch. 21, 24

TECH: Writing and Grammar iText, Sections 3.3, 15.3, 21.4, 24.1-24.2; On-line Exercise Bank, Section 21.4, 24.1-24.2

9. Use available technology to compose text.

SE/TE: 9, 25, 64, 143, 158, 207, 265, 361, 574, 595, 736, 796, 819, 862

TR: Writing Support Transparencies: 2-M, 8-E; Writing Support Activity Book: 8-2; Scoring Rubrics on Transparency, Ch. 4, 12; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 4, 12; Grammar Exercise Workbook, 91-92, 143-146; Grammar Exercises on Transparencies, Ch. 22, 27; Academic and Workplace Skills Activity Book, 11, 52

TECH: Writing and Grammar iText, Sections 4.5, 12.5, 22.2, 27.5; On-line Exercise Bank, Section 22.2, 27.5

10. Reread and analyze clarity of writing, consistency

of point of view and effectiveness of organizational structure.

SE/TE: 4, 19-21, 60, 84, 85, 87, 110, 133, 134, 135, 156, 180, 181, 204, 207, 234, 248, 259, 260, 289, 290, 291, 307, 317, 318, 336, 337, 827-828

TR: Writing Support Transparencies: 2-I-L, 2-K, 4-F-G, 5-H-I, 6-G, 7-G-H, 8-D-E, 9-G-I






(Continued) 10. Reread and analyze clarity of writing, consistency

of point of view and effectiveness of organizational structure.

(Continued) TR: Writing Support Transparencies: 10-H, 11-K,

12-H-I, 13-I, 14-G-H, 15-D; Grammar Exercise Workbook, 33-40, 41-46, 67-68; Writing Support Activity Book: 8-2; Academic and Workplace Skills Activity Book, 32-33

TECH: On-line Exercise Bank, Sections 19.1-19.4, 20.6; Writing and Grammar iText, Sections 4.4, 5.4, 8.4, 9.4, 10.4, 12.4, 13.4, 15.3

11. Add and delete examples and details to better

elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts.

SE/TE: 35, 56, 110, 136, 202, 203, 214, 258, 259, 288, 335, 336

TR: Writing Support Transparencies: 4-C, 6-G, 10-F-G, 12-G-I, 13-H, 15-C-D; Writing Support Activity Book: 4-1

TECH: Writing and Grammar iText, Sections 10.3, 12.4, 15.3

12. Rearrange words, sentences and paragraphs and

add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes.

SE/TE: 60-61, 85, 87, 112, 134, 157, 158, 182, 204, 207, 230-231, 232-233, 234, 260-261, 290, 293, 317-318, 319-320, 336-337

TR: Writing Support Transparencies: 4-F-G, 5-H-I, 7-H, 8-D-E, 9-I, 10-H, 11-H-K, 11-J, 12-H; 14-H, 15-D; Writing Support Activity Book: 8-2; Grammar Exercise Workbook, 29-32, 33-40, 107-116

TECH: Writing and Grammar iText, Sections 4.4, 5.4, 10.4, 11.4, 14.4, 15.3; On-line Exercise Bank, Sections 19.1-19.2, 18.3, 24.1-24.2

13. Use resources and reference materials (e.g.,

dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.

SE/TE: 158, 264, 390, 492, 732, 801-804, 807, 821, 856-857, 860, 915

TR: Writing Support Transparencies: 8-E; Writing Support Activity Book: 8-2; Grammar Exercise Workbook, 61-64; Grammar Exercises on Transparencies, Ch. 20; Academic and Workplace Skills Activity Book, 13-16, 17, 28, 49-50


14. Proofread writing, edit to improve conventions

(e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language.

SE/TE: 11, 22, 87, 138, 321, 414, 492-495, 496, 499, 718-719, 821, 906

TR: Writing Support Transparencies: 5-I; Scoring Rubrics on Transparency, Ch. 7, 14; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 7, 14; Grammar Exercise Workbook, 61-64; Grammar Exercises Answers on Transparencies, Ch. 20; Hands-on Grammar Activity Book, Ch. 20






(Continued) 14. Proofread writing, edit to improve conventions

(e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language.

(Continued) TR: Hands-on Grammar Activity Book, Ch. 27;

Academic and Workplace Skills Activity Book, 28

TECH: Writing and Grammar iText, Sections 7.5, 20.4; On-line Exercise Bank, Section 20.4

15. Apply tools (e.g., rubric, checklist and feedback)

to judge the quality of writing.

SE/TE: 21, 65, 114, 139, 160, 186, 236, 264, 266, 296, 339

TR: Writing Support Transparencies: 2-K; Scoring Rubrics on Transparency, Ch. 4, 7, 8, 9, 11, 12, 13, 15; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 4, 7, 8, 9, 11, 12, 13, 15

16. Prepare for publication (e.g., for display or for

sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

SE/TE: 4, 6, 25, 294-295, 787-788, 789-790, 791, 792-794, 829, 830, 833, 896, 914

TR: Writing Support Transparencies: 1-B, 2-M; Writing Support Activity Book, 1-2; Formal Assessment, Ch. 1; Academic and Workplace Skills Activity Book, 5-6, 7-8, 9-12, 33-34, 37

TECH: Writing and Grammar iText, Sections 13.5

Writing Applications 1. Write reflective compositions that:

a. use personal experiences as a basis for reflection on some aspect of life;

SE/TE: 2, 3, 4, 5, 6-7, 12, 23, 48-73, 229, 307, 310, 842, 911, 914

TR: Writing Support Transparencies: 1-A-B, 2-A-E, 4-A-G, 11-F-G, 14-A-E; Writing Support Activity Book: 1-1-2, 2-1-3, 4-1-2, 14-1-3; Formal Assessment, Ch. 2, 4; Topic Bank for Heterogeneous Classes, Ch. 4; Scoring Rubrics on Transparency, Ch. 4; Writing Assessment and Portfolio Management, Ch. 4; Academic and Workplace Skills Activity Book, 43

TECH: Writers at Work Videotape, Narration; Writing and Grammar iText, Ch. 2, Ch. 4 Sections 4.1-4.4, 14.2

b. draw abstract comparisons between

specific incidents and abstract concepts;

SE/TE: 50-53, 229, 307, 308, 829 TR: Writing Support Transparencies: 11-F-G;

Academic and Workplace Skills Activity Book, 33-34






c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and

SE/TE: 7, 156, 288, 910 TR: Formal Assessment: Ch. 1; Writing Support

Transparencies: 8-D-E, 13-H; Writing Support Activity Book: 8-2

TECH: Writing and Grammar iText: Section 8.4

d. move from specific examples to generalizations about life.

SE/TE: 203, 229, 288, 831, 833, 910 TR: Writing Support Transparencies: 10-G, 11-F-

G, 13-H; Academic and Workplace Skills Activity Book: 35-38

2. Write responses to literature that:

a. advance a judgment that is interpretative, analytical, evaluative or reflective;

SE/TE: 55, 79, 103, 127, 151, 175, 199, 253, 281, 306-307, 308-309, 310, 311-314, 315-320, 322, 323-329

TR: Writing Support Transparencies: 5-B, 8-A-C, 14-A-H; Writing Support Activity Book: 8-1-2, 14-1-4

TECH: Writing and Grammar iText, Section 8.2, 14.1-14.4; Writers at Work videotape, Response to Literature

b. support key ideas and viewpoints with

accurate and detailed references to the text or to other works and authors;

SE/TE: 55, 79, 103, 127, 151, 175, 199, 253, 281, 306-307, 308-309, 310, 311-314, 315-320, 322, 323-329

TR: Writing Support Transparencies: 5-B, 8-A-C, 14-A-H; Writing Support Activity Book: 8-1-2, 14-1-4

TECH: Writing and Grammar iText, Section 8.2, 14.1-14.4; Writers at Work videotape, Response to Literature

c. analyze the author’s use of stylistic

devices and express an appreciation of the effects the devices create;

SE/TE: 306-307, 308-309, 310, 311-314, 315-320, 322, 323-329

TR: Writing Support Transparencies: 14-A-H; Writing Support Activity Book: 8-1-2, 14-1-4

TECH: Writing and Grammar iText, Section 14.1-14.4; Writers at Work videotape, Response to Literature

d. identify and assess the impact of possible

ambiguities, nuances and complexities within text;

SE/TE: 306-307, 308-309, 310, 311-314, 315-320, 322, 323-329








e. anticipate and answer a reader’s questions, counterclaims or divergent interpretations; and

SE/TE: 306-307, 308-309, 310, 311-314, 315-320, 322, 323-329



f. provide a sense of closure to the writing.

SE/TE: 306-307, 308-309, 310, 311-314, 315-320, 322, 323-329



3. Write functional documents (e.g., requests for information, resumes, letters of complaint, memos, proposals)

that:

a. report, organize and convey information accurately;

SE/TE: 240-241, 348, 349, 350-351, 352-353, 354-355, 356-357, 358-359, 360-363, 549



b. use formatting techniques that make a

document user-friendly; and

SE/TE: 240-241, 294-295, 348, 349, 350-351, 352-353, 354-355, 356-357, 358-359, 360-363, 794, 883

TR: Writing Support Transparencies: 16-A-E; Writing Support Activity Book: 16-1-2; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 16; Academic and Workplace Skills Activity Book, 9, 60

TECH: Writers at Work videotape, Practical and Technical Writing; Writing and Grammar iText, Sections 13.5, 16.1-16.4

c. anticipate readers’ problems, mistakes

and misunderstandings.

SE/TE: 240-241, 348, 349, 350-351, 352-353, 354-355, 356-357, 358-359, 360-363, 549








4. Write informational essays or reports, including research, that:

a. develop a controlling idea that conveys a perspective on the subject;

SE/TE: 274-275, 276-279, 280-285, 286-288, 289-293, 294, 295-296, 297-305

TR: Writing Support Transparencies: 13-A-E, 13-F-J; Writing Support Activity Book: 13-1; Topic Bank for Heterogeneous Classes, Ch. 13; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13

TECH: Writers at Work videotape, Research Writing; Writing and Grammar iText, Sections 13.1-13.2, 13.3, 13.4, 13.5-6

b. create an organizing structure appropriate

to purpose, audience and context;

SE/TE: 7, 46, 80, 178, 228 274-275, 276-279, 280-285, 286-288, 289-293, 294, 295-296, 297-305



c. include information on all relevant

perspectives, considering the validity and reliability of primary and secondary sources;

SE/TE: 274-275, 276-279, 280-285, 286-288, 289-293, 294, 295-296, 297-305, 831

TR: Writing Support Transparencies: 13-A-E, 13-F-J; Writing Support Activity Book: 13-1; Topic Bank for Heterogeneous Classes, Ch. 13; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13; Academic and Workplace Skills Activity Book, 35


d. make distinctions about the relative value

and significance of specific data, facts and ideas;

SE/TE: 22, 35, 203, 229, 274-275, 276-279, 280-285, 286-288, 289-293, 294, 295-296, 297-305, 882, 910, 915

TR: Writing Support Transparencies: 10-G, 11-F-G, 13-A-E, 13-F-J; Writing Support Activity Book: 13-1; Topic Bank for Heterogeneous Classes, Ch. 13; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13, 32






(Continued) d. make distinctions about the relative value

and significance of specific data, facts and ideas;

(Continued) TR: Academic and Workplace Skills Activity

Book, 59-60 TECH: Writers at Work videotape, Research Writing;

Writing and Grammar iText, Sections 13.1-13.2, 13.3, 13.4, 13.5-6

e. anticipate and address a reader’s potential

biases, misunderstandings and expectations; and

SE/TE: 274-275, 276-279, 280-285, 286-288, 289-293, 294, 295-296, 297-305



f. provide a sense of closure to the writing.

SE/TE: 274-275, 276-279, 280-285, 286-288, 289-293, 294, 295-296, 297-305



5. Write persuasive compositions that:

a. articulate a clear position;

SE/TE: 28, 38-39, 122, 123, 124-125, 126-131, 132, 133-137, 138-139, 140-147, 148-167, 790

TR: Writing Support Transparencies: 3-A, 7-A-F, 7-G-J; Writing Support Activity Book, 7-1-3, 7.4; Topic Bank for Heterogeneous Classes, Ch. 7; Scoring Rubrics on Transparency, Ch. 7; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 7

TECH: Writing and Grammar iText, Ch. 3, Section 20.2, Ch. 7, Sections 7.1-7.6

b. support assertions using rhetorical

devices, including appeals to emotion or logic and personal anecdotes; and

SE/TE: 49, 122, 123, 124-125, 126-131, 132, 133-137, 138-139, 140-147, 148-167, 781, 790

TR: Writing Support Transparencies: 3-A, 7-A-F, 7-G-J; Writing Support Activity Book, 7-1-3, 7.4; Topic Bank for Heterogeneous Classes, Ch. 7; Scoring Rubrics on Transparency, Ch. 7






(Continued) b. support assertions using rhetorical

devices, including appeals to emotion or logic and personal anecdotes; and

(Continued) TR: Writing Assessment and Portfolio

Management, Formal Assessment, Ch. 7; Academic and Workplace Skills Activity Book, 2


c. develop arguments using a variety of

methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning).

SE/TE: 28, 38-39, 122, 123, 124-125, 126-131, 132, 133-137, 138-139, 140-147, 148-167, 790

TR: Writing Support Transparencies: 3-A, 7-A-F, 7-G-J; Writing Support Activity Book, 7-1-3, 7.4; Topic Bank for Heterogeneous Classes, Ch. 7; Scoring Rubrics on Transparency, Ch. 7; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 7


6. Produce informal writings (e.g., journals, notes

and poems) for various purposes.

SE/TE: 3, 4, 117, 285, 307, 310, 781, 841-842, 911, 912

TR: Writing Support Transparencies: 1-A-B, 6-C-D, 6-H, 13-E, 14-A-E; Writing Support Activity Book: 6-2, 14-1-3; Academic and Workplace Skills Activity Book, 2, 42-43


Writing Conventions Spelling; Punctuation and Capitalization; and Grammar and Usage 1. Use correct spelling conventions.

SE/TE: 22, 64, 338, 397, 484, 496, 574, 747, 812, 814, 815, 816, 819, 820, 821

TR: Scoring Rubrics on Transparency, Ch. 4, 15; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 4, 15; Grammar Exercise Workbook, 91-92; Grammar Exercises Answers on Transparencies, Ch. 22; Academic and Workplace Skills Activity Book, 24, 25, 26, 27, 28

TECH: Writing and Grammar iText, Sections 4.5, 15.4, 22.2

2. Use correct capitalization and punctuation

SE/TE: 88, 113, 185, 235, 666-669, 670-674, 675, 676-677, 678-679, 680-685, 686-687, 688-693, 694-709, 710-714, 715-719, 720, 721, 722-732, 736-739,740, 741, 743, 745-748, 749-753, 754, 794

TR: Scoring Rubrics on Transparency, Ch. 5, 6






(Continued) 2. Use correct capitalization and punctuation

(Continued) TR: Scoring Rubrics on Transparency, Ch. 11;

Writing Assessment and Portfolio Management; Formal Assessment, Ch. 5, 6, 11, 26, 27; Grammar Exercise Workbook, 123-126, 127-142; Grammar Exercises Answers on Transparencies, Ch. 26; Hands-on Grammar Activity, Ch. 26, 27

TECH: Writing and Grammar iText, Sections 5.5-5.6, 6.5, 9.5, 11.5, 27.1-27.6, Ch. 26; On-line Exercise Bank, Ch. 26, 27

3. Use correct grammar (e.g., verb tenses, parallel

structure, indefinite and relative pronouns).

SE/TE: 62, 64, 86, 103, 111, 135, 138, 159, 183, 185, 206, 208, 232, 262, 292, 295, 319, 338, 372, 373, 374, 375, 379, 380, 381, 382, 384, 390, 394, 460, 520-521, 522, 523-528, 532-537, 560-561, 586-587, 588, 590-591, 594, 596, 604

TR: Grammar Exercise Workbook, 5-10, 15-20, 29-32, 33-40, 41-46, 47-48, 67-68, 71-78, 93-98, 99-102, 107-116, Scoring Rubrics on Transparency, Ch. 4, 7, 8, 10, 15; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 4, 7, 8, 10, 15; Grammar Exercises Answers on Transparencies: Ch. 17, 23

TECH: On-line Exercise Bank, Sections 17.2, 17.4, 18.3, 19.1-19.2, 19.3, 20.6, 21.1, 23.1, 23.2, 24.1-24.2; Writing and Grammar iText, Sections 7.5, 8.5, 9.5, 10.5, 15.4, 17.2, 17.4, 21.1, 23.1

Research 1. Compose open-ended questions for research,

assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.

SE/TE: 57, 130-131, 154, 158, 201, 243, 256, 275, 283-284, 779, 784, 789, 865-866, 873, 893

TR: Writing Support Transparencies: 4-D, 7-E-F, 8-C, 10-E, 12-E, 13-D; Writing Support Activity Book: 4-2, 7-3, 12-2; Academic and Workplace Skills Activity Book, 1, 6, 55

TECH: Writing and Grammar iText, Sections 8.3, 13.1; Writers at Work videotape, Research Writing

2. Identify appropriate sources and gather relevant

information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

SE/TE: 201, 243, 255-256, 284, 296, 310, 807, 831, 850, 851, 862-863, 883, 893-894, 895, 896, 897

TR: Writing Support Transparencies: 10-E, 12-D-E, 14-A-E; Writing Support Activity Book: 12-2, 14-1-3; Scoring Rubrics on Transparency, Ch. 13






(Continued) 2. Identify appropriate sources and gather relevant

information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

(Continued) TR: Writing Assessment and Portfolio

Management, Formal Assessment, Ch. 13; Academic and Workplace Skills Activity Book, 17, 35, 46-47, 52, 60


3. Determine the accuracy of sources and the

credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).

SE/TE: 201, 243, 255-256, 284, 296, 310, 807, 831, 850, 851, 862-863, 883, 893-894, 895, 896, 897

TR: Writing Support Transparencies: 10-E, 12-D-E, 14-A-E; Writing Support Activity Book: 12-2, 14-1-3; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13; Academic and Workplace Skills Activity Book, 17, 35, 46-47, 52, 60


4. Analyze the complexities and discrepancies in

information and systematically organize relevant information to support central ideas, concepts and themes.

SE/TE: 201, 243, 255-256, 284, 296, 310, 807, 831, 850, 851, 862-863, 883, 893-894, 895, 896, 897

TR: Writing Support Transparencies: 10-E, 12-D-E, 14-A-E; Writing Support Activity Book: 12-2, 14-1-3; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13; Academic and Workplace Skills Activity Book, 17, 35, 46-47, 52, 60


5. Integrate quotations and citations into written text

to maintain a flow of ideas.

SE/TE: 88, 155, 229, 265, 288, 294-295, 316, 728, 730, 854, 888-892, 909

TR: Scoring Rubrics on Transparency, Ch. 5, 12; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 5, 12; Writing Support Transparencies: 11-F-G, 13-H; Grammar Exercises Workbook, 139-140; On-line Exercise Bank, Section 27.4; Academic and Workplace Skills Activity Book, 48

TECH: Writing and Grammar iText, Sections 5.5-5.6, 8.3, 12.5, 13.5, 14.6






6. Use style guides to produce oral and written reports that give proper credit for sources and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.

SE/TE: 780, 781, 782, 783, 784, 785 TR: Academic and Workplace Skills Activity

Book, 2, 3

7. Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented.

SE/TE: 201, 243, 255-256, 284, 296, 300-301, 310, 780, 781, 782, 783, 784, 785, 787-788, 789, 790, 793, 795, 796, 807, 831, 850, 851, 862-863, 883, 893-894, 895, 896, 897, 912

TR: Writing Support Transparencies: 10-E, 12-D-E, 14-A-E; Writing Support Activity Book: 12-2; Academic and Workplace Skills Activity Book, 3, 4, 5, 6-8, 10-11, 17, 35, 46, 52, 60

TECH: Writing and Grammar iText, Sections 13.6

Communication: Oral and Visual Listening and Viewing; Speaking Skills and Strategies; and Speaking Applications 1. Apply active listening strategies (e.g., monitoring

message for clarity, selecting and organizing essential information, noting cues such as changes in pace).

SE/TE: 21, 63, 87, 112, 119, 158, 215, 779, 781, 782, 783-785, 790, 801, 873, 874-875

TR: Writing Support Transparencies: 2-L, 4-G, 5-I, 6-I, 8-I, 10-J; Writing Support Activity Book: 6-3; 8-2, 10-4; Scoring Rubrics on Transparency, Ch. 6; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 6; Academic and Workplace Skills Activity Book, 1, 2, 3, 55


2. Analyze types of arguments used by the speaker, such as causation, analogy and logic.

SE/TE: 135, 276, 782, 783-785, 804, 822-823, 834, 866-867

TR: Grammar Exercise Workbook, 67-68; Academic and Workplace Skills Activity Book, 3, 15

TECH: On-line Exercise Bank, Sections 20.6

3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points. 4. Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) affect the mood and tone and impact the audience.

SE/TE: 21, 42, 56, 63, 80, 87, 104, 112, 119, 158, 215, 779, 780, 781, 782, 783-785, 790, 801, 873, 874-875, 909

TR: Writing Support Transparencies: 2-L, 4-G, 5-I, 6-I, 8-I, 10-J; Writing Support Activity Book: 6-3; 8-2, 10-4; Scoring Rubrics on Transparency, Ch. 6; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 6; Academic and Workplace Skills Activity Book, 1, 2, 3, 55







4. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.

SE/TE: 7, 56, 80, 123, 129, 152, 153, 780, 781, 782, 783-785

TR: Writing Support Transparencies: 4-C, 5-C, 7-D, 8-A-B; Writing Support Activity Book: 4-1, 5-2, 7-2, 8-1; Academic and Workplace Skills Activity Book, 2-3

5. Adjust volume, tempo, phrasing, enunciation,

voice modulation and inflection to stress important ideas and impact audience response.

SE/TE: 780, 781, 782 TR: Academic and Workplace Skills Activity

Book, 2-3

6. Vary language choices as appropriate to the context of the speech.

SE/TE: 780, 781, 782, 783, 784-785 TR: Academic and Workplace Skills Activity

Book, 2-5

7. Deliver informational presentations (e.g., expository, research) that:

a. present a clear and distinctive perspective on the subject;

SE/TE: 168-193, 194-217, 218-245, 274-279, 280-285, 286-288, 289-293, 294-296, 780, 781, 782-783, 784-785

TR: Writing Support Transparencies: 9-A-I, 10-A-H, 13-A-K, 11-A-K; Writing Support Activity Book: 9-1-6, 10-1-6, 11-1-6, 13-1-3; Topic Bank for Heterogeneous Classes, Ch. 9, 10, 11, 13; Scoring Rubrics on Transparency, Ch. 9, 10, 11, 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 9, 10, 11, 13; Academic and Workplace Skills Activity Book, 2-5

TECH: Writers at Work videotape, Exposition, Research Writing; Writing and Grammar iText, Ch. 9, 10, 11, 13

b. present events or ideas in a logical

sequence;

SE/TE: 168-193, 194-217, 218-245, 274-279, 280-285, 286-288, 289-293, 294-296, 780, 781, 782-783, 784-785

TR: Writing Support Transparencies: 9-A-I, 10-A-H, 13-A-K, 11-A-K; Writing Support Activity Book: 9-1-6, 10-1-6, 11-1-6, 13-1-3; Topic Bank for Heterogeneous Classes, Ch. 9, 10, 11, 13; Scoring Rubrics on Transparency, Ch. 9, 10, 11, 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 9, 10, 11, 13; Academic and Workplace Skills Activity Book, 2-5

TECH: Writers at Work videotape, Exposition, Research Writing; Writing and Grammar iText, Ch. 9, 10, 11, 13






c. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;

SE/TE: 35, 37, 39, 49, 155, 156, 168-193, 194-217, 218-245, 202, 203, 229, 258, 265, 286, 288, 321, 728-729

TR: Writing Support Transparencies: 3-C, 8-D-E, 9-E-F, 10-A-F, 11-A-D, 11-F-G, 12-G, 13-F-H; Writing Support Activity Book: 3-1, 8-2, 9-3, 10-1-2, 11-1-2; Topic Bank for Heterogeneous Classes, Ch. 10, 11; Scoring Rubrics on Transparency, Ch. 12, 14; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 12, 14; Grammar Exercise Workbook, 139-140

TECH: Writing and Grammar iText, Sections 8.3, 8.4, 9.3-9.4, 10.3, 11.2-11.3, 12.5, 13.3; Writers at Work videotape, Exposition; On-line Exercise Bank, Section 27.4

d. include an effective introduction and

conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);

SE/TE: 39, 168-193, 194-217, 218-245, 257, 909 TR: Writing Support Transparencies: 3-C, 9-A-I,

10-A-H, 11-A-K, 12-F-G; Writing Support Activity Book: 3-1; 9-1-2, 10-1-2, 11-1-2; Topic Bank for Heterogeneous Classes, Ch. 9, 10, 11; Scoring Rubrics on Transparency, Ch. 9, 10, 11; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 9, 10, 11

TECH: Writing and Grammar iText, Sections 9.1-9.6, 10.1-6, 12.3; Writers at Work videotape, Exposition

e. use appropriate visual materials (e.g.,

diagrams, charts, illustrations) and available technology to enhance presentation; and

SE/TE: 35, 300-301, 781, 793, 912 TR: Writing Support Transparencies: 13-C-D, 13-

J; Writing Support Activity Book: 13-2; Academic and Workplace Skills Activity Book, 2


f. draw from and cite multiple sources, including both primary and secondary sources, and consider the validity and reliability of sources.

SE/TE: 130, 201, 243, 256, 275, 276-279, 280-281, 282-283, 284, 285, 286-288, 289-293, 296, 316, 831, 854, 888-892, 893

TR: Writing Support Transparencies: 7-E, 10-E, 12-E, 13-A-B, 13-C-E, 13-F-H, 13-I, 14-G-H; Writing Support Activity Book: 7-3, 12-2, 13-1; Grammar Exercise Workbook, 33-48; Scoring Rubrics on Transparency, Ch. 13; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 13; Academic and Workplace Skills Activity Book, 35, 48

TECH: Writing and Grammar iText, Sections 13.2, 13.4-13.5, 13.6, 14.4






(Continued) f. draw from and cite multiple sources,

including both primary and secondary sources, and consider the validity and reliability of sources.

(Continued) TECH: On-line Exercise Bank, Section 19.3

8. Deliver persuasive presentations that:

a. establish and develop a logical and controlled argument;

SE/TE: 122, 123, 124-125, 126-131, 132, 133-137, 138, 139, 146-147, 788-790, 921

TR: Writing Support Transparencies: 7-A-J; Writing Support Activity Book: 7-1-4; Topic Bank for Heterogeneous Classes, Ch. 7; Scoring Rubrics on Transparency, Ch. 7; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 7; Academic and Workplace Skills Activity Book, 6-7

TECH: Writing and Grammar iText, Sections 7.1-7.6; Writers at Work videotape, Persuasion

b. include relevant evidence, differentiating

between evidence and opinion, to support position and to address counter-arguments or listener biases;

SE/TE: 37, 39, 122, 123, 124-125, 126-131, 132, 133-137, 138, 139, 146-147, 788-790, 831, 908, 921



c. use persuasive strategies such as

rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic;

SE/TE: 122, 123, 124-125, 126-131, 132, 133-137, 138, 139, 146-147, 788-790








d. consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution); and

SE/TE: 7, 46, 122, 123, 124-125, 126-131, 132, 133-137, 138, 139, 146-147, 165, 178, 327, 781-782, 788-790, 797

TR: Standardized Test Preparation Workbook, 5-6; Writing Support Transparencies: 7-A-J; Writing Support Activity Book: 7-1-4; Topic Bank for Heterogeneous Classes, Ch. 7; Scoring Rubrics on Transparency, Ch. 7; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 7; Academic and Workplace Skills Activity Book, 2, 3, 6-7


e. use speaking techniques (e.g., reasoning,

emotional appeal, case studies or analogies).

SE/TE: 7, 46, 122, 123, 124-125, 126-131, 132, 133-137, 138, 139, 146-147, 165, 178, 327, 781-782, 788-790, 797, 804, 822-823, 834, 866, 867

TR: Standardized Test Preparation Workbook, 5-6, ,57-58; Writing Support Transparencies: 7-A-J; Writing Support Activity Book: 7-1-4; Topic Bank for Heterogeneous Classes, Ch. 7; Scoring Rubrics on Transparency, Ch. 7; Writing Assessment and Portfolio Management, Formal Assessment, Ch. 7; Academic and Workplace Skills Activity Book, 2, 3, 6-7, 15, 16


Reference: http://ims.ode.state.oh.us/ODE/IMS/ACS/Default.asp

Documents

Prentice Hall Writing and Grammar: Communication In … · English Language Arts (Grade 12) SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH ... Writing Support