Standard 1: Reading SIXTH GRADE



A Correlation of

Writing America

Language and Composition in Context

AP® Edition

1st Edition, ©2014

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To the

Common Core Standards

for English Language Arts

Grades 11–12

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AP( is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.

Table of Contents

Reading: Literature » 3

Reading: Informational Text » 7

Writing » 11

Speaking & Listening » 17

Language » 19

|Common Core Standards for |Writing America |

|English Language Arts, Grades 11-12 |AP Edition, 1st Edition, ©2014 |

|English Language Arts Standards » Reading: Literature » Introduction |

|The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts |

|and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students |

|advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and |

|understandings mastered in preceding grades. |

|The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the |

|former providing broad standards, the latter providing additional specificity. |

|English Language Arts Standards » Reading: Literature » Grade 11-12 |

|The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the |

|former providing broad standards, the latter providing additional specificity. |

|Key Ideas and Details |

|1. Cite strong and thorough textual evidence to support analysis of |SE: Writing America, AP Edition guides students through process of |

|what the text says explicitly as well as inferences drawn from the |building text analysis and response through reading and writing. |

|text, including determining where the text leaves matters uncertain. |Lessons look at a wide range of approaches to responding to |

| |literature and begin with making explicit the role of the reader and |

| |the reader’s experience. Lessons include the following: The Reader’s |

| |Role: Building Your Reader Experience, |

| |7–11; The Reader’s Choice: Reading In, Reading Out, 14–16; Responding|

| |to an Older Text, 44–48; Writing Activities to Strengthen Reading, |

| |67–70; Three Texts for Our Analyses, 73–77; Unspoken ideas and |

| |assumptions, 81; in addition, many of the Read, Write, & Connect |

| |activities found at the end of every selection also offer students |

| |opportunities to cite strong and thorough textual evidence. Some |

| |examples from literature selections include pages 486–487, 539, 563, |

| |643, 671, 936, and 959. |

|2. Determine two or more themes or central ideas of a text and |SE: For related material see: Answering the Big Central Question and |

|analyze their development over the course of the text, including how |Four Related Questions: What is the central point, the major idea, |

|they interact and build on one another to produce a complex account; |79; Using Material Gathered from Sources: Summary, Paraphrase, 992, |

|provide an objective summary of the text. |993; also see: Responding to an Older Text, 44–48; Three Texts for |

| |Our Analyses, 73–77; Unspoken ideas and assumptions, 81; Chapter |

| |Activity: Rhetorical Analysis of Lincoln’s “Second Inaugural |

| |Address,” 105–106; in addition, many of the Read, Write, & Connect |

| |activities found at the end of every selection also offer students |

| |opportunities to cite strong and thorough textual evidence. Some |

| |examples from literature selections include pages 486–487, 539, 563, |

| |643, 671, 936, and 959. |

|3. Analyze the impact of the author’s choices regarding how to |SE: Writing America, AP Edition teaches students how to identify the |

|develop and relate elements of a story or drama (e.g., where a story |basic elements of fiction and drama in Chapter 2: Reading Genres (pp.|

|is set, how the action is ordered, how the characters are introduced |29–48). Lessons provide instruction and examples of literary devices |

|and developed). |and structures through the use of literature selections. Lessons |

| |include the following: Fiction, 37; Film and Drama, 38–39. In |

| |addition, many of the Read, Write, and Connect activities found at |

| |the end of every selection offer students opportunities to analyze |

| |the author’s key choices. Some examples from literature selections |

| |include pages 301–302, 335, 670, 757, 783, and 936. |

|Craft and Structure |

|4. Determine the meaning of words and phrases as they are used in the|SE: Writing America, AP Edition introduces students to a wide range |

|text, including figurative and connotative meanings; analyze the |of academic vocabulary, as well as examples of how authors use |

|impact of specific word choices on meaning and tone, including words |language in literature selections. Lessons include the following: |

|with multiple meanings or language that is particularly fresh, |Understanding Tone & Style, 20–21; Diction: Words That Make Meaning, |

|engaging, or beautiful. (Include Shakespeare as well as other |Purpose Come to Life, 88–90; Syntax, 91–93; Imagery and Allusions, |

|authors.) |94; Figures of Rhetoric: Schemes and Tropes, 95–101; in addition, |

| |vocabulary notes and explanations can be found below the literature |

| |selections in Part Two: An Anthology of Readings and Images, |

| |164–967, such as those on the following pages: 171, 495, 644, 651, |

| |814 |

|5. Analyze how an author’s choices concerning how to structure |SE: Many of the Read, Write, and Connect activities found at the end |

|specific parts of a text (e.g., the choice of where to begin or end a|of every selection offer students opportunities to analyze an |

|story, the choice to provide a comedic or tragic resolution) |author’s choices concerning structure. Some examples from literature |

|contribute to its overall structure and meaning as well as its |selections include pages 38, 54, 103, 226, 335, 783, and 959; also |

|aesthetic impact. |see: Fiction, 37 and Film and Drama, 38–39. |

|6. Analyze a case in which grasping a point of view requires |SE: For related material see: Tropes Involving the Management of |

|distinguishing what is directly stated in a text from what is really |Meaning: irony and sarcasm and understatement, 101; in addition, many|

|meant (e.g., satire, sarcasm, irony, or understatement). |of the Read, Write, and Connect activities found at the end of every |

| |selection offer students opportunities to distinguish between the |

| |direct and intended meaning of text. Some examples from literature |

| |selections include pages 223, 487, 502, 563, 630, 757, and 962. |

|Integration of Knowledge and Ideas |

|7. Analyze multiple interpretations of a story, drama, or poem (e.g.,|SE: The following selections and activities prepare students to meet |

|recorded or live production of a play or recorded novel or poetry), |this standard: John Smith, from “The Journal of John Smith,” 170–178 |

|evaluating how each version interprets the source text. (Include at |(includes “Powhatan’s Discourse of Peace and War”); Read, Write & |

|least one play by Shakespeare and one play by an American dramatist.)|Connect, 179; Write: compare remakes of “The Legend of Sleepy |

| |Hollow” to the original story, 335 |

|8. (Not applicable to literature) |(Not applicable to literature according to Common Core State |

| |Standards) |

|9. Demonstrate knowledge of eighteenth-, nineteenth- and |SE: The readings in Writing America, AP Edition, are arranged |

|early-twentieth-century foundational works of American literature, |chronologically with contemporary commentaries at the end of each |

|including how two or more texts from the same period treat similar |unit. Literature selections cover the full range of foundational |

|themes or topics. |American works. The Unit Activities provide students many |

| |opportunities to see how texts from the same period treat similar |

| |themes or topics. At the end of each unit are activities that have |

| |students analyze and compare selections. See the Unit Activities on |

| |pages 283, 414–415, 606–607, 732–733, 852–853, and 965–967. |

|Range of Reading and Level of Text Complexity |

|10. By the end of grade 11, read and comprehend literature, including|SE: Writing America, AP Edition, contains a variety of selections. |

|stories, dramas, and poems, in the grades 11-CCR text complexity band|These are some of the many literature examples: 290–302, 306–335, |

|proficiently, with scaffolding as needed at the high end of the |345–354, 464–483, 488–502, 502–511, 511–535, 539–564, 630–643, |

|range. |666–671, 755–757, 775–783, 883–898, 933–936, 955–959. |

|By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text |

|complexity band independently and proficiently. |

|English Language Arts Standards » Reading: Informational Text » Introduction |

|The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the |

|former providing broad standards, the latter providing additional specificity. |

|English Language Arts Standards » Reading: Informational Text » Grade 11-12 |

|Key Ideas and Details |

|1. Cite strong and thorough textual evidence to support analysis of |SE: Writing America, AP Edition guides students through process of |

|what the text says explicitly as well as inferences drawn from the |building text analysis and response through reading and writing. |

|text, including determining where the text leaves matters uncertain. |Lessons look at a wide range of approaches to responding to |

| |literature and begin with making explicit the role of the reader and |

| |the reader’s experience. Lessons include the following: The Reader’s |

| |Role: Building Your Reader Experience, 7–11; The Reader’s Choice: |

| |Reading In, Reading Out, 14–16; Responding to an Older Text, 44–48; |

| |Writing Activities to Strengthen Reading, 67–70; Three Texts for Our |

| |Analyses, 73–77; Unspoken ideas and assumptions, 81; Chapter |

| |Activity: Rhetorical Analysis of Lincoln’s “Second Inaugural |

| |Address,” 105–106; Read and analyze the sources, 134–136; Have a |

| |“conversation” with the authors / creators of the sources, 137; |

| |Decide on sources, 140; Evaluating Research Before Using it In a |

| |Paper, 988–989; in addition, many of the Read, Write, & Connect |

| |activities found at the end of every selection also offer students |

| |opportunities to cite strong and thorough textual evidence. Some |

| |examples from informational text selections include pages 261, 266, |

| |539, 563, 745, and 824. |

|2. Determine two or more central ideas of a text and analyze their |SE: Answering the Big Central Question and Four Related Questions: |

|development over the course of the text, including how they interact |What is the central point, the major idea, 79; Using Material |

|and build on one another to provide a complex analysis; provide an |Gathered from Sources: Summary, Paraphrase, 992, 993; also see: |

|objective summary of the text. |Responding to an Older Text, 44–48; Three Texts for Our Analyses, |

| |73–77; Unspoken ideas and assumptions, 81; Chapter Activity: |

| |Rhetorical Analysis of Lincoln’s “Second Inaugural Address,” 105–106;|

| |in addition, many of the Read, Write, & Connect activities found at |

| |the end of every selection also offer students opportunities to cite |

| |strong and thorough textual evidence. Some examples from |

| |informational text selections include pages 261, 266, 539, 563, 745, |

| |and 824. |

|3. Analyze a complex set of ideas or sequence of events and explain |SE: Writing America, AP Edition teaches students how to identify the |

|how specific individuals, ideas, or events interact and develop over |basic elements of nonfiction in Chapter 2: Reading Genres (pp. |

|the course of the text. |29–48). Lessons include the following: Nonfiction prose, 31; |

| |Responding to an Older Text (essay), 44–48. In addition, nonfiction |

| |texts are provided for in-depth analysis in the following lesson: |

| |Three Texts for Our Analyses, 73–77; Finally, many of the Read, |

| |Write, & Connect activities found at the end of every selection offer|

| |students opportunities to analyze the author’s key choices. Some |

| |examples from informational text selections include pages 239, |

| |244–245, 254, 261, 731, and 745. |

|Craft and Structure |

|4. Determine the meaning of words and phrases as they are used in a |SE: Writing America, AP Edition introduces students to a wide range |

|text, including figurative, connotative, and technical meanings; |of academic vocabulary, as well as examples of how authors use |

|analyze how an author uses and refines the meaning of a key term or |language in literature selections. Lessons include the following: |

|terms over the course of a text (e.g., how Madison defines faction in|Understanding Tone & Style, 20–21; Diction: Words That Make Meaning, |

|Federalist No. 10). |Purpose Come to Life, 88–90; Syntax, 91–93; Imagery and Allusions, |

| |94; Figures of Rhetoric: Schemes and Tropes, 95–101; in addition, |

| |vocabulary notes and explanations can be found below the literature |

| |selections in Part Two: An Anthology of Readings and Images, |

| |164–967, such as those on the following pages: 236, 295, 380, 421, |

| |652, and 779. |

|5. Analyze and evaluate the effectiveness of the structure an author |SE: Writing America, AP Edition guides students through the process |

|uses in his or her exposition or argument, including whether the |of rhetorical composition and argument using literature selections as|

|structure makes points clear, convincing, and engaging. |models and as sources for responding. Lessons include the following: |

| |Reading and Writing Rhetorically: An Example, 55–66; Three Texts for |

| |Our Analyses, 73–77; Chapter Activity: Rhetorical Analysis of |

| |Lincoln’s “Second Inaugural Address,” 105–106; Six-Part Oration |

| |Model, 116–119; Rogerian Argument, 120–122; in addition, many of the |

| |Read, Write, and Connect activities found at the end of every |

| |selection offer students opportunities to analyze and evaluate |

| |structure. Some examples from informational text selections include |

| |pages 239, 254, 266, 374, 591, 731, 745, 930. |

|6. Determine an author’s point of view or purpose in a text in which |SE: Reading and Writing Rhetorically: An Example, 55–56; Three Texts |

|the rhetoric is particularly effective, analyzing how style and |for Our Analyses, 73–77; Answering the Big Central Question and Four |

|content contribute to the power, persuasiveness or beauty of the |Related Questions: Hypothesizing about the Purpose, 82; Hypothesizing|

|text. |about the Emotional Effect of the Text, 83; Diction: Words That Make |

| |Meaning, Purpose Come to Life, 88–90; Syntax, 91–93; Extending Your |

| |Thesis into a Full Argument: Four Paths, 111–114; Arrangement and the|

| |Argumentative Essay, 115–122; Figures of Rhetoric: Schemes and |

| |Tropes, 95–101; in addition, many of the Read, Write, and Connect |

| |activities found at the end of every selection offer students |

| |opportunities to determine an author’s purpose or point of view. Some|

| |examples from informational text selections include pages 239, 254, |

| |374, 379, 403, 824, 930 |

|Integration of Knowledge and Ideas |

|7. Integrate and evaluate multiple sources of information presented |SE: Reading Visual Texts, 4–6; Analyzing the Appeals in Visual Texts,|

|in different media or formats (e.g., visually, quantitatively) as |69–70; Read and analyze the sources, 134–136; Have a “conversation” |

|well as in words in order to address a question or solve a problem. |with the authors/creators of the sources, 137; Decide on sources, |

| |140; Evaluating Research Before Using it In a Paper, 988–989; |

| |Documentation: The Key to Avoiding Plagiarism, 989–992; also see: |

| |Images and assignments, 9–10, 164, 233–234, 254–255, 284, 289–290, |

| |354–355, 396–398, 416, 463, 536–537, 591–592, 608, 618, 679–680, |

| |696–697, 705, 714–715, 734, 748–749, 754, 784, 827–828, 859, 931, |

| |932–933 |

|8. Delineate and evaluate the reasoning in seminal U.S. texts, |SE: The readings in Writing America, AP Edition are arranged |

|including the application of constitutional principles and use of |chronologically and cover a full range of seminal U.S. texts, |

|legal reasoning (e.g., in U.S. Supreme Court majority opinions and |including such works as “On Indian Removal,” 370–374; “On the Right |

|dissents) and the premises, purposes, and arguments in works of |to Strike,” 375–378; “The Land Wisdom of the Indians,” 403–409; |

|public advocacy (e.g., The Federalist, presidential addresses). |“Speech to the Women’s Rights Convention,” 438–441; “Declaration of |

| |Sentiments,” 483–486; and “Gettysburg Address,” 589–591. |

|9. Analyze seventeenth-, eighteenth-, and nineteenth-century |SE: The readings in Writing America, AP Edition include foundational |

|foundational U.S. documents of historical and literary significance |U.S. documents of historical and literary significance, such as the |

|(including The Declaration of Independence, the Preamble to the |following: Rhetorical Analysis of Lincoln’s “Second Inaugural |

|Constitution, the Bill of Rights, and Lincoln’s Second Inaugural |Address,” 105–106, and “The Declaration of Independence,” 235–238. |

|Address) for their themes, purposes, and rhetorical features. | |

|Range of Reading and Level of Text Complexity |

|10. By the end of grade 11, read and comprehend literary nonfiction |SE: Writing America, AP Edition, contains a variety of selections. |

|in the grades 11-CCR text complexity band proficiently, with |These are some of the many nonfiction and informational examples: |

|scaffolding as needed at the high end of the range. |235–238, 239–245, 370–375, 398–403, 589–591, 611–615, 736–745, |

| |825–827, 928–930 |

|By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and|

|proficiently. |

|English Language Arts Standards » Writing » Introduction |

|The following standards for grades 6-12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a |

|range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of |

|language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding |

|content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further |

|develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the |

|standards themselves and in the collection of annotated student writing samples in Appendix C. |

|English Language Arts Standards » Writing » Grade 11-12 |

|The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the |

|former providing broad standards, the latter providing additional specificity. |

|Text Types and Purposes |

|1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient |

|evidence. |

|Introduce precise, knowledgeable claim(s), establish the significance|SE: Chapter 5: Argument: Taking a Position, 108; Your Thesis: |

|of the claim(s), distinguish the claim(s) from alternate or opposing |Developing a Take-Home Idea, 109–110; Extending Your Full Thesis Into|

|claims, and create an organization that logically sequences claim(s),|a Full Argument, 111–114 |

|counterclaims, reasons, and evidence. | |

|Develop claim(s) and counterclaims fairly and thoroughly, supplying |SE: Chapter 5: Argument: Supporting, Developing, and Confirming Your |

|the most relevant evidence for each while pointing out the strengths |Thesis, 123–126 |

|and limitations of both in a manner that anticipates the audience’s | |

|knowledge level, concerns, values, and possible biases. | |

|Use words, phrases, and clauses as well as varied syntax to link the |SE: Chapter 4: Rhetoric and Analysis: Syntax, 91–93; Chapter 5: |

|major sections of the text, create cohesion, and clarify the |Argument: Using Transitions: Signal Words, Phrases, and Sentences, |

|relationships between claim(s) and reasons, between reasons and |125 |

|evidence, and between claim(s) and counterclaims. | |

|Establish and maintain a formal style and objective tone while |SE: Understanding Tone & Style, 20–21; Diction: Words That Make |

|attending to the norms and conventions of the discipline in which |Meaning, Purpose Come to Life, 88–90 |

|they are writing. | |

|Provide a concluding statement or section that follows from and |SE: For related material see: Chapter 4: Rhetoric and Analysis: |

|supports the argument presented. |Moving from the Starting Points to the Component Parts, 84–101; |

| |Chapter 5: Argument: Extending Your Thesis into a Full Argument: Four|

| |Paths, 111–114; Arrangement and the Argumentative Essay, 115–122; |

| |Ordering Details and Explanations, 124–125 |

|2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the |

|effective selection, organization, and analysis of content. |

|Introduce a topic; organize complex ideas, concepts, and information |SE: Chapter 6: The Researched or Synthesis Essay: Developing the |

|so that each new element builds on that which precedes it to create a|Synthesis Essay: Four Steps to Success, 133–140 |

|unified whole; include formatting (e.g., headings), graphics (e.g., | |

|figures, tables), and multimedia when useful to aiding comprehension.| |

| | |

|Develop the topic thoroughly by selecting the most significant and |SE: Chapter 6: The Researched or Synthesis Essay: Read and analyze |

|relevant facts, extended definitions, concrete details, quotations, |the sources, 134–136; Have a “conversation” with the authors/creators|

|or other information and examples appropriate to the audience’s |of the sources, 137; Decide on sources, 140; Evaluating Research |

|knowledge of the topic. |Before Using it In a Paper, 988–989 |

|Use appropriate and varied transitions and syntax to link the major |SE: For related material see: Using Transitions: Signal Words, |

|sections of the text, create cohesion, and clarify the relationships |Phrases, and Sentences, 125; also see: Chapter 6: The Researched or |

|among complex ideas and concepts. |Synthesis Essay: Plan the arrangement of your essay, 140 |

|Use precise language, domain-specific vocabulary, and techniques such|SE: For related material see: Diction: Words That Make Meaning, |

|as metaphor, simile, and analogy to manage the complexity of the |Purpose Come to Life, 88–90 |

|topic. | |

|Establish and maintain a formal style and objective tone while |SE: Understanding Tone & Style, 20–21; Diction: Words That Make |

|attending to the norms and conventions of the discipline in which |Meaning, Purpose Come to Life, 88–90 |

|they are writing. | |

|Provide a concluding statement or section that follows from and |SE: For related material see: Chapter 6: The Researched or Synthesis |

|supports the information or explanation presented (e.g., articulating|Essay: model conclusion, 146 |

|implications or the significance of the topic). | |

|3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured |

|event sequences. |

|Engage and orient the reader by setting out a problem, situation, or |SE: For related material see the following writing assignments: |

|observation and its significance, establishing one or multiple |Write, 210 (#3), 302 (#1), 359 (#1), 563 (#3), 748 (#1), 749 (#1), |

|point(s) of view, and introducing a narrator and/or characters; |955 (#1) |

|create a smooth progression of experiences or events. | |

|Use narrative techniques, such as dialogue, pacing, description, |SE: For related material see the following writing assignments: 193 |

|reflection, and multiple plot lines, to develop experiences, events, |(#2), 261 (#1), 302 (#1), 511 (#3), 748 (#1), 898 (#1, 3) |

|and/or characters. | |

|Use a variety of techniques to sequence events so that they build on |SE: For related material see the following writing assignments: 193 |

|one another to create a coherent whole and build toward a particular |(#2), 511 (#3), 773 (#3), 903 (#1) |

|tone and outcome (e.g., a sense of mystery, suspense, growth, or | |

|resolution). | |

|Use precise words and phrases, telling details, and sensory language |SE: For related material see the following writing assignments: 606 |

|to convey a vivid picture of the experiences, events, setting, and/or|(#2), 616 (#2), 679 (#2) |

|characters. | |

|Provide a conclusion that follows from and reflects on what is |SE: For related material see the following writing assignments: 898 |

|experienced, observed, or resolved over the course of the narrative. |(#1) |

|Production and Distribution of Writing |

|4. Produce clear and coherent writing in which the development, |SE: Writing Activities to Strengthen Reading, 67–70; Chapter 5: |

|organization, and style are appropriate to task, purpose, and |Argument, 107–126; Chapter 6: The Researched or Synthesis Essay, |

|audience. (Grade-specific expectations for writing types are defined |127–147 |

|in standards 1-3 above.) | |

|5. Develop and strengthen writing as needed by planning, revising, |SE: Writing America, AP Edition guides students through writing |

|editing, rewriting, or trying a new approach, focusing on addressing |process from the creation of topics, questions, and arguments, |

|what is most significant for a specific purpose and audience. |through research and drafting, and then onto refining writing through|

| |the use of grammar and style. Lessons include the following: Moving |

| |from the Starting Points to the Component Parts, 84–101; Extending |

| |Your Thesis into a Full Argument: Four Paths, 111–114; Arrangement |

| |and the Argumentative Essay, 115–122; Ordering Details and |

| |Explanations, 124–125; Refine the thesis, decide on sources, and plan|

| |the arrangement of your essay, 140; Chapter Checklist: Synthesis |

| |Essay, 147; Sentences, 149–162 (includes lessons on “Grammar |

| |Calisthenics” on pp. 157–158 and Grammatical Analysis on pp. 159–161)|

|6. Use technology, including the Internet, to produce, publish, and |SE: For related material see: Writing Activities to Strengthen |

|update individual or shared writing products in response to ongoing |Reading, 67–70; Chapter 5: Argument, 107–126; Chapter 6: The |

|feedback, including new arguments or information. |Researched or Synthesis Essay, 127–147 |

|Research to Build and Present Knowledge |

|7. Conduct short as well as more sustained research projects to |SE: Chapter 6: The Researched or Synthesis Essay, 127–147; |

|answer a question (including a self-generated question) or solve a |Documentation: The Key to Avoiding Plagiarism, 989–992 |

|problem; narrow or broaden the inquiry when appropriate; synthesize | |

|multiple sources on the subject, demonstrating understanding of the | |

|subject under investigation. | |

|8. Gather relevant information from multiple authoritative print and |SE: Chapter 6: The Researched or Synthesis Essay: Read and analyze |

|digital sources, using advanced searches effectively; assess the |the sources, 134–136; Have a “conversation” with the authors/creators|

|strengths and limitations of each source in terms of the task, |of the sources, 137; Decide on sources, 140; Evaluating Research |

|purpose, and audience; integrate information into the text |Before Using it In a Paper, 988–989; Documentation: The Key to |

|selectively to maintain the flow of ideas, avoiding plagiarism and |Avoiding Plagiarism, 989–992 |

|overreliance on any one source and following a standard format for | |

|citation. | |

|9. Draw evidence from literary or informational texts to support analysis, reflection, and research. |

|Apply grades 11-12 Reading standards to literature (e.g., |SE: Writing America, AP Edition, contains a variety of selections in |

|“Demonstrate knowledge of eighteenth-, nineteenth- and |which students can apply grade level reading standards. Some of the |

|early-twentieth-century foundational works of American literature, |many literature examples include pages: 290–302, 306–335, 345–354, |

|including how two or more texts from the same period treat similar |464–483, 488–502, 502–511, 511–535, 539–564, 630–643, 666–671, |

|themes or topics”). |755–757, 775–783, 883–898, 933–936, 955–959. |

|Apply grades 11-12 Reading standards to literary nonfiction (e.g., |SE: Writing America AP Edition 1e contains a variety of selections in|

|“Delineate and evaluate the reasoning in seminal U.S. texts, |which students can apply grade level reading standards. Some of the |

|including the application of constitutional principles and use of |many literary nonfiction examples include pages: 235–238, 239–245, |

|legal reasoning [e.g., in U.S. Supreme Court Case majority opinions |370–375, 398–403, 589–591, 611–615, 736–745, 825–827, 928–930. |

|and dissents] and the premises, purposes, and arguments in works of | |

|public advocacy [e.g., The Federalist, presidential addresses]”). | |

|Range of Writing |

|10. Write routinely over extended time frames (time for research, |SE: Writing America, AP Edition, offers many opportunities for |

|reflection, and revision) and shorter time frames (a single sitting |students to write routinely. Chapters 3–7 in Part One, Reading and |

|or a day or two) for a range of tasks, purposes |Writing, has several activities that address writing forms. After |

| |every selection in Part Two, An Anthology of Readings and Images, |

| |there is an opportunity for students to write in response to the |

| |selection. For examples, see pages 68–70, 105, 147, 345, 442, 563, |

| |731, 824, 955. |

|English Language Arts Standards » Speaking & Listening » Introduction |

|The following standards for grades 6-12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a |

|range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and |

|retain or further develop skills and understandings mastered in preceding grades. |

|English Language Arts Standards » Speaking & Listening » Grade 11-12 |

|The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the |

|former providing broad standards, the latter providing additional specificity. |

|Comprehension and Collaboration |

|1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse |

|partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. |

|Come to discussions prepared, having read and researched material |SE: Writing America, AP Edition, provides students many opportunities|

|under study; explicitly draw on that preparation by referring to |to participate in discussions. Activities in Part One and the Read, |

|evidence from texts and other research on the topic or issue to |Write, Connect section at the end of every selection in Part Two |

|stimulate a thoughtful, well-reasoned exchange of ideas. |offer numerous discussion opportunities. For examples, see pages 68, |

| |110, 137, 170, 453, 535, 594, 665, 852, 880. |

|Work with peers to promote civil, democratic discussions and |SE: Writing America, AP Edition, provides students many opportunities|

|decision-making, set clear goals and deadlines, and establish |to participate in discussions. Activities in Part One, and the Read, |

|individual roles as needed. |Write, Connect section at the end of every selection in Part Two, |

| |offer numerous discussion opportunities. For examples, see pages 68, |

| |110, 137, 170, 453, 535, 594, 665, 852, 880. |

|Propel conversations by posing and responding to questions that probe|SE: Writing America, AP Edition, provides students many opportunities|

|reasoning and evidence; ensure a hearing for a full range of |to participate in discussions. Activities in Part One, and the Read, |

|positions on a topic or issue; clarify, verify, or challenge ideas |Write, Connect section at the end of every selection in Part Two, |

|and conclusions; and promote divergent and creative perspectives. |offer numerous discussion opportunities. For examples, see pages 68, |

| |110, 137, 170, 453, 535, 594, 665, 852, 880. |

|Respond thoughtfully to diverse perspectives; synthesize comments, |SE: Writing America, AP Edition, provides students many opportunities|

|claims, and evidence made on all sides of an issue; resolve |to participate in discussions. Activities in Part One, and the Read, |

|contradictions when possible; and determine what additional |Write, Connect section at the end of every selection in Part Two, |

|information or research is required to deepen the investigation or |offer numerous discussion opportunities. For examples, see pages 68, |

|complete the task. |110, 137, 170, 453, 535, 594, 665, 852, 880. |

|2. Integrate multiple sources of information presented in diverse |SE: Chapter 6: The Researched or Synthesis Essay: Read and analyze |

|formats and media (e.g., visually, quantitatively, orally) in order |the sources, 134–136; Have a “conversation” with the authors/creators|

|to make informed decisions and solve problems, evaluating the |of the sources, 137; Decide on sources, 140; Evaluating Research |

|credibility and accuracy of each source and noting any discrepancies |Before Using it In a Paper, 988–989; Documentation: The Key to |

|among the data. |Avoiding Plagiarism, 989–992 |

|3. Evaluate a speaker’s point of view, reasoning, and use of evidence|SE: Listening Skills: Effective Listening, 980; Analyzing and |

|and rhetoric, assessing the stance, premises, links among ideas, word|Evaluating Speeches, 981–983 |

|choice, points of emphasis, and tone used. | |

|Presentation of Knowledge and Ideas |

|4. Present information, findings, and supporting evidence, conveying |SE: Appendix 1, Public Speaking, pages 968–979 and Appendix 2, |

|a clear and distinct perspective, such that listeners can follow the |Listening Skills, pages 980–983 provide opportunities for students to|

|line of reasoning, alternative or opposing perspectives are |meet this standard. |

|addressed, and the organization, development, substance, and style | |

|are appropriate to purpose, audience, and a range of formal and | |

|informal tasks. | |

|5. Make strategic use of digital media (e.g., textual, graphical, |SE: Appendix 1, Public Speaking, pages 968–979 provides opportunities|

|audio, visual, and interactive elements) in presentations to enhance |for students to meet this standard. |

|understanding of findings, reasoning, and evidence and to add | |

|interest. | |

|6. Adapt speech to a variety of contexts and tasks, demonstrating a |SE: Appendix 1, Public Speaking, pages 968–979 prepares students to |

|command of formal English when indicated or appropriate. |meet this standard. |

|The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the |

|former providing broad standards, the latter providing additional specificity. |

|English Language Arts Standards » Language » Introduction |

|The following standards for grades 6-12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a |

|range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and |

|retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are |

|particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking |

|are marked with an asterisk (*). |

|English Language Arts Standards » Language » Grade 11-12 |

|Conventions of Standard English |

|1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |

|Apply the understanding that usage is a matter of convention, can |SE: Writing America, AP Edition, has selections arranged |

|change over time, and is sometimes contested. |chronologically with contemporary commentaries at the end of each |

| |unit. This structure allows students to see that usage can change |

| |over time and can be contested. This exposure prepares students to |

| |apply their understanding to their own writing and speech. For |

| |examples, see pages 218–223, 261–265, 539–564, 564–583, 583–585, |

| |592–594, 648–659, 727–729, 765–768, 805–825, 825–827, 849–854. |

|Resolve issues of complex or contested usage, consulting references |SE: For related material see: Sentences, 149–162 (includes lessons on|

|(e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern|“Grammar Calisthenics” on pp. 157–158 and Grammatical Analysis on pp.|

|American Usage) as needed. |159–161); Chapter Activity: Analyzing Grammar Rhetorically in a Text |

| |of Your Choice, 162 |

|2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |

|Observe hyphenation conventions. |SE: For related material see: Noticing punctuation, 32 |

|Spell correctly. |SE: For related material see: Noticing punctuation, 32 |

|Knowledge of Language |

|3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, |

|and to comprehend more fully when reading or listening. |

|Vary syntax for effect, consulting references (e.g., Tufte’s Artful |SE: The following pages prepare students to meet this standard: |

|Sentences) for guidance as needed; apply an understanding of syntax |Syntax, 91–93. |

|to the study of complex texts when reading. | |

|4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing |

|flexibly from a range of strategies. |

|Use context (e.g., the overall meaning of a sentence, paragraph, or |SE: Writing America, AP Edition introduces students to a wide range |

|text; a word’s position or function in a sentence) as a clue to the |of academic vocabulary and then applies those newly learned terms and|

|meaning of a word or phrase. |concepts to high quality models of writing and literature selections.|

| |Lessons include the following: Context: A Vital Component of Reader |

| |Experience, 9–10; Understanding Tone & Style, 20–21; Diction: Words |

| |That Make Meaning, Purpose Come to Life, 88–90; Syntax, 91–93; |

| |Imagery and Allusions, 94; Figures of Rhetoric: Schemes and Tropes, |

| |95–101; also see: Part Two: An Anthology of Readings and Images, |

| |164–967. Vocabulary notes and explanations can be found below the |

| |literature selections, such as those on the following pages: 171, |

| |495, 644, 651, 814 |

|Identify and correctly use patterns of word changes that indicate |SE: For related material see: Analyzing the parts of the word |

|different meanings or parts of speech (e.g., conceive, conception, |composition, 50; also see: Latinate versus Anglo-Saxon Words, 89–90 |

|conceivable). | |

|Consult general and specialized reference materials (e.g., |SE: For related material see: Etymology, 72; Diction: Words That Make|

|dictionaries, glossaries, thesauruses), both print and digital, to |Meaning, Purpose Come to Life, 88–90; Write (#2): Look up a |

|find the pronunciation of a word or determine or clarify its precise |definition, 487; Connect (#3): Look up a phrase, 880. |

|meaning, its part of speech, its etymology, or its standard usage. | |

|Verify the preliminary determination of the meaning of a word or |SE: For related material see: Write (#2): Look up a definition, 487; |

|phrase (e.g., by checking the inferred meaning in context or in a |Connect (#3): Look up a phrase, 880. |

|dictionary). | |

|5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |

|Interpret figures of speech (e.g., hyperbole, paradox) in context and|SE: For related material see: Diction: Words That Make Meaning, |

|analyze their role in the text. |Purpose Come to Life, 88–90; Syntax, 91–93; Imagery and Allusions, |

| |94; Figures of Rhetoric: Schemes and Tropes, 95–101 |

|Analyze nuances in the meaning of words with similar denotations. |SE: Denotation versus Connotation, 88–89 |

|6. Acquire and use accurately general academic and domain-specific |SE: Writing America, AP Edition introduces students to a wide range |

|words and phrases, sufficient for reading, writing, speaking, and |of academic vocabulary and then applies those newly learned terms and|

|listening at the college and career readiness level; demonstrate |concepts to high quality models of writing and literature selections.|

|independence in gathering vocabulary knowledge when considering a |Lessons include the following: The Reader’s Rhetorical Triangle, 6; |

|word or phrase important to comprehension or expression. |Understanding Tone & Style, 20–21; Diction: Words That Make Meaning, |

| |Purpose Come to Life, 88–90; Syntax, 91–93; Imagery and Allusions, |

| |94; Figures of Rhetoric: Schemes and Tropes, 95–101; also see: Part |

| |Two: An Anthology of Readings and Images, 164–967. Vocabulary notes |

| |and explanations can be found below the literature selections, such |

| |as those on the following pages: 171, 495, 644, 651, 814 |

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