High School ELA TEKS Standards

The student understands individual and staff responsibilities of coverage appropriate for the publication's audience.  The student is expected to:

understand the role and responsibilities of each staff member and the purpose of the publication

understand the role of each staff member

understand the responsibilities of each staff member

understand the purpose of the publication

Use the skills necessary to plan and produce a publication.

use the skills necessary to plan a publication.

use the skills necessary to produce a publication

read both professional publications and other student-produced publications to generate story and design ideas for the local publication

read professional publications to generate story ideas for the local publication.

read student-produced publications to generate story ideas for the local publication

read professional publications to generate design ideas for the local publication

read student-produced publications to generate design ideas for the local publication

Conduct research using a variety of sources such as interviews with primary sources, databases, or published reports

conduct research using a variety of sources

conceive coverage ideas for packaged presentations of material, including, but not limited to, copy, infographics, sidebars, photos, art, and multimedia components

conceive coverage ideas for packaged presentations of material, including copy.

conceive coverage ideas for packaged presentations of material, including infographics.

conceive coverage ideas for packaged presentations of material, including sidebars.

conceive coverage ideas for packaged presentations of material, including photos.

conceive coverage ideas for packaged presentations of material, including art.

conceive coverage ideas for packaged presentations of material, including multimedia components.

Knowledge and Skills

The student understands media law and journalistic ethics and standards and the responsibility to cover subjects of interest and importance to the audience. The student is expected to:

find a variety of credible sources to provide balanced coverage.

find a variety of credible sources to provide balanced coverage.

Compose the story accurately keeping his/her own opinion out of non-editorial coverage

compose the story accurately keeping his/her own opinion out of non-editorial coverage

provide editorial coverage to inform and encourage the reader to make intelligent decisions

provide editorial coverage to inform the reader

provide editorial coverage to encourage the reader to make intelligent decisions

critique the publication to find its strengths and weaknesses to improve products based on those critiques

critique the publication to find its strengths to improve products based on [the critique]

critique the publication to find its weaknesses to improve products based on [the critique]

seek non-staff opinion on the publication to determine its impact on future publications

Seek non-staff opinion on the publication to determine its impact on future publications

understand the consequences of plagiarism

understand the consequences of plagiarism

understand and apply copyright law, the fair use exemption, and the ownership of intellectual property

understand copyright law

understand the fair use exemption

understand the ownership of intellectual property

apply copyright law

apply the fair use exemption

apply the ownership of intellectual property

The student understands all aspects of a publication and the means by which that publication is created. The student is expected to:

identify elements used to create publications

identify elements used to create publications

create and execute a financial plan for supporting publications such as sales and advertising

create a financial plan for supporting publications

execute a financial plan for supporting publications

The student produces publications. The student is expected to:

determine which events and issues are newsworthy for the audience

determine which events are newsworthy for the audience

determine which issues are newsworthy for the audience

select the most appropriate journalistic format to present content

select the most appropriate journalistic format to present content

apply skills in reporting and writing to produce publications

apply skills in reporting to produce publications

apply skills in writing to produce publications

design pages for publications

design pages for publications

plan and produce phtoographs for publications

plan photos for publications

produce photos or publications

incorporate graphics into publications

incorporate graphics into publications

write and design headlines for publications.

write headlines for publications.

design headlines for publications.

research and write captions for publications.

research

write captions for publications.

produce publications for publications.

produce publications for publications.

Evaluate stories and coverage for balance and readability.

evaluate stories for balance

evaluate stories for readability

evaluate coverage for balance

evaluate coverage for readability.

The student demonstrates leadership and teamwork abilities.  The student is expected to:

determine roles for which different team members will assume responsibility.

determine roles for which different team members will assume responsibility.

Work cooperatively and collaboratively through a variety of staff assignments.

Work cooperatively through a variety of staff assignments

Work collaboratively through a wide variety of assignments.

determine coverage and concepts for publications.

determine coverage for publications.

determine concepts for publications.

Develop a deadline schedule and a regular means of monitoring progress.

Develop a deadline schedule

Develop a regular means of monitoring progress.

Listen actively and critically and then respond to team members.

listen actively

listen critically

respond appropriately to team members.

submit wrok for editing and critiquing and make apppropriate revisions.

submit work for editing

submit work for critiquing

make appropriate revisions

edit and critique the work of others

edit work of others

critique work of others.

consider finances in making decisions, including number of pages and cost-incurring extras such as color, paper quality, and number of copies for print publications

consider finances in making decisions, including number of pages for print publications

consider finances in making decisions, including cost-incurring extras for print publications

The student writes for a variety of audiences and purposes to develop versatility as a writer

write expressive, informative, and persuasive literary texts effectively

demonstrate the distinguishing characteristics of various written forms such as fictional writing, short stories, poetry, and drama in his/her own writing

elaborate writing when appropriate such as using concrete images, figurative language, sensory observation, dialogue, and other rhetorical devices to enhance meaning

employ various points of view to communicate effectively

choose topics and forms to develop fluency and voice

use word choice, sentence structure, and repetition to create tone

organize ideas in writing to ensure coherence, logical progression, and support for ideas

The student selects and uses recursive writing processes for self-initiated and assigned writing

select and apply prewriting strategies to generate ideas, develop voice, and plan

develop drafts by organizing ideas such as paragraphing, outlining, adding, and deleting

use vocabulary, sentence structure, organization, and rhetorical devices appropriate to audience and purpose

use effective sequence and transitions to achieve coherence and meaning

revise drafts by rethinking content, organization, and style

frequently refine selected pieces to publish for general and specific audiences

write both independently and collaboratively

The student applies the conventions of usage and the mechanics of written English to communicate clearly and effectively

use correct capitalization and punctuation

spell with accuracy in the final draft

demonstrate control over grammatical elements such as subject-verb agreement, pronounantecedent agreement, and verb forms in the final draft

The student evaluates his/her own writing and the writings of others

analyze and discuss published pieces as writing models such as use of suspense, repetition for emphasis, various points of view, literary devices, and figurative language

generate and apply peer and self-assessment

accumulate, review, and evaluate his/her own written work to determine its strengths and weaknesses and to set goals as a writer

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo.

The student develops oral language through listening, speaking, and discussion.

engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft; and

compose correspondence in a professional or friendly structure.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility and bias, including omission; and

faulty reasoning such as ad hominem, loaded language, and slippery slope;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

The student uses newly acquired vocabulary expressively.

use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

analyze context to distinguish between the denotative and connotative meanings of words; and

determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo.

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information from two texts to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing texts within and across genres;

use text evidence and original commentary to support a comprehensive response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

defend or challenge the authors' claims using relevant text evidence.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

analyze how themes are developed through characterization and plot in a variety of literary texts;

analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and

analyze how the setting influences the theme.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

read and respond to American, British, and world literature;

analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms;

analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

analyze characteristics and structural elements of informational texts such as:

clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

multiple organizational patterns within a text to develop the thesis;

analyze characteristics and structural elements of argumentative texts such as:

clear arguable claim, appeals, and convincing conclusion;

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

analyze characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

analyze the author's purpose, audience, and message within a text;

analyze use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

analyze how the author's use of language achieves specific purposes;

analyze the use of literary devices such as irony and oxymoron to achieve specific purposes;

analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.

The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using an organizing structure appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

edit drafts using standard English conventions, including:

a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

consistent, appropriate use of verb tense and active and passive voice;

pronoun-antecedent agreement;

correct capitalization;

punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate; and

correct spelling; and

publish written work for appropriate audiences.

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft; and

compose correspondence in a professional or friendly structure.

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility and bias, including omission; and

faulty reasoning such as ad hominem, loaded language, and slippery slope;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

analyze context to distinguish between the denotative and connotative meanings of words; and

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information from two texts to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing texts within and across genres;

use text evidence and original commentary to support a comprehensive response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

defend or challenge the authors' claims using relevant text evidence.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

analyze how themes are developed through characterization and plot in a variety of literary texts;

analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and

analyze how the setting influences the theme.

read and respond to American, British, and world literature;

analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms;

analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

analyze characteristics and structural elements of informational texts such as:

clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

multiple organizational patterns within a text to develop the thesis;

analyze characteristics and structural elements of argumentative texts such as:

clear arguable claim, appeals, and convincing conclusion;

identifiable audience or reader; and

analyze characteristics of multimodal and digital texts.

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

analyze the author's purpose, audience, and message within a text;

analyze use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

analyze how the author's use of language achieves specific purposes;

analyze the use of literary devices such as irony and oxymoron to achieve specific purposes;

analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using an organizing structure appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

edit drafts using standard English conventions, including:

a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

consistent, appropriate use of verb tense and active and passive voice;

pronoun-antecedent agreement;

correct capitalization;

punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate; and

correct spelling; and

publish written work for appropriate audiences.

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

give a formal presentation that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft; and

compose correspondence in a professional or friendly structure.

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility and bias, including omission; and

faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

analyze context to distinguish among denotative, connotative, and figurative meanings of words; and

determine the meaning of foreign words or phrases used frequently in English such as pas de deux, status quo, déjà vu, avant-garde, and coup d'état.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information from multiple texts to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing texts within and across genres;

use text evidence and original commentary to support an interpretive response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

defend or challenge the authors' claims using relevant text evidence.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures;

analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events;

analyze isolated scenes and their contribution to the success of the plot as a whole; and

analyze how historical and cultural settings influence characterization, plot, and theme across texts.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

read and analyze world literature across literary periods;

analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;

analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

analyze characteristics and structural elements of informational texts such as:

clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

the relationship between organizational design and thesis;

analyze characteristics and structural elements of argumentative texts such as:

clear arguable claim, appeals, and convincing conclusion;

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

analyze characteristics of multimodal and digital texts.

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

analyze the author's purpose, audience, and message within a text;

analyze use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

analyze how the author's use of language informs and shapes the perception of readers;

analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;

analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using an organizing structure appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

edit drafts using standard English conventions, including:

a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

consistent, appropriate use of verb tense and active and passive voice;

pronoun-antecedent agreement;

correct capitalization;

punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate; and

correct spelling; and

publish written work for appropriate audiences.

The student develops oral language through listening, speaking, and discussion.

engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

give a formal presentation that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft; and

compose correspondence in a professional or friendly structure.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility and bias, including omission; and

faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

The student uses newly acquired vocabulary expressively.

use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

analyze context to distinguish among denotative, connotative, and figurative meanings of words; and

determine the meaning of foreign words or phrases used frequently in English such as pas de deux, status quo, déjà vu, avant-garde, and coup d'état.

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information from multiple texts to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing texts within and across genres;

use text evidence and original commentary to support an interpretive response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

defend or challenge the authors' claims using relevant text evidence.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures;

analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events;

analyze isolated scenes and their contribution to the success of the plot as a whole; and

analyze how historical and cultural settings influence characterization, plot, and theme across texts.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

read and analyze world literature across literary periods;

analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;

analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

analyze characteristics and structural elements of informational texts such as:

clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

the relationship between organizational design and thesis;

analyze characteristics and structural elements of argumentative texts such as:

clear arguable claim, appeals, and convincing conclusion;

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

analyze characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

analyze the author's purpose, audience, and message within a text;

analyze use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

analyze how the author's use of language informs and shapes the perception of readers;

analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;

analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.

The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using an organizing structure appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use

edit drafts using standard English conventions, including:

a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

consistent, appropriate use of verb tense and active and passive voice;

pronoun-antecedent agreement;

correct capitalization;

punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate; and

correct spelling; and

publish written work for appropriate audiences.

The student develops oral language through listening, speaking, and discussion.

engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax;

follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;

give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft;

compose correspondence in a professional or friendly structure;

compose literary analysis using genre characteristics and craft; and

compose rhetorical analysis using genre characteristics and craft.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility, bias, and accuracy; and

faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

The student uses newly acquired vocabulary expressively.

use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;

analyze context to draw conclusions about nuanced meanings such as in imagery; and

determine the meaning of foreign words or phrases used frequently in English such as ad hoc, faux pas, non sequitur, and modus operandi.

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to understand key ideas;

synthesize information from a variety of text types to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate analysis of texts, including comparing texts within and across genres;

use text evidence and original commentary to support an analytic response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit and implicit meanings of text;

respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

defend or challenge the authors' claims using relevant text evidence.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;

analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;

evaluate how different literary elements shape the author's portrayal of the plot; and

analyze how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

read and analyze American literature across literary periods;

analyze relationships among characteristics of poetry, including stanzas, line breaks, speaker, and sound devices in poems across a variety of poetic forms;

analyze how the relationships among dramatic elements advance the plot;

analyze characteristics and structural elements of informational texts such as:

clear thesis, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and

the relationship between organizational design and author's purpose;

analyze characteristics and structural elements of argumentative texts such as:

clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

analyze the effectiveness of characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

analyze the author's purpose, audience, and message within a text;

evaluate use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

evaluate how the author's use of language informs and shapes the perception of readers;

evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;

evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.

The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using strategic organizational structures appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;

edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and

publish written work for appropriate audiences.

The student develops oral language through listening, speaking, and discussion.

engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction, syntax, and rhetorical strategies;

follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;

formulate sound arguments and present using elements of classical speeches such as introduction, first and second transitions, body, conclusion, the art of persuasion, rhetorical devices, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft;

compose correspondence in a professional or friendly structure;

compose literary analysis using genre characteristics and craft; and

compose rhetorical analysis using genre characteristics and craft.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility, bias, and accuracy; and

faulty reasoning such as straw man, false dilemma, faulty analogies, and non-sequitur;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

The student uses newly acquired vocabulary expressively.

use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;

analyze context to draw conclusions about nuanced meanings such as in imagery; and

determine the meaning of foreign words or phrases used frequently in English such as ad nauseum, in loco parentis, laissez-faire, and caveat emptor.

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to analyze key ideas;

synthesize information from a variety of text types to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate analysis of texts, including comparing texts within and across genres;

use text evidence and original commentary to support an evaluative response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit and implicit meanings of text;

respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

defend or challenge the authors' claims using relevant text evidence.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;

analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;

critique and evaluate how complex plot structures such as subplots contribute to and advance the action; and

evaluate how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

read and analyze British literature across literary periods;

analyze the effects of sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods and cultures;

analyze and evaluate how the relationships among the dramatic elements advance the plot;

critique and evaluate characteristics and structural elements of informational texts such as:

clear thesis, effective supporting evidence, pertinent examples, commentary, summary, and conclusion; and

the relationship between organizational design and author's purpose;

critique and evaluate characteristics and structural elements of argumentative texts such as:

clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

critique and evaluate the effectiveness of characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

evaluate the author's purpose, audience, and message within a text;

evaluate use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

critique and evaluate how the author's use of language informs and shapes the perception of readers;

evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;

evaluate how the author's diction and syntax contribute to the effectiveness of a text; and

analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.

The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using strategic organizational structures appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;

edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and

publish written work for appropriate audiences.

The student builds an extensive vocabulary through reading and systematic word study. The student is expected to:

expand vocabulary through wide reading, listening, and discussion;

investigate word origins as an aid to understanding meanings, derivations, and spellings as well as influences on the English language; and

discriminate between connotative and denotative meanings and interpret the connotative power of words.

The student analyzes fictional and poetic elements focusing on how they combine to contribute meaning in literary texts. The student is expected to:

compare and contrast varying aspects of texts such as themes, conflicts, and allusions;

propose and provide examples of themes that cross texts;

connect literature to historical context, current events, and his/her own experiences;

analyze relevance of setting and time frame to text's meaning;

identify basic conflicts;

describe the development of plot and how conflicts are addressed and resolved;

analyze characters' traits, motivations, changes, and stereotypical features;

describe how irony, tone, mood, style, and sound of language contribute to the effect of the text;

determine and explain purposes and effects of figurative language, particularly symbolic and metaphoric;

identify and analyze text structures;

recognize archetypes, motifs, and symbols across texts;

analyze distinctive features of text genre such as biography, historical fiction, science fiction, political writing, fantasy fiction, short story, dramatic literature, or poetry;

identify how authors create suspense; and

tell how points of view affect tone, characterization, and credibility.

The student reads critically to evaluate texts and the authority of sources. The student is expected to:

analyze the characteristics of well-constructed texts;

describe how a writer's point of view may affect text credibility, structure, or tone;

analyze aspects of texts such as patterns of organization and choice of language for their effect on audiences; and

examine strategies that writers in different fields use to compose.

The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

compare text events with personal and other readers' experiences;

recognize and discuss themes and connections that cross cultures; and

recognize how writers represent and reveal their cultures and traditions in texts.

The student uses writing as a tool for learning and researching literary genres. The student is expected to:

use writing to discover, record, review, and learn; and

link related information and ideas from a variety of sources.

Introduction.

In order to have full participation in the civic process, students must have a good understanding of public dialogue. Students must learn the concepts and skills related to preparing and presenting public messages and to analyzing and evaluating the messages of others. Within this process, students will gain skills in reading, writing, speaking, listening, and thinking and will examine areas such as invention, organization, style, memory, and delivery.

For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

The essential knowledge and skills as well as the student expectations for Public Speaking I, II, III, elective courses, are described in subsection (b) of this section.

Knowledge and skills.

Rhetoric. The student traces the development of the rhetorical perspective. The student is expected to:

recognize the influence of classical rhetoric in shaping Western thought;

explain and use the classical rhetorical canons of invention, organization, style, memory, and delivery;

analyze how modern public address influences public opinion and policy in a democratic republic;

analyze the ethical responsibilities that accompany freedom of speech;

develop and use critical, deliberative, empathic, and appreciative listening skills to analyze and evaluate speeches; and

apply knowledge and understanding of rhetoric to analyze and evaluate oral or written speeches.

Speech forms. The student recognizes and analyzes varied speech forms. The student is expected to:

identify and analyze the traditional elements of speech form, including introduction, body, and conclusion;

identify and analyze logical patterns of organization for specific speech forms;

identify and analyze the characteristics of a speech to inform;

identify and analyze the characteristics of a speech to persuade, including propositions of fact, value, problem, and/or policy;

identify and analyze characteristics of speeches for special occasions; and

analyze and evaluate the rhetorical elements in models of speeches that inform, persuade, or inspire.

Invention. The student plans speeches. The student is expected to:

identify and analyze the audience and occasion as a basis for choosing speech strategies;

select and limit topics for speeches considering his/her own interests, timeliness, and the importance of the topic;

select and limit purposes for speeches;

research topics using primary and secondary sources, including electronic technology; and

analyze oral and written speech models to evaluate the topic, purpose, audience, and occasion.

Organization. The student organizes speeches. The student is expected to:

apply knowledge of speech form to organize and design speeches;

organize speeches effectively for specific topics, purposes, audiences, and occasions;

choose logical patterns of organization for bodies of speech;

prepare outlines reflecting logical organization; and

analyze and evaluate the organization of oral or written speech models.

Proofs and appeals. The student uses valid proofs and appeals in speeches. The student is expected to:

analyze the implications of the audience, occasion, topic, and purpose as a basis for choosing proofs and appeals for speeches;

choose logical proofs and appeals that meet standard tests of evidence;

use logical, ethical, and emotional proofs and appeals to support and clarify claims in speeches;

choose proofs and appeals that enhance a specific topic, purpose, and tone;

choose and develop appropriate devices for introductions and conclusions;

choose or produce effective visual supports; and

analyze and evaluate the proofs and appeals used in oral or written speech models.

Style. The student develops skills in using oral language in public speeches. The student is expected to:

distinguish between oral and written language styles;

write manuscripts to facilitate language choices and enhance oral style;

use rhetorical and stylistic devices to achieve clarity, force, and aesthetic effect;

use informal, standard, and technical language appropriately;

employ previews, transitions, summaries, signposts, and other appropriate rhetorical strategies to enhance clarity; and

evaluate a speaker's style in oral or written speech models.

Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The student is expected to:

employ techniques and strategies to reduce communication apprehension, develop self-confidence, and facilitate command of information and ideas;

rehearse and employ a variety of delivery strategies;

develop verbal, vocal, and physical skills to enhance presentations;

use notes, manuscripts, rostrum, visual aids, and/or electronic devices; and

interact with audiences appropriately.

Evaluation. The student analyzes and evaluates speeches. The student is expected to:

use critical, deliberative, and appreciative listening skills to evaluate speeches; and

critique speeches using knowledge of rhetorical principles.