Goal 2 Composing in a Variety of Modes |
The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.
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| Expectation
2.1 The student will compose oral, written, and visual presentations that inform, persuade, and express personal ideas.
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Indicators |
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2.1.1 The student will compose to inform by using appropriate types of
prose.
Assessment limits:
- Composing to explain an idea or examine a topic
- using description to support the writing purpose
- using personal ideas to support the writing purpose
- Composing to meet the criteria of the ECR rubric
- fulfilling the writing purpose as stated in the prompt
- including relevant and complete support of ideas
- organizing appropriately for the writing purpose
- using language carefully and correctly
- demonstrating attention to audience understanding and interest
- having no errors in usage or conventions that interfere with meaning
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2.1.2 The student will compose to describe, using prose and/or poetic forms.
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2.1.3 The student will compose to express personal ideas, using prose and/or poetic forms.
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2.1.4 The student will compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies.
Assessment limits:
- Composing to state and support, refute, or modify a position
- using description to support the writing purpose
- using personal ideas to support the writing purpose
- Composing to meet the criteria of the ECR rubric
- fulfilling the writing purpose as stated in the prompt
- including relevant and complete support of ideas
- organizing appropriately for the writing purpose
- using language carefully and correctly
- demonstrating attention to audience understanding and interest
- having no errors in usage or conventions that interfere with meaning
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| Expectation
2.2 The student will compose texts using the prewriting, drafting, revising, and editing strategies of effective writers and speakers.
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Indicators |
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2.2.1 The student will use a variety of prewriting strategies to generate and develop ideas.
Assessment limits:
- Identifying an appropriate prewriting strategy for a specific purpose or topic
- Identifying relevant sources of information
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2.2.2 The student will select and organize ideas for specific audiences and purposes.
Assessment limits:
- Selecting a logical sequence of ideas or sentences
- Determining an appropriate organizational structure emphasizing purpose and/or audience
- Selecting or deleting information to suit a given purpose or audience
- Identifying the logical placement of a sentence or paragraph within a text
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2.2.3 The student will revise and edit texts for clarity, completeness, and effectiveness.
Assessment limits:
- Completing or expanding ideas
- logical coordination of ideas
- subordination to replace excessive coordination
- logical or succinct subordination
- subordination to show space or time, cause or effect, condition, or concession
- sequence of ideas in a sentence for effectiveness and emphasis
- conciseness (eliminating redundancy, superfluous words and phrases, and awkward constructions)
- Attending to audience
- elaboration or support sentences
- transitional devices between sentences and paragraphs
- coherence (focusing on a central idea)
- clear connectors
- word choice
- inverted word order for effectiveness
- Controlling language structures
- clear placement of modifiers
- shifts in person, number, and tone
- misplaced and dangling modifiers
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2.2.4 The student will rehearse oral texts for effective application of diction, intonation, and rhetorical strategies, such as introductions, sequence, illustrations, and conclusions.
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2.2.5 The student will use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions.
Assessment limits:
- Using resources to select and use appropriate language
- avoiding the use of trite expressions and clichés
- using smooth and informative transitions
- arranging parallel elements appropriately and effectively
- selecting appropriate use of active or passive voice
- selecting an appropriate word for a given purpose
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2.2.6 The student will prepare the final product for presentation to an audience.
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| Expectation
2.3 The student will locate, retrieve, and use information from various sources to accomplish a purpose.
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Indicators |
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2.3.1 The student will identify sources of information on a self-selected and/or given topic and assess their appropriateness to accomplish a purpose.
Assessment limits:
- Determining the appropriateness of a resource to accomplish a purpose
- dictionary
- thesaurus
- encyclopedia
- magazines
- newspapers
- fiction and nonfiction books
- card catalogue (traditional and electronic)
- on-line websites and electronic resources
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2.3.2 The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others.
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2.3.3 The student will use a systematic process for recording and documenting information.
Assessment limits:
- Assessing the advantages, disadvantages, or limitations of sources of information (e.g., comprehensiveness, honesty, reliability, bias, accuracy, availability, variety, currency, multiple points of view)
- Identifying information to include or exclude in a reference citation when using either traditional or electronic sources of information
- Determining information that should be documented
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2.3.4 The student will take a position and support it with documented information from an authoritative source.
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2.3.5 The student will synthesize information from two or more sources to fulfill a self-selected or given purpose.
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