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English Language Arts 20 Outcomes & Indicators
Comprehend and Respond (CR)

Compose and Create (CC)

Assess and Reflect (AR)

Outcome: CC 20.4

Create a variety of written informational (including an essay of explanation of a process, an application letter and résumé, and an argumentative or a persuasive essay) and literary (including a reflective or personal essay and an analysis of a literary text) communications.

  1. Create a variety of written communications using various elements of discourse (e.g., purpose, speaker, audience, form), in narrative, expository, persuasive, information, and/or descriptive texts that:

    • address audience needs, the stated purpose, and context
    • provide an engaging introduction
    • develop a thesis
    • create an organizing structure appropriate to the purpose, audience, and context
    • include relevant information and exclude extraneous information
    • provide facts and details, describing or analyzing the subject, explaining benefits or limitations, comparing or contrasting, or providing graphics or illustrations
    • clarify and defend positions with relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs and logical reasoning
    • use a variety of rhetorical devices to support assertions (e.g., appeal to logic through reasoning, case study, and analogy)
    • anticipate potential misunderstanding, problems, or mistakes that might arise for the audience
    • create drafts using standard forms and predictable structures such as headings, white space, and graphics
    • adopt a customary format (including proper salutation, closing, and signature when writing a letter)
    • provide a coherent conclusion.
  2. Select, use, and evaluate critically a variety of before (page 23), during (page 24), and after (page 25) strategies to construct and communicate meaning when writing.

  3. Understand and apply the language cues and conventions (page 17) to construct and communicate meaning when writing.

  4. Write an essay of explanation (e.g., a process, instructions) that:

    • is informative with a clear focus and specific details
    • demonstrates thorough understanding of the process of written work and presents the work in manageable steps (time order, numbered steps, and so on) and the correct order
    • begins with an introduction that interests the reader
    • includes thorough, detailed, clear information needed for the reader to understand; examples and explanations directly support focus
    • concludes logically
    • uses terms associated with the process accurately.
  5. Write a letter of application and accompanying résumé that:

    Letter:

    • tailors letter to position or job and advertisement
    • analyzes what he/she has to offer
    • selects a standard letter format of one page
    • uses the name and title of the person doing the hiring in the inside address and salutation
    • explains the purpose for writing and the position applied for in the first paragraph and lists two or three qualifications for this position
    • elaborates on the qualifications listed in the opening paragraphs and adds evidence to support the claims of being qualified in the second paragraph
    • describes additional qualifications or experiences to distinguish him/her from other possible candidates in the third paragraph
    • closes by mentioning the enclosed résumé and expresses interest in an interview and availability
    • signs letter
    • does not repeat content of résumé
    • reflects a confident, formal, but respectful tone.

    Résumé:

    • invites the recipient to read because of a clean, visually appealing appearance
    • uses a format appropriate for the position or job
    • includes specific and necessary information (e.g., dates, names, organizations, schools, special achievements, or merits) and categories (e.g., name, address, and telephone number; a summary of work experience, with the most recent first; a summary of education in reverse chronological order; other skills, training, awards, and interests; and at least three references)
    • demonstrates knowledge of the organization and company, and targets the résumé to the specific position
    • presents most relevant accomplishments, qualifications, and strengths that help ensure he/she stands out from other candidates.
  6. Write an essay of argument/persuasion (or an editorial) that:

    • states clearly a position about the current issue or problem
    • supports the position with reasons, is persuasive, and offers realistic solution
    • provides support and answers/addresses any objection
    • closes by restating the position, calling for action, or asking reader to get involved
    • ensures that facts are correct
    • uses a persuasive voice that balances facts and feelings
    • chooses inclusive and respectful language and qualifiers to strengthen position.
  7. Write an essay of reflection (personal essay)/personal commentary that:

    • expresses a unique view of some aspect of life that is important to the student
    • introduces the topic and gives a personal view
    • supports the writer’s viewpoint
    • sums up the writer’s viewpoint in a thoughtful way (e.g., the lesson that it teaches about life).
  8. Write an analysis of a literary text (e.g., analyze a theme, characters, and plot development) that:

    • identifies the text, author, and focus of the analysis
    • introduces (in the beginning of the text) and focuses on the elements (e.g., plot, character, theme) being analyzed
    • uses developing paragraphs to explain the elements using examples from the text
    • includes enough details to help readers understand the point being made
    • concludes by revisiting the focus of the analysis and summarizing it
    • shows a complete and careful analysis of the elements
    • ensures that all the parts work together to create an insightful essay.
  9. Experiment with and explore a variety of written text forms (e.g., articles, radio dramatization, radio documentary, blog posting) and techniques, and explain their appeal.

 
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