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Prentice HallLiterature, The Penguin Edition, The British Tradition, © 2007

C O R R E L A T E D T O

Alabama Course of Study Standards for Language ArtsGrade 12

Prentice Hall Literature, The Penguin Edition, The British Tradition (c) 2007Correlated to:

Alabama Course of Study Standards for Language Arts(Grade 12)

Alabama Course of Study Standards for Language Arts

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

appropriate resource(s))

1. Compare organizational structure, figurative language, and literary devices, including use of paradox, among predominantly British short stories, drama, poetry, essays, and other nonfiction literature.

SE/TE: Figurative language, 704–705, 761, 763, 766, 770, 771; Relating structure to theme, 257, 263; Dramatic structure, 1251, 1255, 1259; Using : text aids, 305, 307, 310, 313, 315, 317, 322, 324, visuals as key to meaning, 679, 685; Assessment Workshops : Sequential Order, 219, Strategy, Organization, and Style, 1339; Reading stanzas as units of meaning, 967, 970, 975; Interpreting, organization of mission statement, 1070; Paradox, 435, 445; also see : Reading Informational Materials : Mission Statements, 1070–1073

Examples: A Christmas Carol, Robin Hood;Gulliver’s Travels; Robinson Crusoe; Aesop’sFables ; A. Conan Doyle’s short stories; WilliamShakespeare’s plays; Robert Burns’, WilliamBlake’s, and John Keats’ poems

TR: Student Workbooks; General Resources; Standardized Test Preparation Workbook; Diagnostic and Benchmark Tests; Reading Kit; Reader’s Notebook; Skills Development Workbook; Transparencies

TECH: Listening to Literature Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD; Exam View Test Generator and QuickTake; Companion Web Site

• Explaining use of allusions SE/TE: Allusion, 1045, 1046, 1117, 1127, 1285, 1291


Twelfth GradeTwelfth graders are at pivotal points in their lives. They are nearing the independence of adulthoodand making many important decisions concerning their lives after high school. Academically, thesestudents are deepening their appreciation of literature, becoming selective viewers of nonprint media,and are realizing the valuable role good written and oral communication skills play in their lives. Whilemost students at this level have mastered a majority of language arts concepts, they continue torequire guidance in further developing their skills.

Students at this grade level are expected to conduct research and present findings in a scholarlyfashion. Their overall grasp of the tenets of grammar and the writing process approaches the levelnecessary for adulthood, and students are developmentally ready to explore British literature.Students are responsible for collaborative and independent work in all facets of their language artsstudies. The twelfth-grade content standards are the culminating point of a curriculum designed toprepare students to function as self-directed, lifelong learners and effective communicators in theirfuture roles in society.

Minimum Required ContentStudents will:Reading

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





appropriate resource(s))TECH: Listening to Literature Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD; Exam View Test Generator and QuickTake; Companion Web Site

• Interpreting irony SE/TE: Irony, 342, 348, 358, 521, 526, 530, 533, 967, 975, 1004, 1075, 1080, 1085, R13



• Analyzing poetry for rhyme schemes

SE/TE: Lyric poetry, 704–705, 707; Rhythm, 979, 982, 985



• Identifying use of parody SE/TE: Satire, 521, 523, 526, 528, 530, 533; Satirical essay, 613, 623; Parody, R16

TR: Student Workbooks; General Resources; Standardized Test Preparation Workbook; Diagnostic and Benchmark Tests; Reading Kit; Reader’s Notebook; Skills Development Workbook; TransparenciesTECH: Listening to Literature Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD; Exam View Test Generator and QuickTake; Companion Web Site






appropriate resource(s))• Analyzing major historical developments in language and literature in the British IslesExamples: relationships to place and time, including specific influences of various cultures and languages, wars and victors in those wars, and world literary trends

SE/TE: Writing About Literature: Analyzing Literary Periods, 208–209, Compare and Contrast Literary Trends, 404–405, Compare and Contrast Literary Themes, 634–635, Evaluate Literary Trends, 834–835, Analyze Literary Periods, 990–991, Evaluate Literary Trends, 1328–1329; also see: Unit Introductions : Historical background of Old English and Medieval Periods, 6–13, Historical background of English Renaissance, 228–235, Historical background of Seventeenth and Eighteenth Centuries, 424–431, Historical background of Romantic Period, 654–661, Historical background of Victorian Period, 854–861, Historical background of Modern and Postmodern Periods, 1012–1019; The Changing English Language: The Beginnings of English, 14, “A Man of Fire – New Words” 236, No Harmless Drudge, He, 432, The Romantic Age, 662, The Victorian Age, 862, Britspeak, A to Zed, 1020; A Closer Look: Chaucer’s Guided Tour of Medieval Life and Literature, 94–95, Elizabethan Theater, 294–295, Shakespeare on Stage, 296–297, Shakespeare on Film, 298–299, Making “Darkness Visible”: Milton’s Epic Ambition, 470–471, Poetry and Friendship in the Romantic Age, 726–727, Curious Workshop of Charles Dickens: Making Myths, 900–901, Critical Commentary on The Hollow Men, 1044–1046; World Lit Connections, 68, 71, 266, 267, 268, 586, 588, 804, 806, 807, 808, 922, 1224








appropriate resource(s))2. Read with comprehension a variety of informational and functional reading materials, including comparing bias and persuasive techniques in passages.Examples: bias and persuasive techniques—transference, bandwagon, snob appeal, expert testimony

SE/TE: Reading Informational Materials (Reading Strategy): Using Maps for Verification and Interpretation, 90, Evaluating Information, 398, Evaluating the Appropriateness of a Search Result, 630, Interpreting and Using Diagrams, 722, Evaluating Credibility of Sources, 960, Interpreting the Organization of a Mission Statement, 1070; also see: Persuasive devices, 271, 277, 408, 646, 811, 813, 819, 823, 831, 1004; Assessment Workshops : Forms of Propaganda, 415, 645, Critical Reasoning, 845; Communications Workshops : Analyzing Advertising, 416, Analyzing Bias in News Media, 1340, Analyzing Persuasive Techniques, 646, Critiquing Persuasive Devices, 846



• Recognizing faulty logic or organization

SE/TE: Logical appeal, 408, 823; Logical fallacy, 411; Reading Informational Materials (Reading Strategy): Evaluating Credibility of Sources, 960; also see: Persuasive devices, 271, 277, 408, 646, 811, 813, 819, 823, 831, 1004; Assessment Workshops : Forms of Propaganda, 415, 645, Critical Reasoning, 845; Communications Workshops : Analyzing Advertising, 416, Analyzing Bias in News Media, 1340, Analyzing Persuasive Techniques, 646, Critiquing Persuasive Devices, 846








appropriate resource(s))• Analyzing charts and tables for conclusions

SE/TE: Read a chart, 426; Reading Informational Materials, 90–93, 398–401, 630–633, 722–725, 960–964, 1070–1073



3. Analyze British literature for style, audience appeal, cultural significance, and plot structure.Examples: style—length and complexity of sentences, diction, Standard English versus dialect

SE/TE: Unit Introductions, 6, 10, 228, 232, 424, 427, 654, 657, 854, 857, 1012, 1015; Writing About Literature: Analyzing Literary Periods, 208–209, 990–991; Narrative style, 281, 288, 1324; Using historical and cultural context, 590–591; Style, 613, 1131, 1139; Plot, 898–899, 1156–1157, 1159, 1164, 1165, 1168, 1169, 1174, 1175, 1179; Conflict, cultural, 1143, 1147, 1149, 1152; also see: Literature In Context (culture, economics, history, science, vocabulary, world events): 55, 84, 154, 192, 334, 351, 388, 548, 599, 618, 817, 952, 1079, 1150, 1278;


• Distinguishing between parallel plots and circular plots

SE/TE: Plot, 898–899, 1156–1157, 1159, 1164, 1165, 1168, 1169, 1174, 1175, 1179, R16



Literature






appropriate resource(s))4. Identify literary elements in British literary selections from various genres.

SE/TE: Literary Analysis (Build Skills), 17, 39, 77, 97, 122, 136, 161, 189, 239, 249, 257, 271, 281, 305, 326, 342, 360, 380, 435, 449, 459, 473, 491, 503, 521, 537, 555, 573, 593, 613, 665, 679, 691, 707, 729, 761, 775, 789, 811, 823, 865, 883, 903, 929, 949, 967, 979, 1023, 1039, 1055, 1075, 1089, 1103, 1117, 1131, 1143, 1159, 1183, 1021, 1231, 1251, 1263, 1275, 1285, 1297, 1313; Literary Analysis (Apply the Skills), 30, 63, 87, 120, 134, 156, 185, 201, 245, 253, 263, 277, 288, 324, 358, 378, 395, 445, 455, 466, 487, 498, 517, 533, 551, 569, 583, 601, 623, 675, 685, 697, 719, 757, 771, 785, 801, 819, 831, 879, 894, 919, 937, 957, 975, 985, 1033, 1051, 1067, 1085, 1098, 1113, 1127, 1139, 1152, 1179, 1197, 1221, 1247, 1259, 1271, 1281, 1291, 1309, 1321; Focus On Literary Forms, 34–35, 292–293, 590–591, 704–705, 898–899, 1156–1157



5. Determine word meaning in British literature using word structure and context clues.Examples: prefixes, suffixes, root words

SE/TE: Suffixes, 31, 88, 121, 676, 772, 802, 895, 1322; Word roots, 64, 186, 202, 264, 278, 289, 341, 379, 396, 488, 534, 571, 602, 686, 758, 786, 820, 832, 938, 976, 1034, 1052, 1068, 1099, 1114, 1128, 1140, 1180, 1248, 1260, 1292, 1310; Context, 88, 379, 396, 518, 802, 1099, 1128, 1140, 1198, 1248, 1310; Prefixes, 135, 359, 446, 518, 584, 920, 1198, 1222, 1282








appropriate resource(s))6. Compare the writing styles of two or more British authors.Examples: Geoffrey Chaucer, William Shakespeare, Oscar Wilde

SE/TE: Literary Analysis (Apply the Skills), 30, 87, 120, 185, 201, 245, 253, 263, 277, 288, 445, 455, 466, 487, 498, 517, 551, 569, 583, 601, 685, 697, 719, 757, 771, 785, 801, 819, 831, 879, 894, 919, 937, 957, 975, 985, 1033, 1051, 1067, 1113, 1127, 1139, 1179, 1197, 1221, 1247, 1259, 1291; also see: Writing About Literature: Analyzing Literary Periods, 208–209, Compare and Contrast Literary Trends, 404–405, Compare and Contrast Literary Themes, 634–635, Evaluate Literary Trends, 834–835, Analyze Literary Periods, 990–991, Evaluate Literary Trends, 1328–1329


7. Write for a variety of purposes including critical essays on literary topics, college application essays, résumé cover letters, and résumés.

SE/TE: Writing About Literature: Analyzing Literary Periods, 208–209, Compare and Contrast Literary Trends, 404–405, Compare and Contrast Literary Themes, 634–635, Evaluate Literary Trends, 834–835, Analyze Literary Periods, 990–991, Evaluate Literary Trends, 1328–1329; Writing Workshops: Autobiographical narrative, 210–220, Persuasive Essay, 406–413, Reflective Essay, 636–643, Job Portfolio and Résumé, 836–843, Research paper, 992–1001, Multimedia Report, 1330–1337; Writing Lessons (Build Language Skills – includes Prewriting, Drafting, Revising and Model): 32, 65, 89, 122, 136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323

TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook

Writing and Language






appropriate resource(s))TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD; Online Essay Scorer; Companion Web Site

• Editing drafts for appropriate style SE/TE: Revising style: 209, 290, 405, 408, 489, 635, 835, 991, 1097, 1329; Editing/ Proofreading, 413, 643, 843, 1001, 1337, R47


TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD; Online Essay Scorer; Companion Web Site

• Developing an effective voice suitable for audience and purpose

SE/TE: Analysis of audience, 603; Narrowing topicby finding focus, 208, 404, 407, 834, 990, 1328; Revising: for audience, 833, knowledge level of readers, 1035TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


8. Demonstrate appropriate use of ellipses, parentheses, hyphens and suspended hyphens,hyphenation of number-and-noun modifiers, slashes, and use of commas with subordinate clauses and nominative absolutes.

SE/TE: Clause, subordinate, 278, R45, R46-R47; Modifier, 456, 1052; Nominative absolute, 1282; also see: Punctuation Summary, R46–R47



9. Revise drafts to increase sentence complexity.Examples: expanding word choice by using phrases, including verbals; combining short sentences to form complex and compound sentences

SE/TE: Revising sentences: 158, 519, 677, 773, 987, 996, 1069, 1141, 1181, 1261, 1334









10. Use the research process to manage, document, organize, and present information to support a thesis on a teacher-approved topic of student interest.

SE/TE: Writing Workshops: Research paper, 992–1001, Multimedia Report, 1330–1337; also see: Research and Technology, 32, 65, 89, 122, 136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323; Sources : including references and citations, 397; Research and Technology Guide, R26–R27; Citing Sources and Preparing Manuscript: R28–R29

Examples: literary topic, career study, historical research



• Editing drafts to avoid plagiarism SE/TE: Developing Style: plagiarism, avoiding, 997, R27, R33; also see: Sources : including references and citations, 397, works-cited list, 1001; Research and Technology Guide, R26–R27; Citing Sources, R28–R30



11. Critique visual communication for effectiveness.

SE/TE: Communications Workshops: Analyzing Advertising, 416, Analyzing Persuasive Techniques, 646, Analyzing Bias in News Media, 1340

Examples: films, advertisements TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


Research and Inquiry

Oral and Visual Communication






appropriate resource(s))• Using available technology for various communication purposes including multimedia presentations

SE/TE: Writing Workshops: Multimedia Report, 1330–1337; Reports: multimedia, 135, 187, 265; Proposal for multimedia presentation, 187; Presentation, multimedia, 677, 987; Presentation: photo essay, 721, audiovisual, 1087; also see: Communications Workshops : Delivering Autobiographical Presentations, 220, Analyzing Advertising, 416, Analyzing Bias in News Media, 1340TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


12. Evaluate oral presentation skills of self and others for effectiveness.Examples: lectures, speeches, debates

SE/TE: Communications Workshops: Delivering Autobiographical Presentations, 220, Analyzing Advertising, 416, Analyzing Persuasive Techniques, 646, Critiquing Persuasive Devices, 846, Delivering Persuasive Speech, 1004, Analyzing Bias in News Media, 1340; Listening and Speaking (Apply the Skills), 32, 65, 89, 122, 136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323



13. Analyze nonprint media for use of propaganda.Examples: films, television advertisements, speeches

SE/TE: Communications Workshops: Analyzing Advertising, 416, Analyzing Persuasive Techniques, 646, Critiquing Persuasive Devices, 846, Analyzing Bias in News Media, 1340









Has the writer addressed the topic? SE/TE: Writing Workshops: Revising, peer review, 214, 410, 640, 840, 996, 1334; also see: Revising content: on critical insights, 89, for logic, 203, for thoroughness, 209, for logic, 405, for logical connections, 405, outlining post–draft, 447, for contradictions, 635, eliminating contradictions, 635, to enhancing subtlety of interpretation, 721, for purpose, 833, for beginning and ending, 835, indicating cause–and–effect transition, 896, to check connotations, 991, elaborating, 1053, for precision, 1154, improving persuasive impact, 1311, to assess emotional content, 1329



Is the piece presented appropriately in the chosen mode?

SE/TE: Writing Workshops: Publishing/Presenting 209, 217, 405, 413, 635, 643, 835, 843, 991, 1001, 1329, 1337; also see: Drafting: Shaping writing, 209, 212, 405, 408, 500, 553, 638, 838, 991, 994, 1329, 1332



Does the writer clearly describe someone or something?

SE/TE: Writing Workshops: Autobiographical narrative, 210–220, Reflective Essay, 636–643; also see: Writing (Build Language Skills): monologue, 187, 773, parable, in King James style, 290, journal, investigative, 341, diary entry, 359, speech, persuasive, 413, 447, 1129, poem, 468, 1069, 1141, descriptive satire, 535, style, imitating author's, 553, biographical essay, 881, parody, writer's voice, 1249, sequel, 1100, product description, 1223, account of a remarkable person, 1273


SIXTH-TWELFTH GRADEStudent Checklist for Composing and Revising1. PURPOSE–ALL MODES

CONTENT–BY MODEDescriptive Mode







Has the writer used vivid sensory details?

SE/TE: Developing Style: strong verbs and adjectives, 215, vivid word choice, 215, 408; Replace Vague Language, 835



Are other relevant details used? SE/TE: Providing Elaboration: citing specific examples, 405, including examples in informal outline, 635, outlining examples, 635, explode a moment, 638, incorporating specific details, 638, citing specific examples, 835, outlining ideas, 835, drafting annotations for primary sources, 921, handling sources, 994, word banks, 1224, clarifying media references, 1332, considering variety and flow, 1332, framing media references, 1332TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


Does the writing clearly narrate a sequence of events?

SE/TE: Writing Workshops: Autobiographical narrative, 210–220; Writing Lessons : diary entry, 359, monologue, 773, biographical essay, 881, account of a remarkable person, 1273; also see: Transitions, 209, 410; Revising: indicating cause-and-effect transition, 896, clarifying connections with transitions, 1283; Transitions to make comparisons, 1261



Narrative Mode






appropriate resource(s)) Does it tell explicitly what happened? SE/TE: Writing Workshops: Autobiographical

narrative, 210–220, Reflective Essay, 636–643; Writing Lessons : diary entry, 359, monologue, 773, biographical essay, 881, account of a remarkable person, 1273



Does it provide a definite time frame? SE/TE: Revising (general): clarifying time and place, 214; also see: Writing Workshops: Autobiographical narrative, 210–220, Reflective Essay, 636–643; Writing Lessons : diary entry, 359, monologue, 773, biographical essay, 881, account of a remarkable person, 1273



Does the writing present reasons, explanations, or steps in a process?

SE/TE: Writing About Literature: Analyzing Literary Periods, 208–209, 990–991, Comparing and Contrasting Literary Trends, 404–405, Comparing and Contrasting Literary Themes, 634–635, Evaluating Literary Trends, 834–835, 1328–1329; Writing Workshops: Research paper, 992–1001, Multimedia Report, 1330–1337; Writing Applications: Criticism, 121; Essay, 208, 404, 535, 603, 634, 834, 881, 990, 1087



Expository Mode






appropriate resource(s)) Has the writer used logical order? SE/TE: Drafting: shaping writing by logical

organization, 209, shaping writing by outlining, 405, providing elaboration by including examples in informal outline, 635, providing elaboration by outlining examples, 635, shaping writing by deciding where to start, 638, providing elaboration by outlining ideas, 835, shaping writing by outlining, 838, shaping writing by being concise, 838, shaping writing by playing to strengths, 838, shaping writing by writing powerful introduction, 994, shaping writing by establishing organizational plan, 994TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


Has the writer used appropriate sequencing of steps or ideas?

SE/TE: Revising (general): clarifying connections of ideas, 32, 65, adding support by connecting general to specific, 457, clarifying connections with transitions, 1283; also see: Drafting: shaping writing by logical organization, 209, shaping writing by outlining, 405, providing elaboration by including examples in informal outline, 635, providing elaboration by outlining examples, 635, shaping writing by deciding where to start, 638, providing elaboration by outlining ideas, 835, shaping writing by outlining, 838, shaping writing by being concise, 838, shaping writing by playing to strengths, 838, shaping writing by writing powerful introduction, 994, shaping writing by establishing organizational plan, 994



Does the writing include a main idea, supporting details, and a conclusion?

SE/TE: Narrowing topic by finding focus, 208, 404, 407, 834, 990, 1328; note-taking to focus on theme, 634; Shaping writing by being concise, 838; developing thesis statement, 994; focusing thesis statement, 991; showcasing thesis statement, 408; tying together points in effective conclusion, 1329; Elaborating: citing specific examples, 405, 835; incorporating specific details, 638TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook







Does the writer present reasons and examples that influence action or thought?

SE/TE: Writing Workshops: Persuasive Essay, 406–413; Timed Writing Applications (including essay): Persuasive, 93, Response, critical, 457, 1115, to criticism, 65, 397, 519, 721, 803, 939, 1035, 1053, Analysis, argument, 1323, Problem-and-solution, 1154; Revising par agraphs: parallelism to create persuasive tone, 279; for persuasive language, 821; Revising tone : persuasive, 468; Developing Style : persuasive evidence, 411; From the Scholar’s Desk : Frank Kermode on Persuasion, 409; Speech: persuasive, 646, 821, 1004; Editorial, on political issue, 821; Letter to an editor, 279



Is an opinion clearly stated with supporting details?

SE/TE: Writing Workshops: Persuasive Essay, 406–413; Timed Writing Applications (including essay): Persuasive, 93, Response, critical, 457, 1115, to criticism, 65, 397, 519, 721, 803, 939, 1035, 1053, Analysis, argument, 1323, Problem-and-solution, 1154; Revising par agraphs: parallelism to create persuasive tone, 279; for persuasive language, 821; Revising tone : persuasive, 468; Developing Style : persuasive evidence, 411; From the Scholar’s Desk : Frank Kermode on Persuasion, 409; Speech: persuasive, 646, 821, 1004; Editorial, on political issue, 821; Letter to an editor, 279TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


Does the writer’s word choice reflect a sense of the intended audience?

SE/TE: Revising word choice: 214, 408, 640, 840


Persuasive Mode

3. AUDIENCE–ALL MODES







Does the writer’s tone address the audience appropriately?

SE/TE: Analysis of audience, 603; Revising: for audience, 833, knowledge level of readers, 1035; Revising tone: 468, 535, 759TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


Display a definite plan with a variety of strategies?

SE/TE: Prewriting (including choosing your topic, gathering details, narrowing your topic and general prewriting), 208, 211, 247, 255, 404, 407, 570, 634, 637, 699, 787, 834, 837, 881, 939, 959, 990, 993, 1199, 1249, 1328, 1331



Use one controlling idea without wandering from it (avoiding extraneous sentences)?

SE/TE: Narrowing topic by finding focus, 208, 404, 407, 834, 990, 1328; note-taking to focus on theme, 634; Shaping writing by being concise, 838; developing thesis statement, 994; focusing thesis statement, 991; showcasing thesis statement, 408; tying together points in effective conclusion, 1329; Elaborating: citing specific examples, 405, 835; incorporating specific details, 638



Show a strong sense of logical progression and overall completeness using good transition?

SE/TE: Transitions, 209, 410; Revising: indicating cause-and-effect transition, 896, clarifying connections with transitions, 1283; Transitions to make comparisons, 1261TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook

4. ORGANIZATION AND CLARITY–ALL MODESDoes the writer...







Introduce a topic, develop it thoroughly and enthusiastically, and bring it to a conclusion?

SE/TE: Shaping writing : developing thesis statement, 994; focusing thesis statement, 991; showcasing thesis statement, 408; tying together points in effective conclusion, 1329



Paragraph according to changes in topics?

SE/TE: Revising paragraphs: 279, 687, 821, 996



Present ideas so they flow smoothly from one to the next?

SE/TE: Transitions, 209, 410; Revising: indicating cause-and-effect transition, 896, clarifying connections with transitions, 1283; Transitions to make comparisons, 1261; also see: Revising overall structure, 214, 410, 603, 640, 803, 840, 1323, 1334TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


Display a strong sense of author control?

SE/TE: Revising (includes general, content, overall structure, paragraphs, sentences, style, tone, and word choice), 32, 65, 89, 158, 203, 209,214, 290, 405, 408, 410, 447, 457, 468, 489, 519, 535, 585, 603, 635, 640, 677, 721, 759, 773, 803, 833, 835, 840, 896, 987, 991, 996, 1035, 1053, 1069, 1097, 1129, 1141, 1154, 1181, 1261, 1273, 1283, 1311, 1323, 1329, 1334








appropriate resource(s)) Use varied sentence formations and

structures with appropriate subordination?SE/TE: Revising Sentences: sentence order, 158, checking for accuracy, 519, balancing comparisons, 677, to strengthen transitions, 1334; also see: Analyzing difficult sentences, 97, 99, 102, 105, 107, 109, 113, 114, 116, 120



Display creativity in presenting information?

SE/TE: Writing Workshops: Multimedia Report, 1330–1337; Reports: multimedia, 135, 187, 265; Proposal for multimedia presentation, 187; Presentation, multimedia, 677, 987; Presentation: photo essay, 721, audiovisual, 1087; also see: Communications Workshops : Delivering Autobiographical Presentations, 220, Analyzing Advertising, 416, Analyzing Bias in News Media, 1340; also see: Writing Workshops: Publishing/Presenting 209, 217, 405, 413, 635, 643, 835, 843, 991, 1001, 1329, 1337



Display proficiency in grammar, usage, and mechanics?

SE/TE: Editing/Proofreading, 413, 643, 843, 1001, 1337; also see: Grammar and Style Lesson & Vocabulary Lesson (Build Language Skills), 31, 64, 88, 121, 135, 157, 186, 202, 246, 254, 264, 278, 289, 325, 359, 379, 396, 446, 456, 467, 488, 499, 518, 534, 552, 570, 584, 602, 624, 676, 686, 698, 720, 758, 772, 786, 802, 820, 832, 880, 895, 920, 938, 958, 976, 986, 1034, 1052, 1068, 1086, 1099, 1114, 1128, 1140, 1153, 1180, 1198, 1222, 1248, 1260, 1272, 1282, 1292, 1310, 1322









Commas to set off nonrestrictive clauses, appositives, and other phrases including parenthetical expressions

SE/TE: Punctuation: comma, 64, 88, 202, 832, 920, R6, R46; also see: Phrase, parenthetical expression, 571; Editing/proofreading: commas, 643TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


Commas to separate items in a series SE/TE: Punctuation: comma in a series, 832



Comma after direct address SE/TE: Direct address, 202, 246, 802TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


Opportunities to address this standard can be found on the following pages:

SE/TE: Punctuation: comma, 64, 88, 202, 832, 920, R6, R46; Clause, subordinate, 278, R45; Nominative absolute, 1282



Colons and semicolons SE/TE: Semicolon, 88, 157; Colon/semicolon, R46



TWELFTH GRADE STUDENT CHECKLIST FOR EDITINGPunctuation

Commas with nominative absolutes and subordinate clauses






appropriate resource(s)) Hyphens and suspended hyphens,

dashes, parentheses, brackets, slashes, and ellipses

SE/TE: Citing Sources and Preparing Manuscript: R28–R29; Punctuation, R46–R47



Underlining or italics SE/TE: Citing Sources and Preparing Manuscript: R28–R29; Punctuation, R46–R47



Quotation marks SE/TE: Quotation marks, R47; also see: Editing/Proofreading: quotations, 1001; Dialogue, 121, 220, 247, 292–293



Apostrophes SE/TE: Apostrophe, R47TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


Subject-verb agreement SE/TE: Subject: agreement with verb, 359, 772, 1198



Pronoun-antecedent agreement SE/TE: Pronoun: agreement with antecedent, 584


Grammar, Usage, and Spelling







Appropriate verb tense with no awkward shifts

SE/TE: Verb tense, 121, 214, 938, 1260, R44



Avoidance of split infinitives SE/TE: Phrase, infinitive, 289, 1128, R45TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


Active voice (primarily) SE/TE: Voice (active, passive), 446, 841TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


Pronoun case, number, and gender SE/TE: Pronoun, 396, 584, 976, 1272, R44



Word choice (variety, vivid or colorful description, precision and accuracy)

SE/TE: Developing Style: strong verbs and adjectives, 215, vivid word choice, 215, 408



Avoidance of wordiness and redundancy SE/TE: Revising word choice: 214, 408, 640, 840








Clarity (no ambiguous, stilted, or artificial language)

SE/TE: Revising style: for word choice, 635, for vague language, 835, to avoid ambiguity, 1329



Special usage problems such as suspended hyphens, words versus numerals, double negatives, number and noun modifier, compound noun modifiers (adjective-noun and noun-noun), subject-verb agreement with intervening phrases and clauses, and agreement in subjunctive mood

SE/TE: Grammar and Style Lesson, 31, 64, 88, 121, 135, 157, 186, 202, 246, 254, 264, 278, 289, 325, 359, 379, 396, 446, 456, 467, 488, 499, 518, 534, 552, 570, 584, 602, 624, 676, 686, 698, 720, 758, 772, 786, 802, 820, 832, 880, 895, 920, 938, 958, 976, 986, 1034, 1052, 1068, 1086, 1099, 1114, 1128, 1140, 1153, 1180, 1198, 1222, 1248, 1260, 1272, 1282, 1292, 1310, 1322TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


Spelling, including commonly confused words

SE/TE: Spelling Strategy (Build Language Skills): 31, 64, 88, 121, 135, 157, 186, 202, 246, 254, 264, 278, 289, 325, 359, 379, 396, 446, 456, 467, 488, 499, 518, 534, 552, 570, 584, 602, 624, 676, 686, 698, 720, 758, 772, 786, 802, 820, 832, 880, 895, 920, 938, 958, 976, 986, 1034, 1052, 1068, 1086, 1099, 1114, 1128, 1140, 1153, 1180, 1198, 1222, 1248, 1260, 1272, 1282, 1292, 1310, 1322; Spelling Workshops (assessment), 161, 371, 535, 687, 915, 1133, R48-49



Introductory adverb clauses SE/TE: Adverb clause, 1180, 1248, R45TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook







Structural variety and sentence complexity (verbal phrases, noun clauses)

SE/TE: Revising Sentences: sentence order, 158, checking for accuracy, 519, balancing comparisons, 677, to strengthen transitions, 1334; also see: Analyzing difficult sentences, 97, 99, 102, 105, 107, 109, 113, 114, 116, 120



Appropriate subordination and placement of modifiers

SE/TE: Clause, subordinate, 278, R45; Modifier, 456, 1052; Conjunction, subordinating, 895, 1153, R45



Parallelism of all types SE/TE: Revising Overall Structure with parallelism to create persuasive tone, 279; parallelism to create persuasive tone, 279; Shaping Writing by using parallelism and antithesis, 553; Parallel structure, 880, 1068, 1128




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