prentice hall writing and grammar handbook:...

Prentice Hall Writing and Grammar Handbook: Communication in Action, Platinum Level © 2004

Correlated to: Virginia English Standards of Learning Curriculum Framework

(Grade 10)

SE = Student Edition 1

VIRGINIA ENGLISH STANDARDS OF LEARNING CURRICULUM FRAMEWORK PAGE(S) WHERE TAUGHT

FOCUS STRAND: ORAL LANGUAGE GRADE LEVEL 10 At the tenth-grade level, students will become skilled communicators in small-group learning activities. They will assume and evaluate individual roles in presenting oral reports. They will also examine and critique the overall effectiveness of the group process. They will use grammatically correct language that is appropriate to the topic, audience, and purpose. 10.1 The student will participate in and report on small-group learning activities. a) Assume responsibility for specific group tasks. b) Participate in the preparation of an outline or summary of the group activity. c) Include all group members in oral presentation.

SE: Speaking Skills, 546–548; Speeches, giving and getting feedback, 549–550; Listening Critically, 551–553; Reflecting on Your Speaking, Listening, Viewing, and Representing, 565; Working With People, 629–630; Conducting Meetings and Group Discussions, 631–632; Peer review, 13, 59, 73, 89, 102, 118, 134, 150, 169

d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

SE: Speaking in Public, 548–550; Reflecting on Your Speaking, Listening, Viewing, and Representing, 565; Working With People, 629–630; Conducting Meetings and Group Discussions, 631–632; also see: Formal/Informal Language, 89: appropriate use of, 31, features of, 158, in critical reviews and in journal entries, 180, revising, 188, interjections in, 269

ESSENTIAL UNDERSTANDINGS All students should

• assume responsibility for specific tasks • make an effort to include all group members in

the discussions and presentations.

SE: Group Discussion Skills, 547; Speeches, giving and getting feedback, 549–550; Listening Critically, 551–553; Reflecting on Your Speaking, Listening, Viewing, and Representing, 565; Working With People, 629–630; Conducting Meetings and Group Discussions, 631–632; Peer review, 13, 59, 73, 89, 102, 118, 134, 150, 169

Prentice Hall Writing and Grammar Handbook: Communication in Action, Platinum Level © 2004 Correlated to:

Virginia English Standards of Learning Curriculum Framework, (Grade 10)



ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to

• participate in the preparation of an outline or

summary of the group activity, including the preparation of their individual roles in the group presentation

• assume responsibility for and participate in small-group learning activities by contributing ideas and respectfully listening to and considering the views of the other group members

SE: Speaking Skills, 546–550; Speeches, giving and getting feedback, 549–550; Listening Critically, 551–553; Reflecting on Your Speaking, Listening, Viewing, and Representing, 565; Working With People, 629–630; Conducting Meetings and Group Discussions, 631–632; Peer review, 13, 59, 73, 89, 102, 118, 134, 150, 169

• use grammatically correct language.

SE: Speaking in Public, 548–550; also see: Formal/Informal Language, 89: appropriate use of, 31, features of, 158, in critical reviews and in journal entries, 180, revising, 188, interjections in, 269

10.2 The student will critique oral reports of small-group learning activities. a) Evaluate one’s own role in preparation and delivery of oral reports. b) Evaluate effectiveness of group process in preparation and delivery of oral reports.


ESSENTIAL UNDERSTANDINGS All students should • periodically reflect on their own role during the

process and at the conclusion of the activity.

SE: Group Discussion Skills, 547; Reflecting on Your Speaking, Listening, Viewing, and Representing, 565; Working With People, 629–630; Conducting Meetings and Group Discussions, 631–632





ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • define a specific role as a group member • access and organize information as part of a group

project • evaluate their own roles in the preparation and

delivery of oral reports • evaluate the effectiveness of the group process in

preparation and delivery of oral reports • critique and offer suggestions for improving their

own group’s presentations and their classmates’ group presentations.


FOCUS STRAND: READING ANALYSIS GRADE LEVEL 10 At the tenth-grade level, students will read, comprehend, critique, and analyze a variety of literary works. They will interpret a variety of informational materials, such as labels, manuals, warranties, directions, applications, technical descriptions, contracts, and forms to complete specific tasks. They will apply critical reading skills across the content areas, including history and social science, science, and mathematics. 10.3 The student will read, comprehend, and critique literary works. a) Identify text organization and structure. SE: Reading Skills: Reading Textbooks, 589–590;

Use Question-Answer Relationships, 591; Use the SQ4R Method, 592; Outlining What You Read, 593; Using Graphic Organizers, 594–595; Reading Nonfiction Critically, 596–602; Reading Literary Writing, 602–605; Reading From Varied Sources, 606–607; also see: Response To Literature, 176, 177, 178-181, 182-183, 184-188, 189, 190

b) Identify main and supporting ideas.

SE: Summaries, 577, 610, 614, 642; Main Ideas, 21-22, 99, 147, 200, Main Points, 15, 200, 594

c) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.

SE: Inferences: in nonfiction, 596, drawing, in fiction, 603

d) Explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras. e) Identify universal themes prevalent in the literature of different cultures.

SE: Historical vs. Current Events, 109; also see: Stories with Themes, 51; Themes in Writing Process, 11, Rain Forest Changes, 125,; Historical Personalities, 157





f) Examine a literary selection from several critical perspectives.

SE: Response to Literature pages 176–177, 178–181, 182–183, 184–188, 189, 190–193; Responding to Fine Art and Literature: for autobiographical writing, 35, for short stories, 51, for description, 65, for persuasive essays, 79, for advertisements, 95, for comparison–and–contrast essays, 109, for cause–and–effect essays, 125, for problem/solution essays, 141, for research writing, 157, defined, types of, 177, for response to literature, 179; ; Reading Nonfiction Critically, 596–602; Reading Literary Writing, 602–605

ESSENTIAL UNDERSTANDINGS All students should • construct meaning from text by making

connections between what they already know and the new information they read

SE: Responding to Literature in Everyday Life, 176; Make Personal Connections, 602, from varied sources, 606–607

• understand how literary works are constructed by

identifying text organization and structure. SE: Reading Skills: Reading Textbooks, 589–590;

Use Question-Answer Relationships, 591; Use the SQ4R Method, 592; Outlining What You Read, 593; Using Graphic Organizers, 594–595; Reading Nonfiction Critically, 596–602; Reading Literary Writing, 602–605; Reading From Varied Sources, 606–607; also see: Response To Literature, 176, 177, 178-181, 182-183, 184-188, 189, 190

ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • identify the text-organization pattern and text

structure of literary works

SE: Reading Skills: Reading Textbooks, 589–590; Use Question-Answer Relationships, 591; Use the SQ4R Method, 592; Outlining What You Read, 593; Using Graphic Organizers, 594–595; Reading Nonfiction Critically, 596–602; Reading Literary Writing, 602–605; Reading From Varied Sources, 606–607; also see: Response To Literature, 176, 177, 178-181, 182-183, 184-188, 189, 190

• make predictions, draw inferences, and connect

prior knowledge to support reading comprehension

SE: Inferences: in nonfiction, 596, drawing, in fiction, 603





• read and understand a variety of literary works from different cultures, including

o short stories o poems o plays o novels o essays

• explain similarities and differences among literary genres from different cultures, such as

o haikus o sonnets o fables o myths o identify recurring cultural themes,

such as o struggle with nature o survival of the fittest o coming of age o power of love o loss of innocence o struggle with self o disillusionment with life o the effects of scientific progress o power of nature o alienation and isolation o honoring the historical past o good overcoming evil o tolerance of the atypical o hero/heroine o trickster o faithful companion o outsider/outcast o rugged individualist o shrew o innocent o villain o caretaker o Earth mother o rebel o misfit

SE: Historical vs. Current Events, 109; Reading Nonfiction Critically, 596–602; Reading Literary Writing, 602–605; Reading From Varied Sources, 606–607; also see: Stories with Themes, 51; Themes in Writing Process, 11, Rain Forest Changes, 125; Historical Personalities, 157 and Response To Literature, 176, 177, 178-181, 182-183, 184-188, 189, 190





10.4 The student will read and interpret informational materials. a) Analyze and apply the information contained in warranties, contracts, job descriptions, technical descriptions, and other informational sources, including labels, warnings, manuals, directions, applications, and forms, to complete specific tasks. b) Skim manuals or informational sources to locate information. c) Compare and contrast product information contained in advertisements with that found in instruction manuals and warranties.

SE: Forms and Applications, 210–211; Technical Language, 548; Applying Computer Skills, 639; also see: Reading Nonfiction Critically, 596–602, Evaluating Internet Sources, 649, Internet, Art Museums on, 559, Catalogs on, 612, Evaluating Material on, 559, Finding and Evaluating Information on, 622-623, Finding Topics on, 11, Reading from Varied Sources, 606, Credibility, Nonfiction, 596

ESSENTIAL UNDERSTANDINGS All students should • recognize that background knowledge may be

necessary to understand handbooks and manuals • read carefully the information in labels, warnings,

directions, applications, and forms • know that informational and technical writing is

often non-linear, fragmented, and graphic-supported

• understand reading strategies and in particular, how they are used to locate specific information in print materials.

SE: Reading Nonfiction Critically, 596–602, Evaluating Internet Sources, 649, Internet, Art Museums on, 559, Catalogs on, 612, Evaluating Material on, 559, Finding and Evaluating Information on, 622-623, Finding Topics on, 11, Reading from Varied Sources, 606, Credibility, Nonfiction, 596; also see: Forms and Applications, 210–211; Technical Language, 548; Applying Computer Skills, 639

ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • understand the different formats and purposes of

informational and technical texts • locate specific information in manuals or other

informational sources by using strategies such as skimming, summarizing, and highlighting

• identify how format and style in consumer materials are different from those in narrative and expository text

• compare and contrast product information contained in advertisements with that found in instruction manuals and warranties

• demonstrate an understanding of information read by successfully completing simulated or actual tasks.

SE: Forms and Applications, 210–211; Technical Language, 548; Applying Computer Skills, 639; also see: Reading Skills: Reading Textbooks, 589–590, Use Question-Answer Relationships, 591, Use the SQ4R Method, 592, Outlining What You Read, 593, Using Graphic Organizers, 594–595; Reading Nonfiction Critically, 596–602, Evaluating Internet Sources, 649, Internet, Art Museums on, 559, Catalogs on, 612, Evaluating Material on, 559, Finding and Evaluating Information on, 622-623, Finding Topics on, 11, Reading from Varied Sources, 606, Credibility, Nonfiction, 596





10.5 The student will read and analyze a variety of poetry. a) Compare and contrast the use of rhyme, rhythm, and sound to convey a message. b) Compare and contrast the ways in which poets use techniques to evoke emotion in the reader. c) Interpret and paraphrase the meaning of selected poems.

SE: Poetry, reading, 605

ESSENTIAL UNDERSTANDINGS All students should • understand rhyme, rhythm, and sound elements • understand techniques poets use to evoke emotion

in the reader • demonstrate understanding of selected poems.


ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • compare and contrast rhyme, rhythm, and sound

elements in order to aid in understanding a poem’s message, including

o rhyme o approximate (slant) o end o internal o alliteration o assonance o consonance o onomatopoeia o blank verse o iambic pentameter o free verse o repetition o refrain o stanza forms o couplet o quatrain o sestet o octet (octave)

SE: Poetry, reading, 605; also see: Figurative Language, types of, 68; Reading Literary Writing, 602–605





• compare and contrast the ways in which poets use techniques to evoke emotion in the reader, including such techniques as

o rhyme o rhythm o meter o figurative language o metaphor o simile o diction o tone


• interpret and paraphrase the meanings of selected poems.


10.6 The student will read and critique dramatic selections. a) Explain the use of asides, soliloquies, and monologues in the development of a single character. b) Compare and contrast character development in a play to characterization in other literary forms.

SE: Performances, 550, 565; Reading drama, 604

ESSENTIAL UNDERSTANDINGS All students should • understand that characterization involves literary

techniques used to create a character

SE: Performances, 550, 565; Reading drama, 604; see also: Characters, 37, 52, 53, 55, 63

• know that asides, monologues, and soliloquies focus on single characters, giving insight into their thinking and providing the audience with a deeper understanding of the play


• understand dramatic conventions.


ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • analyze the use of dialogue, special effects, music,

and set to interpret characters


• compare and contrast character development in a play as compared to that in other literary forms, such as a short story or novel






• identify and describe dramatic conventions, such as

o aside o monologue, including soliloquy o irony

dramatic verbal situational.


FOCUS STRAND: WRITING GRADE LEVEL 10 At the tenth-grade level, students will develop their expository writing skills by analyzing and critiquing peer and professional writing. They will learn effective techniques of organization and development by analyzing, revising, and evaluating various written forms and ideas. They will demonstrate understanding by applying a writing process in developing written products. They will edit writing for correct use of language, sentence formation, punctuation, capitalization, and spelling as part of the writing process. 10.7 The student will develop a variety of writing, with an emphasis on exposition. a) Generate, gather, plan, and organize ideas for writing.

SE: A Walk Through the Writing Process prewriting pages 6–9; Autobiographical Writing prewriting pages 34–37; Short Story prewriting pages 50–53; Description prewriting pages 64–67; Persuasive Essay prewriting pages 78–82; Persuasion Advertisement prewriting pages 95–97; Comparison-and Contrast Essay prewriting pages 108–111; Cause-and-Effect Essay prewriting pages 124–127; Problem and Solution Essay prewriting pages 140–143; Research Writing prewriting pages 156–161; Response to Literature prewriting pages 178–181; Writing for Assessment prewriting pages 196





b) Elaborate ideas clearly through word choice and vivid description.

SE: Main Ideas: topic sentences and, 21–22, placement of, 99, developing single, 147, locating and ranking, 200; Main Points: color–coding support for, 11, charting, 594; Ideas: extending, 101, connecting, 116, 146, adding dashes for dramatic, 520–522, incorporating, from research, 642; Outlines: expanding on, 145; Notes: elaborating on, 164; Adding Modifiers, 70, color–coding clues, 88, color–coding end marks, 100, extending ideas, 101, using conjunctions, 116, clarifying relationships, 132, naming verb tenses, 148, color–coding subject–verb pat–terns, 167, color–coding subjects, 186, checking beginnings, 201; Transitional Expressions, 494; Transitional Phrases, 133; Transitions: connecting details with, 26, in functional paragraphs, 28, expressing relationships with, 118, clarifying relationships with, 132, conjunctive adverbs as, 268

c) Write clear, varied sentences. SE: Revising Sentences, Strategies for: bracketing

sentence openers, 12, color–coding for variety, 42, color–coding passive sentences, 57, Adding Modifiers, 70, color–coding clues, 88, color–coding end marks, 100, extending ideas, 101, using conjunctions, 116, clarifying relationships, 132, naming verb tenses, 148, color–coding subject–verb pat–terns, 167, color–coding subjects, 186, checking beginnings, 201; Transitional Expressions, 494; Transitional Phrases, 133; Transitions: connecting details with, 26, in functional paragraphs, 28, expressing relationships with, 118, clarifying relationships with, 132, conjunctive adverbs as, 268

d) Organize ideas into a logical sequence. SE: Shaping Your Writing: choosing form for, 13,

creating plots for, 38, plot diagrams for, 54, creating mood for, 68, TRI/PS/QA for, 83, ordering details for, 98, point–by–point organization for, 112, choosing logical organization for, 128, problem–solution outline for, 144, outlines for, 162–163, thesis statements for, 182, organizational methods for, 198





e) Revise writing for clarity of content and presentation.

SE: Revising Overall Structure, Strategies for, 15, 40, 56, 69, 85, 99, 114, 130, 146, 165, 184, 200; Revising Paragraphs, 16, 41, 56, 69, 86, 99, 115, 131, 147, 166, 200; Revising Word Choice, 17, 43, 59, 72, 89, 102, 118, 134, 150, 169, 188, 201

f) Proofread and prepare final product for intended audience and purpose.

SE: Mechanics, Following Conventions of, 18, Editing and Proofreading, 7, 16-18, 46, 60, 74, 90, 103, 119, 135, 151, 170-171, 189, 202, 586-587, 624, Grammar in Your Writing, 44, 46, 58, 60, 71, 74, 87, 90, 101, 103, 117, 119, 133, 135, 149, 151, 168, 171, 187, 189, 202

ESSENTIAL UNDERSTANDINGS All students should • understand a writing process • understand expository texts and develop products

that reflect that understanding • understand effective organizational patterns.

SE: A Walk Through the Writing Process pages 4–15; Persuasive Essay pages 76–91; Comparison-and Contrast Essay pages 106–121; Cause-and-Effect Essay pages 122–137; Problem and Solution Essay pages 138–153; Research Writing pages 154–175; Response to Literature pages 176–193; Writing for Assessment pages 194–203; Workplace Writing pages 204–205, 206–207, 208–209, 210–211

ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • write expository texts that

o explain a process o compare and contrast ideas o show cause and effect o enumerate details o define ideas and concepts

• develop written products that demonstrate their understanding of composing, written expression, and usage/mechanics

• plan and organize their ideas for writing

SE: Comparison-and Contrast Essay pages 106–121; Cause-and-Effect Essay pages 122–137; Problem and Solution Essay pages 138–153; Research Writing pages 154–175; Response to Literature pages 176–193; Writing for Assessment pages 194–203; Workplace Writing pages 204–205, 206–207, 208–209, 210–211





• elaborate ideas clearly through word choice and vivid description


• vary sentence structures for effect

SE: Revising Sentences, Strategies for: bracketing sentence openers, 12, color–coding for variety, 42, color–coding passive sentences, 57, Adding Modifiers, 70, color–coding clues, 88, color–coding end marks, 100, extending ideas, 101, using conjunctions, 116, clarifying relationships, 132, naming verb tenses, 148, color–coding subject–verb pat–terns, 167, color–coding subjects, 186, checking beginnings, 201; Transitional Expressions, 494; Transitional Phrases, 133; Transitions: connecting details with, 26, in functional paragraphs, 28, expressing relationships with, 118, clarifying relationships with, 132, conjunctive adverbs as, 268

• use visual and sensory language

SE: Figurative Language, types of, 68; Reading–Writing Connections: recognizing and using figurative language, 94; Revising Word Choice, 17, 43, 59, 72, 89, 102, 118, 134, 150, 169, 188, 201





• develop ideas deductively and inductively and organize ideas into a logical sequence, applying effective organizational patterns/techniques, such as

o comparison/contrast o chronological order o spatial layout o cause-and-effect o definition o order of importance o explanation o enumeration o problem/solution

SE: Shaping Your Writing: choosing form for, 13, creating plots for, 38, plot diagrams for, 54, creating mood for, 68, TRI/PS/QA for, 83, ordering details for, 98, point–by–point organization for, 112, choosing logical organization for, 128, problem–solution outline for, 144, outlines for, 162–163, thesis statements for, 182, organizational methods for, 198

• use peer and self-evaluation to review and revise writing

SE: Peer review, 13, 59, 73, 89, 102, 118, 134, 150, 169; Build Your Portfolio and Rubrics for Self-Assessment, 7, 19, 47, 61, 75, 91, 104, 120, 136, 152, 172, 190, 203

• revise writing for clarity of content and

presentation SE: Revising Overall Structure, Strategies for, 15,

40, 56, 69, 85, 99, 114, 130, 146, 165, 184, 200; Revising Paragraphs, 16, 41, 56, 69, 86, 99, 115, 131, 147, 166, 200; Revising Word Choice, 17, 43, 59, 72, 89, 102, 118, 134, 150, 169, 188, 201

• proofread and prepare final product for intended

audience and purpose. SE: Mechanics, Following Conventions of, 18,

Editing and Proofreading, 7, 16-18, 46, 60, 74, 90, 103, 119, 135, 151, 170-171, 189, 202, 586-587, 624, Grammar in Your Writing, 44, 46, 58, 60, 71, 74, 87, 90, 101, 103, 117, 119, 133, 135, 149, 151, 168, 171, 187, 189, 202

10.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.

SE: Citations, 113, 171, 183; Citing Sources and Preparing Manuscript, 640–646

b) Apply rules governing use of the colon.

SE: Colons, 458, 493, 498–501, 505, 508, 524

c) Distinguish between active and passive voice.

SE: Revising Sentences, color–coding passive sentences, 57; Grammar in Your Writing: active and passive voice, 58





ESSENTIAL UNDERSTANDINGS All students should • use a style manual to apply rules for punctuation

and formatting of direct quotations


• use colons according to rules governing their use

SE: Colons, 458, 493, 498–501, 505, 508, 524

• understand that active voice means that the subject of a verb performs the action and passive voice means that the subject of a verb receives the action.


ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • use direct quotations in their writing, applying

MLA or APA style for punctuation and formatting


• know and apply the rules for the use of a colon: o before a list of items o before a long, formal statement or

quotation o after the salutation of a business

letter

SE: Colons, 458, 493, 498–501, 505, 508, 524

• distinguish between active voice and passive voice.


10.9 The student will critique professional and peer writing. a) Analyze the writing of others. b) Describe how the author accomplishes the intended purpose of a writing. c) Suggest how writing might be improved.

SE: Response to Literature pages 176–177, 178–181, 182–183, 184–188, 189, 190–193; Responding to Fine Art and Literature: for autobiographical writing, 35, for short stories, 51, for description, 65, for persuasive essays, 79, for advertisements, 95, for comparison–and–contrast essays, 109, for cause–and–effect essays, 125, for problem/solution essays, 141, for research writing, 157, defined, types of, 177, for response to literature, 179; ; Reading Nonfiction Critically, 596–602; Reading Literary Writing, 602–605; Peer review, 13, 59, 73, 89, 102, 118, 134, 150, 169





ESSENTIAL UNDERSTANDINGS All students should • recognize and understand in what they read the

specific writing domains of composing, written expression, and usage/mechanics

• understand how writers use organization and details to communicate their purposes.

SE: Reading Skills: Reading Textbooks, 589–590; Use Question-Answer Relationships, 591; Use the SQ4R Method, 592; Outlining What You Read, 593; Using Graphic Organizers, 594–595; Reading Nonfiction Critically, 596–602; Reading Literary Writing, 602–605; Reading From Varied Sources, 606–607; Response to Literature pages 176–177, 178–181, 182–183, 184–188, 189, 190–193; Responding to Fine Art and Literature: for autobiographical writing, 35, for short stories, 51, for description, 65, for persuasive essays, 79, for advertisements, 95, for comparison–and–contrast essays, 109, for cause–and–effect essays, 125, for problem/solution essays, 141, for research writing, 157, defined, types of, 177, for response to literature, 179; ; Reading Nonfiction Critically, 596–602; Reading Literary Writing, 602–605; Peer review, 13, 59, 73, 89, 102, 118, 134, 150, 169

ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • identify and apply features of the writing domains, including

o effective organization o clear structure

SE: Revising Overall Structure, Strategies for, 15, 40, 56, 69, 85, 99, 114, 130, 146, 165, 184, 200; Revising Paragraphs, 16, 41, 56, 69, 86, 99, 115, 131, 147, 166, 200

o sentence variety

SE: Revising Sentences, Strategies for: bracketing sentence openers, 12, color–coding for variety, 42, color–coding passive sentences, 57, Adding Modifiers, 70, color–coding clues, 88, color–coding end marks, 100, extending ideas, 101, using conjunctions, 116, clarifying relationships, 132, naming verb tenses, 148, color–coding subject–verb pat–terns, 167, color–coding subjects, 186, checking beginnings, 201; Transitional Expressions, 494; Transitional Phrases, 133; Transitions: connecting details with, 26, in functional paragraphs, 28, expressing relationships with, 118, clarifying relationships with, 132, conjunctive adverbs as, 268





o unity and coherence

SE: Revising Overall Structure, Strategies for, 15, 40, 56, 69, 85, 99, 114, 130, 146, 165, 184, 200; Revising Paragraphs, 16, 41, 56, 69, 86, 99, 115, 131, 147, 166, 200

o tone and voice


o effective word choice

SE: Revising Word Choice, 17, 43, 59, 72, 89, 102, 118, 134, 150, 169, 188, 201; Adding Modifiers, 70, color–coding clues, 88, color–coding end marks, 100, extending ideas, 101, using conjunctions, 116, clarifying relationships, 132, naming verb tenses, 148, color–coding subject–verb pat–terns, 167, color–coding subjects, 186, checking beginnings, 201

o clear purpose


o appropriate mechanics and usage

SE: Mechanics, Following Conventions of, 18, Editing and Proofreading, 7, 16-18, 46, 60, 74, 90, 103, 119, 135, 151, 170-171, 189, 202, 586-587, 624, Grammar in Your Writing, 44, 46, 58, 60, 71, 74, 87, 90, 101, 103, 117, 119, 133, 135, 149, 151, 168, 171, 187, 189, 202





o accurate and valuable information

SE: Information Media, 557–558, editorial, 77, 595, documentary, 137; Media, deconstructing information from, 558; Bias: on Web sites, 622; News Programs, 623; Internet: printing information from, 127, sharing research writing on, 172, art museums on, 559, evaluating material on, 596, catalogs on, 612, finding and evaluating information on, 622–623; Internet Research Handbook, 647–649

• state a thesis and support it with examples • state a main idea and use details to explain it • use inductive organization to keep a reader in

suspense


• evaluate analytical writing by examining and

understanding how individual parts of the text relate to the whole, including the writing’s purpose and structure

• suggest how writing might be improved.

SE: Peer review, 13, 59, 73, 89, 102, 118, 134, 150, 169; Response to Literature pages 176–177, 178–181, 182–183, 184–188, 189, 190–193; Responding to Fine Art and Literature: for autobiographical writing, 35, for short stories, 51, for description, 65, for persuasive essays, 79, for advertisements, 95, for comparison–and–contrast essays, 109, for cause–and–effect essays, 125, for problem/solution essays, 141, for research writing, 157, defined, types of, 177, for response to literature, 179; ; Reading Nonfiction Critically, 596–602; Reading Literary Writing, 602–605





10.10 The student will use writing to interpret, analyze, and evaluate ideas. a) Explain concepts contained in literature and other disciplines. b) Translate concepts into simpler or more easily understood terms.


ESSENTIAL UNDERSTANDINGS All students should • respond to literature they read • understand the connections between literature and

other disciplines.


ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • respond to what they read by writing summaries,

interpretations, and comparisons of literary, informational, and technical texts

• use paraphrasing to summarize and synthesize ideas in both literature and content-area texts.

SE: Summary Statements, dashes in, 520; Paraphrases: crediting sources of, 642; Summaries, 610: note–taking and, 614, Citing Sources, 171; Reference Skills, 611–623; Citing Sources and Preparing Manuscript, 640–646; Internet Research Handbook, 647–649





FOCUS STRAND: RESEARCH GRADE LEVEL 10 At the tenth-grade level, students will develop skills in accessing, evaluating, organizing, and presenting information in the research process. They will also credit sources for quoted and paraphrased information. Students will present writing in a format appropriate for audience and purpose. 10.11 The student will collect, evaluate, organize, and present information. a) Organize information from a variety of sources.

SE: Notes: organizing details with, 127, organizing findings with, 160, elaborating on, 164, marginal, 165; Outlines: for details, 69, problem–solution, 144, expanding on, 145, modified, 610; Research Writing: Gathering Information, 159–160, Doing Investigative Research, 161; Research Writing: Gathering Information, 159–160, Doing Investigative Research, 161; Outlining What You Read, 593, Using Graphic Organizers, 594–595, Reading Nonfiction Critically, 596–602, Reading From Varied Sources, 606–607; Study, Reference, and Test-Taking Skills: Basic Study Skills, 609–610; Reference Skills, 611–623; Citing Sources and Preparing Manuscript, 640–646; Internet Research Handbook, 647–649

b) Develop the central idea or focus.

SE: Research Writing: Gathering Information, 159–160; Perform Library Research, 159, Take Organized Notes, 160, Doing Investigative Research, 161, Elaborate on Notes, 164, Research, 82, 158, 161, 172, 549, 620, 642, 647-649, Reference Skills, 572, 610, 612, 615, 619, 620-622, 623, Encyclopedias, 158, 620, 648, Newspapers, 91, 124, 190, 513, 606, 615, Letters To Editors, 77

c) Verify the accuracy and usefulness of information.

SE: Bias, 558, 596, 622, Evaluating Evidence in Nonfiction, 596, Facts vs. Opinions, 558, 597, Critical Viewing Skills, Draw Conclusions, 399; Reading Nonfiction Critically, 596–602, Evaluating Internet Sources, 649, Internet, Art Museums on, 559, Catalogs on, 612, Evaluating Material on, 559, Finding and Evaluating Information on, 622-623, Finding Topics on, 11, Reading from Varied Sources, 606





d) Credit sources for both quoted and paraphrased ideas.


e) Present information in an appropriate format, such as an oral presentation, written report, or visual product.

SE: Research Writing pages 154–155, 156–161, 162–164, 165–169, 170–171, 172–175; Speaking Skills, 546–550: Speeches: audience and, 548, giving and getting feedback, 549–550; Reflecting on Your Speaking, Listening, Viewing, and Representing, 565; Representing Skills, 560–565; Citing Sources and Preparing Manuscript, 640; Internet Research Handbook, 647–649

f) Use technology to access information, organize ideas, and develop writing.

SE: Information Media, 557–558, editorial, 77, 595, documentary, 137; Media, deconstructing information from, 558; Bias: on Web sites, 622; News Programs, 623; Internet: printing information from, 127, sharing research writing on, 172, art museums on, 559, evaluating material on, 596, catalogs on, 612, finding and evaluating information on, 622–623; Internet Research Handbook, 647–649

ESSENTIAL UNDERSTANDINGS All students should • understand the steps involved in organizing

information gathered from research


• verify the accuracy and usefulness of information


• understand the use of in-text citations and works-

cited pages in crediting sources of information.






ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to • use technology, along with other resources, to

gather information from various sources

SE: Using Internet for, 158, 172, 647–648, Evaluating Internet Sources, 649, Internet, Art Museums on, 559, Catalogs on, 612, Evaluating Material on, 559, Finding and Evaluating Information on, 622-623, Finding Topics on, 11, Reading from Varied Sources, 606, Credibility, Nonfiction, 596

• evaluate the accuracy and relevance of

information


• organize information coherently • use organizational patterns/techniques, such as

o comparison/contrast o chronological order o spatial layout o cause-and-effect o definition o order of importance o explanation o enumeration o problem/solution


• cite primary and secondary sources of information, using the MLA or APA method of documentation for in-text citations and works-cited pages


• present information in an appropriate format.

SE: Research Writing pages 154–155, 156–161, 162–164, 165–169, 170–171, 172–175; Speaking Skills, 546–550: Speeches: audience and, 548, giving and getting feedback, 549–550; Reflecting on Your Speaking, Listening, Viewing, and Representing, 565; Representing Skills, 560–565; Citing Sources and Preparing Manuscript, 640; Internet Research Handbook, 647–649

Reference: http://www.pen.k12.va.us/VDOE/Instruction/English/EnglishCF-Secondary.doc

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