LE1 - Intro to Journalism Curriculum Essentials Document

4/10/2012 BVSD Curriculum Essentials 1

LE1 - Intro to Journalism Curriculum Essentials

Document High School

Boulder Valley School District Department of Curriculum and Instruction

April 2012


Introduction On December 10, 2009, the Colorado State Board of Education adopted the revised English Language Arts: Reading, Writing and Communicating Academic Standards, along with academic standards in nine other content areas, creating Colorado’s first fully aligned preschool through high school academic expectations. Concurrent to the revision of the Colorado standards was the Common Core State Standards (CCSS) initiative. These standards present a national perspective on academic expectations for students in kindergarten through high school in the United States. On August 2, 2010, the Colorado State Board of Education adopted the Common Core State Standards, and requested the integration of the Common Core State Standards and the Colorado Academic Standards. All the expectations of the Common Core State Standards are embedded and coded with CCSS in the state standards document and in this BVSD Curriculum Essentials Document. In addition to standards in English Language Arts (ELA), the Common Core State Standards offer literacy expectations for history/social studies, science, and technical subjects. These expectations, in grades 6 through grade 12, are intended to assist teachers in “using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.” (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, page 3). These expectations are NOT meant to supplant academic standards in other content areas, but to be used as a literacy supplement. These standards are listed in the Appendix to the Secondary level BVSD Curriculum Essentials Document. This BVSD Curriculum Essentials Document incorporates all of the Common Core English Language Arts State Standards and the essentials from the Colorado Academic Standards for Reading, Writing and Communicating along with evidence outcomes identified by BVSD teachers. The Grade Level Expectations (GLE) have also been revised as measurable behavioral statements. You will note that the GLEs are similar statements across grade levels. The differences are seen within the Evidence Outcomes listed for each GLE at each grade level. We referenced the multiple resources used to write our BVSD curriculum and used the following notations throughout the CEDs::

Preschool – 12th notations: • Common Core State Standards (CCSS: #of the grade level standard)

Example: (CCSS: RL.3.10) • State or BVSD Teacher Addition: Brown font

Example: b. Speak clearly, using appropriate volume and pitch, for the purpose and audience.

Preschool Only: The State standards and the preschool Teaching Strategies GOLD - Objectives for Development & Learning Assessment was referenced in designing Grade Level Expectations and Evidence Outcomes. You will note parenthetical statements such as (adapted from G.12.a.6) if the GOLD Assessment was used. The G represents GOLD Assessment, 12.a represents the objective number and the 6 represents the student behavior indicator.

This curriculum document is a culmination of an extended, broad-based effort to fulfill the charge issued by the Colorado Department of Education to design a curriculum that meets or exceeds the state standard expectations and to ensure that all students are college and career ready in English Language Arts when they graduate from BVSD. The Boulder Valley English Language Arts: Reading, Writing, and Communicating Curriculum Council would like to thank the many teachers, specialists, and assistants who were contributing writers to this important document.


21st Century Skills and Readiness Competencies in English Language Arts: Reading, Writing, and Communicating

The reading, writing, and communicating subcommittee embedded 21st century skills, school readiness, and postsecondary and workforce readiness skills into the revised standards utilizing descriptions developed by Coloradans and vetted by educators, policymakers, and citizens. Colorado's Description of 21st Century Skills The 21st century skills are the synthesis of the essential abilities students must apply in our rapidly changing world. Today’s students need a repertoire of knowledge and skills that are more diverse, complex, and integrated than any previous generation. Drama and theatre arts are inherently demonstrated in each of Colorado’s 21st century skills, as follows: Critical Thinking and Reasoning Critical thinking and reasoning are vital to advance in the technologically sophisticated world we live in. In order for students to be successful and powerful readers, writers, and communicators, they must incorporate critical thinking and reasoning skills. Students need to be able to successfully argue a point, justify reasoning, evaluate for a purpose, infer to predict and draw conclusions, problem solve, and understand and use logic to inform critical thinking. Information Literacy The student who is information-literate accesses information efficiently and effectively by reading and understanding essential content of a range of informational texts and documents in all academic areas. This involves evaluating information critically and competently; accessing appropriate tools to synthesize information; recognizing relevant primary and secondary information; and distinguishing among fact, point of view, and opinion. Collaboration Reading, writing, and communicating must encompass collaboration skills. Students should be able to collaborate with each other in multiple settings: peer groups, one-on-one, in front of an audience, in large and small group settings, and with people of other ethnicities. Students should be able to participate in a peer review, foster a safe environment for discourse, mediate opposing perspectives, contribute ideas, speak with a purpose, understand and apply knowledge of culture, and seek others’ ideas. Self-Direction Students who read, write, and communicate independently portray self-direction by using metacognition skills. These important skills are a learner’s automatic awareness of knowledge and ability to understand, control, and manipulate cognitive processes. These skills are important not only in school but throughout life, enabling the student to learn and set goals independently. Invention Appling new ways to solve problems is an ideal in reading and writing instruction. Invention is one of the key components of creating an exemplary writing piece or synthesizing information from multiple sources. Invention takes students to a higher level of metacognition while exploring literature and writing about their experiences.


Standards in English Language Arts: Reading, Writing, and Communicating

Standards are the topical organization of an academic content area. The four standards of English Language Arts: Reading, Writing, and Communicating are: 1. Speaking and Listening Learning of word meanings occurs rapidly from birth through adolescence within communicative relationships. Everyday interactions with parents, teachers, peers, friends, and community members shape speech habits and knowledge of language. Language is the means to higher mental functioning, that which is a species-specific skill, unique to humans as a generative means for thinking and communication. Through linguistic oral communication, logical thinking develops and makes possible critical thinking, reasoning, development of information literacy, application of collaboration skills, self-direction, and invention. Oral language foundation and written symbol systems concretize the way a student communicates. Thus, students in Colorado develop oral language skills in listening and speaking, and master the written language skills of reading and writing. Specifically, holding Colorado students accountable for language mastery from the perspectives of scientific research in linguistics, cognitive psychology, human information processing, brain-behavior relationships, and socio-cultural perspectives on language development will allow students to master 21st century skills and serve the state, region, and nation well. 2. Reading for All Purposes Literacy skills are essential for students to fully participate in and expand their understanding of today’s global society. Whether they are reading functional texts (voting ballots, a map, a train schedule, a driver’s test, a job application, a text message, product labels); reference materials (textbooks, technical manuals, electronic media); or print and non-print literary texts, students need reading skills to fully manage, evaluate, and use the myriad information available in their day-to-day lives. 3. Writing and Composition Writing is a fundamental component of literacy. Writing is a means of critical inquiry; it promotes problem solving and mastering new concepts. Adept writers can work through various ideas while producing informational, persuasive, and narrative or literary texts. In other words, writing can be used as a medium for reasoning and making intellectual connections. As students arrange ideas to persuade, describe, and inform, they engage in logical critique, and they are likely to gain new insights and a deeper understanding of concepts and content. 4. Research and Reasoning Research and Reasoning skills are pertinent for success in a postsecondary and workforce setting. Students need to acquire these skills throughout their schooling. This means students need to be able to distinguish their own ideas from information created or discovered by others, understand the importance of creating authentic works, and correctly cite sources to give credit to the author of the original work. The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects include a separate standard for Language. In this document, those Language expectations are integrated into the four standards above as appropriate.


Intro to Journalism Overview

Course Description This course offers an in-depth survey of journalism, including news writing, interviewing, and writing stories (news, features, sports, editorials, and columns). It also covers the history of journalism, newspaper terminology, headline writing, copy and proofreading, advertising, page layout, and photo journalism.

Topics at a Glance • Student publication laws and ethics • Layout Design • Action Plans • Infographics • Interviewing • Photography • Copy and caption writing (includes

headline writing) • Computers: Introduction to Publication

Software and file management

Assessments

Screeners, diagnostics, interim and summative assessments will be used along with assessments evaluated formatively to plan lessons and provide focused feedback to students. Below are some assessment examples:

• Observations/Conversations/Work Samples • District/State Assessments • Reading responses • Student questions/comments • Informal writing samples • Formal essays • Group/individual projects • Graded discussion/presentations • Tests/quizzes • Peer- and Self-assessments

Effective Components of English Language Arts

Components of Quality Instruction that Demand Student‐Teacher Collaboration in the Learning Process • Clear and high expectation for all students • Instruction driven by standards/curriculum, not

materials or a published program • Frequent, timely, meaningful feedback of student

accomplishment • Instruction supports equity with multiple

opportunities to learn through grouping, scaffolding, differentiation, and extension

• Teachers use multiple forms of representation are used (e.g., pictures, words, symbols, diagrams, tables, graphs, word walls, and movement)

Students actively engage in learning by: • Participating in classroom talk (listening,

elaborating, clarifying, expanding) • Applying rigorous, strategic thinking (application,

explanation, perspective-taking, interpretation, perspective, empathy, self‐knowledge)

Teachers prepare for instruction by: • Scheduling 60 minutes each for reading, writing,

speaking and listening each week • Using Data Driven Balanced Literacy Instructional

Approaches ♦ Reading & writing demonstrations ♦ Shared and guided reading & writing ♦ Independent reading & writing • Balancing whole group, small group, and individual

instruction • Using collaborative learning groups • Planning opportunities to read and write multiple

genres • Providing opportunities for students to authentically

respond to and judge what they read • Requiring students to publish their writing

(including individual and/or group anthologies) • Integrating essential skills and strategies explicitly

and systematically

English Language Arts Standards 1. Speaking and Listening 2. Reading for All Purposes 3. Writing and Composition 4. Research and Reasoning

Technology Standards (ISTE.NET) 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts

Visual Arts Standards 1. Observe and Learn to Comprehend 1. Relate and Connect to Transfer 1. Invent and Discover

∗ See Standards/GLE chart (page 6) for full list of course expectations


Intro to Journalism Standards/GLE Chart

ELA Standard Grade Level/Course Expectations

1. Speaking and Listening

1. Prepare for and communicate effectively during oral presentations. (9th) 2. Initiate and participate effectively in a range of collaborative discussions. (10th) 3. Initiate and participate effectively in a range of collaborative discussions. (11th) 4.

5.

Prepare for and communicate effectively by sharing reasoning and varied perspectives during oral presentations. (12th) Initiate and participate effectively in a range of collaborative discussions. (12th)

2. Reading for All Purposes

1. Use textual evidence to support analysis, synthesis, and evaluation of informational and persuasive texts. (9th)


3. Analyze word relationships within literary, persuasive, and informational texts to learn grade-appropriate conversational, general academic and content-specific words and phrases. (10th)

4. Analyze word relationships within literary, persuasive, and informational texts to learn grade-appropriate conversational, general academic and content-specific words and phrases. (11th)


3. Writing and Composition

1. Use the recursive process of writing to produce well-written documents for specific purposes and audiences. (10th)

2. Use the recursive process of writing to produce well-written documents for specific purposes and audiences. (10th)

3. With attention to audience and purpose, compose persuasive and informational writing. (11th)

4. With attention to audience and purpose, compose narrative writing. (12th) 5. With attention to audience and purpose, compose persuasive and informational writing.

(12th) 6. Use the recursive process of writing to produce well-written documents for specific purposes

and audiences. 7. Regular review and critique of published /broadcast work is essential for learning and

improvement. Entry in competitions and critiques in local, state, and national organizations provide valuable feedback for attainment of high journalism standards. (BVSD)

4. Research and Reasoning

1. Research sources must be legally and ethically obtained. (BVSD) 2. Design, conduct and share research by synthesizing information from multiple sources. (9th)

3. Design, conduct and share research by synthesizing information from multiple sources. (10th)

4. Support own analysis, reflection, and research by using evidence from texts, critical thinking, and logical reasoning. (10th)



Technology Standard Grade Level/Course Expectations 3. Research and Information Fluency

3a. Plan strategies to guide inquiry. 3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety

of sources and media. 3c. Evaluate and select information sources and digital tools based on the appropriateness to

specific tasks. 3d. Process data and report results.

5. Digital Citizenship 5a. Advocate and practice safe, legal, and responsible use of information and technology. 5b. Exhibit a positive attitude toward using technology that supports collaboration, learning,

and productivity. 5c. Demonstrate personal responsibility for lifelong learning. 5d. Exhibit leadership for digital citizenship.

Visual Arts Standard Grade Level/Course Expectations Observe and Learn to Comprehend

1. Art and design have purpose and function


1. Speaking and Listening: Flexible communication and collaboration

Including but not limited to skills necessary for formal presentations, the Speaking and Listening standard requires students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task. Common Core Anchor Standards These are the Common Core College and Career Readiness Anchor Standards for Speaking and Listening. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

SPEAKING AND LISTENING Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


LANGUAGE Anchor Standards Connected to Speaking and Listening Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Colorado’s Prepared Graduate Competencies These are the preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Speaking and Listening Standard:

Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective

Deliver organized and effective oral presentations for diverse audiences and varied purposes

Use language appropriate for purpose and audience

Demonstrate skill in inferential and evaluative listening


Content Area: English Language Arts –Introduction to Journalism Standard: 1. Speaking and Listening Prepared Graduates:

Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective.

GRADE LEVEL EXPECTATION Concepts and skills students master:

1. a: Prepare for and communicate effectively by sharing reasoning and varied perspectives during oral presentations. (12th Grade) 1. b: Initiate and participate effectively in a range of collaborative discussions. (12th Grade)

Evidence Outcomes 21st Century Skills and Readiness Competencies Students can:

a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, topics, and issues, building on others’ ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1)

i. Come to discussions prepared, having read and researched material under study (i.e. coverage from former years); explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS: SL.9-10.1a)

ii. Support others in discussions and activities through active listening iii. Listen actively in groups to accomplish a goal iv. Contribute effectively in both small and large groups to

collaboratively accomplish a goal v. Choose specific words for intended effect on particular

audiences vi. Propel conversations by posing and responding to

questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (CCSS: SL.9-10.1b) vii. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL.9-10.1c)

b. b. Evaluate a speaker’s point of view, reasoning, and use of

Inquiry Questions: 1. Why is being able to effectively function in a collaborative

group a necessary skill? 2. How do effective groups balance individual responsibility with

group interdependence? Relevance and Application:

1. Strong communication and planning skills contribute to ownership and stewardship.

2. Only when ideas are persuasively presented and supported can they be effective.

3. Assuming responsibility for and participation in small group activities (such as a working together with project partners, interviewing, fundraising, reviewing or critiquing work) improves the quality of the intended goal.

Nature of the Discipline: 1. Journalism courses combine both group work (in the form of

editorial boards, reporting teams, publication or media staffs) and individual leaders (editorial writers, editors, directors and producers). The ability to form well-developed questions is essential in a student’s education, and students are always aware that their objective is to reliably inform the audience. (Journalism is the New English, CHSPA, 2011)

2. Knowledge is attained through clear and effective communication.

3. Use of skilled communication in group settings creates collaboration and understanding.


evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (CCSS: SL.9-10.3)

c. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (CCSS: SL.11-12.1c)

d. d. Identify, explain, and use content-specific vocabulary, terminology, dialect, or jargon unique to journalism.


Content Area: English Language Arts –Introduction to Journalism Standard: 1. Speaking and Listening Prepared Graduates:

Demonstrate skill in inferential and evaluative listening. GRADE LEVEL EXPECTATION Concepts and skills students master:

2. Initiate and participate effectively in a range of collaborative discussions. (10th grade)


a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on newspaper related topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1, modified)

i. Support others in discussions, activities, and presentations through active listening

ii. Choose specific words for intended effect on particular audiences (i.e. Newspaper terminology).

iii. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (CCSS: SL.9-10.1b)

b. Carry out an effective interview, practicing accurate note-taking or recording, appropriate ethics, and strong listening skills.

c. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (CCSS: SL.9-10.3)

Inquiry Questions: 1. How do people benefit from listening to others? 2. Why is being able to effectively function in a collaborative group a

necessary skill? 3. How can individuals monitor their own group’s progress and

effectiveness? Relevance and Application

1. When working together, each member contributes to the larger outcome. (For example, airline personnel work collaboratively to safely transport thousands of people daily. The hospitality industry demands collaborative skills and active listening to provide an enjoyable experience for its patrons.)

2. Professional sports teams demand active listening, shared leadership, instant decision-making, and strategic subordinate roles.

Nature of the Discipline: 1. Journalism courses stress careful, objective and skilled interviewing

and note taking, to gather information and to insure the accuracy of the information. No other course can provide the regular practice in active listening and in producing inferential questions that is prompted by statements from interview subjects. (Journalism is the New English, CHSPA, 2011)

2. Skilled communicators are both critical listeners and effective speakers.

3. Skilled listeners understand the context of a presenter’s point of view. 4. Skilled listeners use their own experiences to relate to a speaker’s

topic.


2. Reading: Text complexity and the growth of comprehension The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

Common Core Anchor Standards These are the Common Core College and Career Readiness Anchor Standards for Reading and Language. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

READING Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. *Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.


LANGUAGE Anchor Standards Connected to Reading

Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


Prepared Graduate Competencies in the Reading for All Purposes Standard:

Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary

Demonstrate comprehension of a variety of informational, literary, and persuasive texts

Evaluate how an author uses words to create mental imagery, suggest mood, and set tone

Read a wide range of literature (American and world literature) to understand important universal themes and the human experience

Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts

Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks


From the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (Pages 31 and 57):


Content Area: English Language Arts –Introduction to Journalism Standard: 2. Reading for all Purposes Prepared Graduates:

Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary. GRADE LEVEL EXPECTATION Concepts and skills students master:

1. Analyze word relationships within literary, persuasive, and informational texts to learn grade-appropriate conversational, general academic and content-specific words and phrases. (10th Grade)


a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies. (CCSS: L.9-10.4) i. Use context (e.g., the overall meaning of a sentence,

paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (CCSS: L.9-10.4a)

ii. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). (CCSS: L.9-10.4b)

iii. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. (CCSS: L.9-10.4c)

iv. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CCSS: L.9-10.4d)

b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.9-10.5) i. Interpret figures of speech (e.g., euphemism, oxymoron) in

context and analyze their role in the text. (CCSS: L.9-10.5a) ii. Analyze nuances in the meaning of words with similar

denotations. (CCSS: L.9-10.5b) Identify bias if relevant. c. Acquire and use accurately general academic and domain-

specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Inquiry Questions: 1. In the English language, why is it important to be able to

distinguish between multiple word meanings? 2. How does text context assist in figuring out the meaning of

unknown words when reading difficult text? 3. Describe the importance of being able to find the meaning of

unknown words in multiple ways. Relevance and Application:

1. Consumers need to be able to read the difficult language in technical manuals (such as rebuilding an engine, installing a new heating system, OSHA manuals, and corporate policy manuals).

2. The scientific process uses parallel methodology when constructing a scientific experiment: problem/hypothesis = introduction, experiment = main idea, supporting details = data, and conclusion = conclusion.

Nature of the Discipline: 1. Journalism courses encourage vocabulary building among

journalists and audience, including specialized language unique to a profession or pursuit (e.g. medical terminology, government jargon, sports terms). Students must be aware of the vocabulary level of the audience, and at times introduce new words and concepts. Students often stretch their vocabulary when interviewing expert sources and conducting research. (Journalism is the New English, CHSPA, 2011)

2. Readers look for word patterns when they read. Making connections to meaning is automatic.



Demonstrate comprehension of a variety of informational, literary, and persuasive texts. GRADE LEVEL EXPECTATION Concepts and skills students master:

2. Use textual evidence to support analysis, synthesis, and evaluation of informational and persuasive texts. (10th Grade)


a. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.9-10.1)

b. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight).

c. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. (CCSS: RI.9-10.7) Identify bias and subjectivity.

d. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (CCSS: RI.9-10.4)

Inquiry Questions: 1. How do readers organize thoughts as they read? Articulate how these

thoughts are stored for future use (for example, connecting clues from Lincoln’s early life to his leadership and honesty during his presidency).

2. What is the difference between old information and old knowledge? 3. What does it take to synthesize two different but noncompeting

sources of information? Relevance and Application:

1. Literature captures the lives, culture and heritage of the historical past.

2. Making the connections to the past allows people to evaluate current events with more clarity (for example, looking at the laws of slavery, electing the first black U.S. president, and understanding the irony of the fact that slaves were used to construct the White House).

3. As people get older, they become more conscious of their beliefs and how they influence others.

4. Online social/learning networks such as blogs and wikis allows students to communicate globally

Nature of the Discipline: 1. Journalism courses include extensive reading of contemporary

informational and persuasive texts, often literally from that day’s professional press. Students regularly read non-fiction narratives, descriptive essays, analytical essays, and persuasive essays of all sorts. Journalism texts can include video media and other electronic media, and learning to synthesize such a wide variety of material is essential to journalists. (Journalism is the New English, CHSPA, 2011)

2. Readers are able to fluently discuss topics that have both American and world views.



Evaluate how an author uses words to create mental imagery, suggest mood, and set tone. GRADE LEVEL EXPECTATION Concepts and skills students master:

3. Analyze word relationships within literary, persuasive, and informational texts to learn grade-appropriate conversational, general academic and content-specific words and phrases. (11th Grade)


a. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (CCSS: L.11-12.3)

i.Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. (CCSS: L.11-12.3a)

b. Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. (CCSS: L.11-12.4) i. Use context (e.g., the overall meaning of a sentence,

paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (CCSS: L.11-12.4a)

ii. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. (CCSS: L.11-12.4c)

iii. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CCSS: L.11-12.4d)

c. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.11-12.5) i. Interpret figures of speech (e.g., hyperbole, paradox) in

context and analyze their role in the text. (CCSS: L.11-12.5a)

ii. Analyze nuances in the meaning of words with similar

Inquiry Questions: 1. How does having a sound knowledge of English language aid in

text comprehension of difficult text? 2. Describe how content specific academic language is beneficial

to the development of comprehension in content areas, i.e. science, social studies, and health and PE, specific vocabulary.

3. What is the significance of being able to correctly use patterns of word changes to bring meaning to text?

Relevance and Application: 1. Doctoral students are required to write a thesis with a

dissertation. Having a sound knowledge of language, and how language functions, is a necessity to this type of work.

Nature of the Discipline: 1. Journalism courses encourage clarity of imagery (through vivid

descriptive writing and reading), and accuracy of mood (through well-chosen, personality-revealing direct quotations from sources). Recognizing mood and tone of sources is essential to accurate reporting, and personal opinion writing provides opportunities to explore tone in student writing. Journalism provides an avenue for students to actually make use of figurative language, syntax, diction and tone that they have studied in literature courses (Journalism is the New English, CHSPA, 2011).

2. Sound readers are able to immerse into the English Language to derive and infer meaning from difficult text.


denotations. (CCSS: L.11-12.5b) d. Acquire and use accurately general academic and domain-

specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS: L.11-12.6)


Content Area: English Language Arts –Introduction to Journalism

Standard: 2. Reading for all Purposes

Prepared Graduates: Read a wide range of literature to understand important universal themes and the human experience.


4. Use textual evidence to support analysis, synthesis, and evaluation of informational and persuasive texts. (9th Grade)


a. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CCSS. RI.9-10.2)

b. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (CCSS: RI.9-10.5)

c. Evaluate clarity and accuracy of information through close text study and investigation via other sources .

d. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. (CCSS: RI.9-10.3)

e. Use flexible reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts.

f. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (CCSS: RI.9-10-8)

Inquiry Questions: 1. How does an author work to persuade readers to change their

opinions? 2. How does an author alter readers’ thoughts as they read a

text? 3. What visual imagery does the author create to activate one or

more of the readers’ emotions? Relevance and Application:

1. With constant exposure to graphics and multimedia in our world, people need to be conscious of how these images influence thinking.

2. Reading newspaper (or online blogs) editorials can affect the way in which people perceive information (mob mentality or bandwagon effect).

Nature of the Discipline: 1. Journalism courses focus on helping students recognize

universal themes in events, and provide students with a forum to explore the human experience. Student journalists, at their best, are storytellers, using literary techniques and background, to tell true stories. Journalism can provide the link between the truths of fiction and the truths of real life and real people (Journalism is the New English, CHSPA, 2011).



Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks.


5. Use textual evidence to support analysis, synthesis, and evaluation of informational and persuasive. (12th Grade)

Evidence Outcomes Introduction to Journalism 21st Century Skills and Readiness Competencies Students can:

a. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (CCSS: RI.11-12.7)

b. Use reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts

c. Use semantic cues, signal words, and transitions to identify text structures (such as critique, proposition/support, inductive/deductive) and to summarize central ideas and supporting details

d. Obtain and use information from text and text features (index, bold or italicized text, subheadings, graphics) to answer questions, perform specific tasks, or identify and solve problems

e. Explain and interpret the visual components supporting the text (maps, complex tables and diagrams, and transitional devices, such as use of white space)

f. Read and comprehend literary nonfiction independently and proficiently (to use as models for student writing). (CCSS: RI.11-12.10)

Inquiry Questions: 1. How do different genres, formats, and text features used in

informational text help readers understand the author’s purpose? 2. What gives the written word its power? 3. How do rhetorical devices and logic impact the reader? 4. What is the role of logic in informational texts? 5. What are rhetorical devices that can destroy a valuable piece of

substantive text? Relevance and Application:

1. Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and post-secondary settings.

2. Journalists must read extensively to gain information about events, activities, and people who are relevant to their story.

3. Journalism students need to study model texts in order to learn the textual and stylistic features of different genres of journalistic writing.

Nature of the Discipline: 1. Journalism courses provide a wide range of nonfiction reading

and writing experiences, focused on helping readers, viewers and listeners understand an increasingly complex world, find effective ways to solve problems, and sort and evaluate a wide range of ideas. Journalism courses provide a rich array of nonfiction texts and develop student ability to produce compelling and clear nonfiction texts of all kinds. (Journalism is the New English, CHSPA, 2011)

2. Critical readers ask questions in their mind as they read.


3. Writing: Text types, responding to reading, and research

The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.

From the Common Core State Standards Expectations for EACH grade level: “Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.” Common Core Anchor Standards These are the Common Core College and Career Readiness Anchor Standards for Writing and Language. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

WRITING Text Types and Purposes (*These broad types of writing include many subgenres.) 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing


10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

LANGUAGE Anchor Standards Connected to Writing Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Prepared Graduate Competencies These are the preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Writing and Composition standard:

Write with a clear focus, coherent organization, sufficient elaboration, and detail

Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes

Apply standard English conventions to effectively communicate with written language

Implement the writing process successfully to plan, revise, and edit written work

Master the techniques of effective informational, literary, and persuasive writing


Content Area: English Language Arts –Introduction to Journalism Standard: 3. Writing and Composition Prepared Graduates:

Write with a clear focus, coherent organization, sufficient elaboration, and detail. GRADE LEVEL EXPECTATION Concepts and skills students master:

1. With attention to audience and purpose, compose persuasive and informational writing. (12th Grade)


a. Select appropriate and relevant information (excluding extraneous details) to set context.

b. Address audience needs and anticipate audience questions or misunderstandings.

c. Select and build context for language appropriate to content (technical, formal).

d. Control and enhance the flow of ideas through transitional words or phrases appropriate to text structure.

e. Support judgments with substantial evidence and purposeful elaboration.

f. Draw a conclusion by synthesizing information g. Revise writing using feedback to maximize effect on audience

and to calibrate purpose.

Inquiry Questions: 1. How do writers select appropriate details to develop and support

a strong thesis? 2. Why is it important to identify audience needs and address

counterarguments? 3. Why is relevance a key element of technical writing? 4. How is credibility of sources pertinent to academic or persuasive

writing? Relevance and Application:

1. Writers can persuade readers and voice opinions through various forms of writing (such as an editorial for the school or local news source).

2. Congressional representatives receive many letters from the public voicing their opinions and asking for change.

Nature of the Discipline:

1. Journalism courses are unique in their focus on clarity, coherence and observational detail. Strong writing skills lie at the heart of journalism, whether it involves print or electronic media. Most importantly, students must always write with a diverse audience in mind. The primary audience may be students, but there is a broad secondary audience of faculty and community that must be considered. (Journalism is the New English, CHSPA, 2011)

2. Writers prepare to write by thinking about their intended audience and the purpose of their work.

3. Writers anticipate what questions may be asked or could be misunderstood with their topic and devote quality time to responding to these questions.



Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes.


2. With attention to audience and purpose, compose narrative writing. (12th Grade)


a. Compose a variety of different leads appropriate to the content and purpose of a news, feature, editorial or other type of article and advance it using direct quotes, facts, evidence, examples, and counterarguments.

b. Select appropriate and relevant information (excluding extraneous details) to set context.

c. Address audience needs and anticipate audience questions or misunderstandings.

d. Select and build context for language appropriate to content (technical, formal).

e. Control and enhance the flow of ideas through transitional words or phrases appropriate to text structure.

f. Support judgments with substantial evidence and purposeful elaboration.

g. Draw a conclusion by synthesizing information. h. Revise writing using feedback to maximize effect on audience

and to calibrate purpose.

Inquiry Questions: 1. How do writers select appropriate details to develop and support

a strong lead? 2. Why is it important to identify audience needs and address

counterarguments? 3. Why is relevance a key element of journalistic writing? 4. How is credibility of sources pertinent to academic or persuasive

writing? Relevance and Application:

1. Writers can persuade readers and voice opinions through various forms of writing (such as an editorial for the school or local news source).

2. Congressional representatives receive many letters from the public voicing their opinions and asking for change.

Nature of the Discipline: 1. Journalism courses develop student understanding of the

importance of specific language (as in sports reporting or academic reporting), while using the appropriate style, tone and text structure for a particular need (e.g. an objective tone for news reporting, and a more personal tone for personal opinion columns). Students explore the use of charts, maps, and other short-form approaches for reporting that does not demand traditional text. (Journalism is the New English, CHSPA, 2011)

2. Writers prepare to write by thinking about their intended audience and the purpose of their work.

3. Writers anticipate what questions may be asked or could be misunderstood with their topic and devote quality time to responding to these questions.


Content Area: English Language Arts –Introduction to Journalism Standard: 3. Writing and Composition Prepared Graduates: Apply standard English conventions to effectively communicate with written language. GRADE LEVEL EXPECTATION Concepts and skills students master:

3. Use the recursive process of writing to produce well-written documents for specific purposes and audiences. (12th Grade) Evidence Outcomes Introduction to Journalism 21st Century Skills and Readiness Competencies

Students can: a. Follow the conventions of standard English to write varied,

strong, correct, complete sentences. b. Deliberately manipulate the conventions of standard English

for stylistic effect appropriate to the needs of a particular audience and purpose.

c. Seek and use an appropriate style guide (such as AP Stylebook) to govern conventions for a particular audience and purpose.

Inquiry Questions: 1. What makes the final draft of a document look professional and

polished? 2. How does structure affect clarity? 3. What are benefits to using software tools? What are the

disadvantages to such software? 4. What would writing look like if there were no punctuation? 5. Why would it be difficult to read texts that do not have correct

punctuation? Relevance and Application:

1. Writers produce polished documents for publication. 2. Building fluency with software tools will increase application in

writing. 3. Today’s world caters to visual information, graphics and photo

images. Nature of the Discipline:

1. Journalism courses develop an appreciation of standard English in students, with the goal of clear communication with a wide audience. Journalism courses also use widely recognized style guides, such as the Associated Press Style Guide, to guarantee consistency in written and oral communication. (Journalism is the New English, CHSPA, 2011)

2. Writers self-edit to become more aware of their writing and the key points they want to make.



Implement the writing process successfully to plan, revise, and edit written work. GRADE LEVEL EXPECTATION Concepts and skills students master:

4. Use the recursive process of writing to produce well-written documents for specific purposes and audiences. (10th Grade) Evidence Outcomes Introduction to Journalism 21st Century Skills and Readiness Competencies

Students can: a. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking. (CCSS: L.9-10.1) i. Use parallel structure. (CCSS: L.9-10.1a) ii. Distinguish between the active and passive voice, and write

in the active voice iii. Use various types of phrases (noun, verb, adjectival,

adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (CCSS: L.9-10.1b)

b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.9-10.2) i. Use a semicolon (and perhaps a conjunctive adverb) to link

two or more closely related independent clauses. (CCSS: L.9-10.2a)

ii. Use a colon to introduce a list or quotation. (CCSS: L.9-10.2b)

c. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (CCSS: L.9-10.3) i. Write and edit work so that it conforms to the guidelines in a

style manual [AP Style Guide] appropriate for the discipline and writing type. (CCSS: L.9-10.3a)

d. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CCSS: W.9-10.4)

e. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and

Inquiry Questions: 1. How does voice make writing more interesting? 2. Why is correct grammar important to the reader? 3. What are the implications if the revision process is not done?

Relevance and Application: 1. Book publishers edit texts before they are sent to printing. 2. Professional editing tools help publishers edit work to meet

rapid deadlines. 3. Using the dictionary, spell-checker, and other tools can teach

as well as correct or edit writing. Nature of the Discipline:

1. Journalism courses emphasize the writing process, from planning coverage (individually and in groups), to establishing deadlines for reporting and drafts, to the final proofing process, emphasizing clarity, correctness of expression, and appropriate journalistic style. (Journalism is the New English, CHSPA, 2011)

2. Writers save copies of their revisions to see how their writing has progressed.

3. Writers create texts that are coherent to the reader. 4. Writers revise texts multiple times before a final draft is

published.


audience. (CCSS: W.9-10.5) Content Area: English Language Arts –Introduction to Journalism Standard: 3. Writing and Composition Prepared Graduates:

Master the techniques of effective informational, literary, and persuasive writing. GRADE LEVEL EXPECTATION Concepts and skills students master:

5. With attention to audience and purpose, compose persuasive and informational writing. (11th Grade)


a. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W.11-12.1)

i. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. (CCSS: W.11-12.1a)

ii. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. (CCSS: W.11-12.1b)

iii. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (CCSS: W.11-12.1c)

iv. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CCSS: W.11-12.1d)

v. Provide a concluding statement or section that follows from and supports the argument presented. (CCSS: W.11-12.1e)

b. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly

Inquiry Questions: 1. Why is audience determination important to the writer? 2. Why do authors want to appeal to the readers’ senses? 3. How is this beneficial to the reader? 4. How does an author use sensory tools to influence readers as they

read? Relevance and Application:

1. Forest rangers and cattlemen can sometimes refine information to differentiate their respective points of view.

2. Editorials, blogs, advertising and public service announcements are examples of where persuasive texts attempt to influence audiences.

Nature of Reading, Writing and Communication in Journalism courses:

1. Journalism courses focus on developing strong informational, descriptive, analytical and persuasive writing. All those writing skills have a strong correlation to literary writing and analysis. (Journalism is the New English, CHSPA, 2011)

2. Writers can clearly articulate their thoughts to persuade or inform an audience.


and accurately through the effective selection, organization, and analysis of content. (CCSS: W.11-12.2)

i. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (CCSS: W.11-12.2a)

ii. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (CCSS: W.11-12.2b)

iii. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (CCSS: W.11-12.2c)

iv. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (CCSS: W.11-12.2d)

v. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CCSS: W.11-12.2e)

vi. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (CCSS: W.11-12.2f)


4. Research and Reasoning

Research and Reasoning skills are pertinent for success in postsecondary and workforce settings. Students need to acquire these skills throughout their schooling. This means students need to be able to distinguish their own ideas from information created or discovered by others, understand the importance of creating authentic works, and correctly cite sources to give credit to the author of the original work. Below and on the next page are the Common Core Anchor Standards and Colorado’s Prepared Graduate Competencies.

Common Core Anchor Standards These are the Common Core College and Career Readiness Anchor Standards for Writing that connect to Research and Reasoning. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

WRITING Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


LANGUAGE Anchor Standards Connected to Research and Reasoning Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


Prepared Graduate Competencies in the Research and Reasoning standard:

Discriminate and justify a position using traditional lines of rhetorical argument and reasoning

Articulate the position of self and others using experiential and material logic

Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions

Use primary, secondary, and tertiary written sources to generate and answer research questions

Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration

Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult texts or examining complex problems or issues

Exercise ethical conduct when writing, researching, and documenting sources


Content Area: English Language Arts –Introduction to Journalism Standard: 4. Research and Reasoning Prepared Graduates:

Articulate the position of self and others using experiential and material logic. GRADE LEVEL EXPECTATION Concepts and skills students master:

1. Support own analysis, reflection, and research by using evidence from texts, critical thinking, and logical reasoning. (12th Grade)

Evidence Outcomes 21st Century Skills and Readiness Competencies

Students can: a. Synthesize information to support a logical argument. b. Distinguish between evidence and inferences. c. Identify false premises or assumptions. d. Analyze rhetorical devices used in own and others’ appeals

[Editorial writing and analysis of interviews or research]. e. Summarize ideas that include alternate views, rich detail,

well-developed paragraphs, and logical argumentation.

Inquiry Questions: 1. How do authors measure the quality of their argument along the

way? 2. What criteria do authors use to evaluate the quality of their

reasoning? (clarity, validity, logic, relevance, completeness, depth, breadth)

3. When have you last heard a “pitch” based predominantly using assumption?

4. When can a scattered argument ever be successful? Relevance and Application:

1. Editors at news agencies synthesize alternate views and vast appeals in order to make concise weekly editorials.

2. Expensive purchases such as a car, home or college education are usually made after a first impressions and false evidence have been eliminated.

3. Rhetorical devices are usually practiced and refined in most professions and jobs in order to advance reasoned activity.

4. Recognizing the difference between primary and secondary sources and analyzing primary sources applying our own knowledge and perspective can lead to deeper understanding.

Nature of the Discipline: 1. Journalism courses provide unique opportunities for students to

explore their sense of self and their relationship to a broader community through personal opinion writing, often using events of the day as the gateway to exploring larger themes. (Journalism is the New English, CHSPA, 2011)

2. Researchers are consumers of information. 3. Researchers are generators of information. 4. Investigative thinkers careful attend to language and the

influence of bias or false premises.




Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions.

Use primary, secondary, and tertiary written sources to generate and answer research questions. GRADE LEVEL EXPECTATION Concepts and skills students master:

2. Design, conduct and share research by synthesizing information from multiple sources. (10th Grade) Evidence Outcomes Introduction to Journalism 21st Century Skills and Readiness Competencies

Students can: a. Conduct short as well as more sustained research projects to

answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W.9-10.7)

b. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CCSS: W.9-10.8)

c. Formulate research questions that are clear and precise. d. Identify and evaluate potential sources of information for

accuracy, reliability, validity, and timeliness (include interviews with multiple sources).

e. Distinguish between types of evidence (e.g., expert testimony, analogies, anecdotes, statistics) and use a variety of types to support a particular research purpose.

f. Cite sources in keeping with AP style guidelines. g. Draw evidence from informational texts to support analysis,

reflection, and research. (CCSS: W.9-10.9) h. Apply grades 9–10 Reading standards to literary nonfiction

(e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). (CCSS: W.9-10.9)

Inquiry Questions: 1. How does media influence the questions you ask about an

issue? 2. What is “strong” evidence? 3. When does framing a question incorrectly set off a series of

flawed evaluations? 4. How can a group of different-minded opinion leaders weaken a

central idea or search for solution? Relevance and Application:

1. Multiple sources are used to conduct second level claim checks on “so called” quality research (such as the Internet or library focus groups and polling).

2. “Clicker” or opinion technology can pinpoint public trust in information.

3. Students can locate experts in the field of their research using online resources and use technology tools such as Skype, email, and wikis to communicate with them to ask questions and seek answers.

Nature of the Discipline: 1. Journalism courses demand the gathering of information from

various informed sources, sorting and evaluating the information gathered, and then presenting the relevant information to readers, viewers and listeners in ways that communicate effectively with the audience. Student journalists often explore complex questions, with a focus on how those questions affect real people in a community. (Journalism is the New English, CHSPA, 2011)

2. We overcome initial limitations of information to make sense and propose solutions or findings.

3. Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10. (CCSS:


WHST.9-10.7-9)


Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration. GRADE LEVEL EXPECTATION Concepts and skills students master:

3. Design, conduct and share research by synthesizing information from multiple sources. (9th Grade)


a. Integrate information from different sources to research and complete a project.

b. Integrate information from different sources to form conclusions about an author’s (or source’s) assumptions, biases, credibility, cultural and social perspectives, or world views .

c. Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective (such as editorials), and support the decision.

d. Examine materials to determine appropriate primary and secondary sources to use for investigating a question, topic, or issue (e.g., library databases, print and electronic encyclopedia and other reference materials, pamphlets, book excerpts, online and print newspaper and magazine articles, letters to an editor, digital forums, oral records, research summaries, scientific and trade journals).

Inquiry Questions: 1. When a researcher is “reflecting” on information to use in a project, what

is actually happening in the thought pattern? 2. When are multiple resources NOT HELPFUL? 3. How do researchers plan for such challenges as little to no primary

information? 4. What was your most unusual source for a personal research project? What

resource was the least useful and why? Relevance and Application:

1. Information from a variety sources is needed to conduct accurate, clear, and coherent research.

2. Looking at multiple perspectives expands people’s thinking and adds clarity to their own thoughts and words.

3. Using information from many sources helps broaden ability to locate and use information.

4. In the global society, multiple perspectives and a wide range of information are within easy reach and importantly applicable. Global perspectives can be obtained through participating in online social media networks.

5. Global perspectives can be obtained through participating in online social media networks.

Nature of the Discipline: 1. Journalism courses provide students with tools to evaluate their research,

whether information comes from print or broadcast sources, the Internet, or live interview subjects. (Journalism is the New English, CHSPA, 2011)

2. Researchers are attentive to bias in resources and monitor their own writing and speaking for biases to assess and maintain their own credibility.



Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult texts or examining complex problems or issues.

GRADE LEVEL EXPECTATION Concepts and skills students master: (listed on the standard pages)

4. Support own analysis, reflection, and research by using evidence from texts, critical thinking, and logical reasoning. (11th Grade)


a. Analyze the logic of complex situations by questioning the purpose, question at issue, information, points of view, implications and consequences inferences, assumptions and concepts.

b. Evaluate strengths and weaknesses of their logic and logic of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision.

c. Monitor and assess the extent to which their own beliefs and biases influenced their reactions to the viewpoints and logic of others.

Inquiry Questions: 1. How do readers determine if the author(s) they are using are

credible, biased on a topic or have a neutral, unbiased approach? 2. As they read from multiple texts and across disciplines, how do

people organize their thinking for depth of content understanding?

3. Are there any disciplines of study which do not require critical thinking?

4. When does logic undermine a discipline? Relevance and Application:

1. Presenters organize information and present it to others around a point of view.

2. In the media world, people are bombarded with many pieces of information. Keen observing skills to sift through information for clarity, bias, and relevance help one to discriminate good information from faulty input when making informed decisions.

3. Writers have strong influence on others’ thinking. Good professors help students expand the ability to critically think and foster intellectual humility.

4. Reading and participating in blogs give practice in applying critical thinking through the engagement with an authentic audience.

Nature of the Discipline: 1. Journalism courses provide a range of strategies for students to

use in engaging with a diverse audience. Some reporting demands a narrative approach, while other complex reporting requires more data presentation, in the form of charts, diagrams or timelines. Reporters are asked to read and interview deeply, with the goal of providing a synthesis of opinions and facts, and to provide the audience with new insights and understanding. The very essence of reporting involves persistence: sources are


often reluctant to provide information and in-depth research and analysis forces students to go beyond superficial facts and opinions (Journalism is the New English, CHSPA, 2011).

2. Researchers must be flexible with their thinking, so new learning can take place.

3. When researchers analyze and assess thinking, they attempt to be fair-minded and look for connections to other content areas.

4. Investigative intellects can transform their ideas when being flexible, open-minded, empathetic, humble and confident in reason.


Content Area: English Language Arts – Introduction to Journalism Standard: 3. Technology ISTE. NETS – Research and Information Fluency Prepared Graduates:

Students apply digital tools to gather, evaluate, and use information. GRADE LEVEL EXPECTATION Concepts and skills students master:

3. a. Plan strategies to guide inquiry. 3. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 3. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 3. d. Process data and report results.

Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: a. Use current digital survey/polling tools (such as Survey

Monkey, Google, Facebook) forms to collect survey results for a variety of purposes.

b. Differentiate between authoritative and non-authoritative electronic sources.

c. Correctly credit sources of information for facts, photographs, and infographics.

d. Adhere to copyright law for images and information gathered electronically.

Inquiry Questions: 1. How does a journalist differentiate between authoritative and

non-authoritative electronic sources? 2. How might web-based on-line survey/polling tools enhance data

collection for a journalistic purpose? Relevance and Application:

1. Journalists need to be able to filter and evaluate the massive amounts of information and tools available on the internet.

Nature of Discipline: 1. The internet is an invaluable source for quickly gathering

information; however Newspaper students need to be particularly aware of the validity and reliability of any information they gather from the net that is going to be used in publication. Newspaper students must carefully evaluate all their sources before committing their findings to print.


Content Area: English Language Arts – Introduction to Journalism Standard: 5. Technology ISTE. NETS – Digital Citizenship Prepared Graduates:

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. GRADE LEVEL EXPECTATION Concepts and skills students master:

5. a. Advocate and practice safe, legal, and responsible use of information and technology. 5. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 5. c. Demonstrate personal responsibility for lifelong learning. 5. d. Exhibit leadership for digital citizenship.

Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: a. Operate as journalists who know their rights and limitations

according to student press laws in the United States and the state of Colorado i. Libel ii. Invasion of Privacy iii. Prior review iv. Plagiarism v. Obscenity vi. Copyright vii. Freedom of speech.

b. Understand the importance of a fair, balanced and accurate story, but also the ethical implications of publication especially when students can publish instantly to the internet.

c. Demonstrate sensitivity to the impact of their stories on all facets of their audiences.

Inquiry Questions: 1. How do student publication laws protect and limit student

rights? 1. What are the legal and ethical issues surrounding instant on-

line publishing that student journalists should be aware of? Relevance and Application:

1. Professional journalists must navigate the concerns of a diverse audience and complex legal and ethical issue to publish news and information on-line and otherwise.

Nature of Discipline: 1. In an age where cyber-bullying, misrepresentation s, invasion

of privacy and character defamation are often common occurrences on the internet and other digital platforms, Newspaper staff members must be knowledgeable of legal issues related to media and sensitive to the impact that print can have on a culture.


Content Area: English Language Arts & Visual Arts – Introduction to Journalism Standard: 1. Observe and Learn to Comprehend Prepared Graduates:

Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design.


1. Art and design have purpose and function. (State GLE #3)


a. Apply the basic guidelines of sound photography such as: i. The rule of thirds ii. Leading Lines iii. Framing iv. Angles v. Using light

b. Take and use primarily action photos, and avoid posed photos.

c. Take and use photos which reveal emotion and personality. d. Take and use photos from a variety of angles. e. Take and use a variety of photos.

i. Close-up and group photos ii. Horizontal and vertical photos

f. Write effective and clear captions. g. Create simple and effective information graphics.

Inquiry Questions: 1. How do different compositions manifest different purposes? 2. How can art make important contributions to society?

Relevance and Application: 1. Today’s world caters to visual information, graphics and photo

images. 2. Visual arts provide for the ability to discern multiple solutions to

visual and spatial problems. Nature of the Discipline:

1. Writers create visual images when writing and think about visual tools that can be embedded in layouts.

2. Investigating art ideas provides for alternative viewpoints and encourages divergent thinking about the reasons for the existence of art.

3. Newspapers tell a story through photography, captions, copy, and other graphic and text elements. Photographs are usually the first items to capture the newspaper reader’s attention.


Conventions Scope & Sequence

Exposure Mastery Independent Usage

Use CAPITALIZATION for… K 1 2 3 4 5 6 7 8 9 10 11 12

first word in a sentence

the pronoun I

first and last name

titles used with names (Mr. Mrs. President, Senator, Dr. etc)

dates (January 3)

names of people

holidays

calendar words (days, months)

product names

geographic names

book/song/story titles

words used as names (Uncle John)

speaker’s first word in dialogue

races and nationalities

religions

languages

names of organizations

historical events

acronyms

Use PERIODS, QUESTION MARKS, AND EXCLAMATION MARKS to…

K 1 2 3 4 5 6 7 8 9 10 11 12

recognize and name ending punctuation

end sentences

show abbreviations and after a person’s initials (e.g., St., R.K)

choose punctuation for effect

write and punctuate compound and complex sentences

format and punctuate dialogue

Use COMMAS to… K 1 2 3 4 5 6 7 8 9 10 11 12

write out dates (January 1, 2014)

separate single words in a series

separate a series of numbers


write greetings and closings in letters

punctuate addresses (e.g., between city and state)

punctuate dialogue

for effect

mark direct speech and quotations from a text

place before a coordinating conjunction in a compound sentence

separate an introductory element from the rest of the sentence

set off interruptions and interjections

set off the words yes and no (e.g., Yes, thank you)

set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?)

indicate direct address (e.g., Is that you, Steve?)

set off nonrestrictive/parenthetical elements

separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt)

write and punctuate compound and complex sentences correctly

indicate a pause or break

format and punctuate dialogue correctly

Use APOSTROPHES for… K 1 2 3 4 5 6 7 8 9 10 11 12

contractions (I’m, we’re, etc.)

frequently occurring possessives (Ashley’s, Mom’s, etc)

showing ownership: singular, plural, shared possessives

forming possessives with indefinite pronouns (everybody’s, others’, anybody’s)

Use ABBREVIATIONS for… K 1 2 3 4 5 6 7 8 9 10 11 12

titles of people’s names (Dr., Mrs., etc)

calendar words

states

addresses

acronyms

Use QUOTATION MARKS to… K 1 2 3 4 5 6 7 8 9 10 11 12



mark direct speech and quotations from a text

indicate titles of works

emphasize special words

write and punctuate compound and complex sentences correctly

format and punctuate dialogue correctly

Use UNDERLINING & ITALICS for… K 1 2 3 4 5 6 7 8 9 10 11 12

titles of works

special words

emphasis

Use PARENTHESES to… K 1 2 3 4 5 6 7 8 9 10 11 12

set off nonrestrictive/parenthetical elements

Use HYPHENS to… K 1 2 3 4 5 6 7 8 9 10 11 12


separate numbers (e.g., forty-three)

form compound words (e.g., merry-go-round editor-in-chief)

separate numbers in a fraction

divide a word

create new words

form an adjective (e.g., family-friendly, etc.)

join letters or words,

avoid confusing or awkward spelling

follow hyphenation conventions

Use COLONS & SEMI COLONS for… K 1 2 3 4 5 6 7 8 9 10 11 12

separating items in a series (semi colons)

introduction of a list (colons)

formal introductions (colons)

a business letter (colons)

writing numbers in time (e.g., 4:30)

emphasis (colons)

punctuating compound and complex sentences

joining and setting off two independent clauses (semicolon)

conjunctive adverbs (semicolon)

introducing a list or quotation


linking two or more closely related independent clauses (perhaps with a conjunctive adverb)

Use ELLIPSES & DASHES to… K 1 2 3 4 5 6 7 8 9 10 11 12

punctuate for effect

indicate an omission

indicate a pause or a break

show emphasis

Use PROPER FORMATTING for… K 1 2 3 4 5 6 7 8 9 10 11 12

paragraphs (e.g., indenting)

parts of a letter

poetry

formatting and punctuating dialogue

identify comma splices and fused sentences in writing and revise to eliminate them

writing and editing work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

using a style guide to follow the conventions of Modern Language Association (MLA) or American Psychological Association (APA) format


Secondary

English Language Arts: Reading, Writing, and Communicating Academic Vocabulary Glossary

WORD DEFINITION

abridged A condensed version of a text that still maintains the overarching theme.

active voice One of the two “voices” of verbs. When the verb of a sentence is in the active voice, the subject is doing the acting, as in the sentence “Kevin hit the ball.” Kevin (the subject of the sentence) acts in relation to the ball. See passive voice.

advance To put forward, propose.

allegory A rhetorical narrative in prose or verse in which the characters and often parts of the narrative itself represent moral and spiritual values or have other symbolic meaning (e.g., The Emperor’s New Clothes, Animal Farm).

alliteration The repetition of initial consonant sounds in words.

allusion A passing or casual reference; an incidental mention of something, either directly or by implication. (e.g., an allusion to Shakespeare’s Hamlet, “To act or not to act, that was Maria’s dilemma.”)

analogy A similarity between like features of two things on which a comparison may be based. (e.g. “A rudder is to a ship as a goal is to a person.”)

analyze To examine critically, so as to bring out the essential elements. To examine carefully and in detail so as to identify causes, key factors, possible results, etc.

anaphora A rhetorical device involving the repetition of a word or word at the beginning of two or more successive clauses. It is often used in ballad, oratory, and sermon (e.g., Martin Luther King Jr.’s, “I have a dream”).

antagonist A character in a story or poem that deceives, frustrates, or works against the main character or protagonist in some way. The antagonist need not be a person; it could be death, the devil, an illness, or any challenge that prevents the main character from attaining his or her goals.

anthropomorphism The process of attributing human characteristics to something non-human, in particular the gods or God. The term also refers to animals that are given human personalities (e.g., “The Tortoise and the Hare.”).

antonym A word opposite in meaning from another word. See synonym.

APA American Psychological Association (APA) format is an editorial style developed for writers in the social and behavioral sciences. This format emphasizes simple, direct, concise writing. See MLA.

aphorism An abrupt statement of truth or a concise generalization, which may or may not be witty. Aphorisms expose and condense part of the truth and offer an insight. (e.g. “Injustice anywhere is a threat to justice everywhere.”)

archetype A narrative design, character type, or image said to be identifiable in a wide variety of works of literature.

argument A disagreement or opposing point of view. In writing and speech, argument is one of the traditional modes of discourse which defines a course of reasoning aimed at

http://dictionary.reference.com/browse/verbs

http://dictionary.reference.com/browse/subject

http://dictionary.reference.com/browse/subject

http://dictionary.reference.com/browse/passive+voice

http://www.ehow.com/facts_5452054_define-apa-format.html

http://grammar.about.com/od/mo/g/modesdiscterm.htm


demonstrating truth or falsehood.

aside The act of saying something away from others or in privacy; a technique used commonly in the theater.

assonance The repetition in words of identical or similar vowel sounds followed by different consonant sounds. See consonance.

audience The listeners at a speech or performance or the intended readership for a piece of writing. See purpose.

authorial intent The meaning the author intends the audience to take from a piece of writing. The author’s precise message.

balance The arranging of words or phrases so that two ideas are given equal emphasis in a sentence or paragraph; a pleasing rhythm created when a pattern is repeated in a sentence(s).

bias Noun: A preference or an inclination, especially one that inhibits impartial judgment. An unfair act or policy stemming from prejudice. Verb: To influence in a particular, typically unfair direction; prejudice.

bibliography A list of all the works and sources of information consulted while undertaking research for a paper or presentation. See works cited.

brainstorming Collecting ideas by thinking freely and openly about all the possibilities; used often with groups.

character A person who takes part in the action of a story, novel, or a play. Characters can also be animals or imaginary creatures.

characterization The representation of individuals in literary works. This may include direct methods like the attribution of qualities in description or commentary and indirect methods inviting readers to infer qualities from characters’ actions, speech, or appearance. A flat character is one who remains undeveloped. A round character is one that is fully developed. A character that does not undergo change is referred to as static. A character that undergoes some transformation is called dynamic.

citation A brief notation of a scholarly source. It gives credit to the author of the material utilized. A citation is imperative to readers of the research so that they may locate the information used. It also protects the writer reusing the material from plagiarism and possible copyright infringement. See also bibliography and works cited.

cohesiveness The degree to which the ideas are said to “hang together” or the degree to which elements of the story are consistent, logical, and reasonable, given the whole story.

cite Quote (a passage, book, or author) as evidence for or justification of an argument or statement. (Not to be confused with website or sight.)

claim An assertion of the truth of something. A claim expresses a specific position on some doubtful or controversial issue that the arguer wants the audience to accept. When confronting any message, especially a complex one, it is useful to begin by identifying the claims that are made.

climax The most important or exciting point in something such as an event or a story.

collaborative discussion

A conversation in which each member of a group helps one another to better understand something (a piece of writing, idea, message, etc.) through shared exploration and respectful speaking and listening.

compare To identify similarities.

conflict In narration, the struggle between the opposing forces that moves the plot forward. Conflict can be internal, occurring within a character, or external, between characters or


between a character and an abstraction such as nature or fate.

connotation The suggestion of a meaning by a word apart from the thing it explicitly names or describes. The attitudes and feelings associated with a word. These associations can be negative or positive and have an important influence on style and meaning. See denotation.

consonance The repetition of a final consonant sound in words with different vowels.

context The part of a text or statement that surrounds a particular word or passage and determines its meaning. The meaning comes from the words themselves, the word order, and the combination of the words.

contrast To identify differences.

credibility The quality of being convincing or believable, or worthy of trust.

data Factual information (as measurements or statistics) used as a basis for reasoning, discussion, or calculation.

debate Noun: a discussion, as of a public question in an assembly, involving opposing viewpoints. Verb: to engage in argument or discussion, occurs in both formal and informal settings.

deductive reasoning The form of logic in which, if the premises in an argument are all true, and the argument’s form is valid, the conclusion is inescapably true. See inductive reasoning.

denotation The literal or dictionary definition of a word. Denotation contrasts with connotation.

dialect A regional or social variety of a language distinguished by pronunciation, grammar, or vocabulary, especially a variety of speech differing from the standard literary language or speech pattern of the culture in which it exists.

dialogue The conversation between characters in a drama or narrative. A dialogue occurs in most works of literature. It moves the action along in a work and helps to characterize the personality of the speakers.

diction An author’s choice of words based on their correctness, clarity, or effectiveness.

digression Material not strictly relevant to the main theme or plot of a piece of writing.

dissent Opposition to a prevailing idea or entity.

drafting A stage of the writing process during which a writer organizes information and ideas into sentences and paragraphs.

edit To improve the clarity, organization, conciseness, and correctness of a piece of writing relative to task, purpose, and audience; compared to revising, editing is a smaller-scale activity often associated with word choice, grammar, punctuation, and syntax. See revise.

elaboration An explanation or extension of an idea, concept, or information that provides a deeper, more detailed, or more thorough discussion.

enunciation Carefully pronounced and articulated speech for the purpose of communicating effectively with an audience.

epic A long narrative poem on a great and serious subject, often about the deeds of a great hero or heroes.

epic simile An extended simile that makes elaborate and complex comparisons.

epithet An adjective or adjectival phrase appropriately qualifying a proper noun with a key or

http://www.thefreedictionary.com/

http://grammar.about.com/od/yourwriting/a/writingprocess.htm

http://grammar.about.com/od/rs/g/senterm.htm

http://grammar.about.com/od/rs/g/senterm.htm

http://grammar.about.com/od/pq/g/paragraphterm.htm


important characteristic; for example, Long John, chalky white, rosy-fingered dawn.

essential question A question that is not answerable with finality in a brief sentence… Its aim is to stimulate thought, to provoke inquiry, and to spark more questions. Essential questions lead smaller, disparate lessons and skills to broader, deeper understandings – enhancing a sense of relevancy.

evaluate To estimate the nature, quality, ability, extent, or significance of;

evidence Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others. Evidence should be in an appropriate form and be derived from a source accepted as appropriate to a particular discipline.

explicit Stated clearly and in detail, leaving no room for confusion or doubt.

expository writing Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In a play or a novel, exposition provides the background information needed to properly understand the story, such as the problem in the beginning of the story and the situation in which the work is set.

extended metaphor A metaphor that is extended through a stanza or entire poem, often by multiple comparisons of unlike objects or ideas.

fact versus opinion Statements of fact can be proven conclusively to be true or false. Statements of opinion cannot be proven to be true or false.

falling action In a work of literature, the sequence of events that follow the climax and end in the resolution.

fiction Literature that offers insights, challenges assumptions, plays with language, or presents possibilities through the telling of imaginary stories. It may be entertaining, but is not limited to entertainment. It is distinguished from nonfiction, which is designed primarily to explain, argue or describe. Specifically, fiction is a type of literature, especially prose, such as novels and short stories, but also including plays and narrative poetry. Fiction may take many literary forms, including historical fiction, fables, fairy tales, folklore, legends, and picture books. See non-fiction.

figurative language Language that communicates and enhances ideas by going beyond the ordinary or literal meaning of the words.

figure of speech Specific literary devices used to create a special effect or feeling, often by making some type of comparison. See hyperbole, metaphor, simile, understatement.

findings A conclusion reached after examination or investigation; a statement or document containing an authoritative decision or conclusion.

flashback A narrative technique that allows a writer to present past events during current events, in order to provide background for the current narration. By giving material that occurred prior to the present event, the writer provides the reader with insight into a character’s motivation and/or background to a conflict. Flashbacks are often conveyed through narration, dream sequences, and memories presented of earlier conversation.

focus A sharply defined point, center, or theme of an effort, written passage, undertaking, or presentation.

foil A character in a story or poem whose traits are in direct contrast to those of the principal character. The foil therefore highlights the traits of the protagonist.

foreshadowing In literature, the use of hints about things to come in later plot developments. It can be


obvious, or it may be more subtle, involving the use of symbols that are connected to later turns in the plot.

gesture A movement or position of the hand, arm, body, head, or face that is expressive of an idea, opinion, emotion, etc. made to express or help express thought or to emphasize speech.

generalization An idea or statement which emphasizes general characteristics rather than specific manifestations.

genre A category of literature or writing style.

genre features A specific aspect of any style of writing that distinguishes it from another (headings, formatting, point of view, jargon, length, etc.).

glossary A list of terms in a special subject, field, or area of usage, with accompanying definitions. Such a list at the back of a book, explaining or defining important, difficult or unusual words and expressions used in the text or field of study.

grammar The study of the structure and features of language; rules and standards which are to be followed to produce acceptable writing and speaking.

graphic elements The part of a work that contains visual representations of information and ideas (charts, animations, video, etc.) beyond simple written text.

graphic organizer An organizational tool used to illustrate students’ prior knowledge or current understanding about a topic or section of text. A few examples:

· Semantic maps help students visually organize and graphically show the relationship between one piece of information and another. It is often used for increasing vocabulary and improving reading comprehension. As a pre-reading activity, it can be used to activate prior knowledge and to introduce key vocabulary words. · Venn diagrams use two circles to represent sets of information, with the position and overlap of the circles indicating the relationships between the sets. · KWL Charts are used to gauge students’ background knowledge on a given topic. The chart includes three columns. The K column is where students list what they know; the W column is where students list what they want to know; and the L column is where students list what they learned at the end of a lesson or unit.

homonym A word having the same sound and spelling as another word, but a different origin and meaning, for instance, “The musician uses a bow to play his violin”; “The little girl has a bow in her hair.”

homophone A word with a different origin or meaning but having the same pronunciation as another word, whether or not it is spelled alike, for instance, “wood” and “would,” or “to,” “two,” and “too.”

hyperbole An intentional exaggeration for emphasis or comic effect. An overstatement. (e.g., “It took a million years to finish my homework.”)

idiom A phrase or expression which means something other than what the words actually say. An idiom is usually understandable to a particular group of people: Ex. “Cat got your tongue?” or “Up the Boohai” (a New Zealand idiom meaning "all wrong.")

imagery Words and phrases that create vivid sensory experiences for the reader. Most images are visual, but imagery may also appeal to the senses of smell, hearing, taste, or touch.

implicit Implied or understood though not directly expressed.

in medias res Its literal translation (from Latin) is “into the middle of things,” and its origin is Horace’s remarks in Ars Poetica. The phrase describes a common method of beginning a story in

http://dictionary.reference.com/browse/the

http://dictionary.reference.com/browse/face

http://dictionary.reference.com/browse/the


the middle of the action. Through this method, the writer can take the reader back and forth in time.

index An alphabetical reference that lists topics, people, or titles, giving the location of where they are mentioned in a text.

inductive reasoning The form of logic which proceeds from the specific observation to the general statement. The conclusion of such an argument provides the best or most probable explanation of the premises, but is itself not necessarily true.

inference A conclusion reached on the basis of evidence and reasoning not immediately apparent.

inquiry A question; query, an investigation. Also the seeking or request for truth, information, or knowledge.

internal monologue An extended representation in monologue of a character’s thought and feeling.

interpret To explain the meaning of (information, words, or actions).

irony The contrast between expectation and reality. This incongruity has the effect of surprising the reader or viewer. Types include dramatic, situational, and verbal. Techniques of irony include hyperbole, understatement, and sarcasm.

jargon The technical language of a particular group that is inappropriate in most formal writing since it is frequently not understandable by those outside the group. An example of jargon is "RBI" to baseball or LOL to texting.

journal A daily record of thoughts, impressions, reflections, and autobiographical information, often a source of ideas for writing.

juxtaposition Placing two ideas (words or pictures) side by side so that their closeness creates a new, often ironic, meaning.

legend An unverified story handed down from earlier times, especially one popularly believed to be historical or based in some truth.

logical fallacy An error in reasoning that renders an argument invalid.

link A hyperlink in electronic presentation that directs the user to another resource.

literary devices Techniques used by a writer to convey or enhance the story (e.g. figures of speech, foreshadowing, flashback)

main idea In informational writing, the most important thought or overall position. The main idea or thesis of a piece, written in sentence form, is supported by details and explanation. See theme, thesis.

maxim A succinct statement that contains a principle or general truth about human nature and human conduct. (e.g. "You're either part of the solution or part of the problem.")

medium The material or form used by an artist, composer, or writer.

memoir A history or record composed from personal observation and experience. Closely related to, and often confused with, autobiography, a memoir usually differs chiefly in the degree of emphasis placed on external events; whereas writers of autobiography are concerned primarily with themselves as subject matter, writers of memoir are usually persons who have played roles in, or have been close observers of, historical events and whose main purpose is to describe or interpret the events.

metacognition An awareness and understanding of how one things and uses strategies during reading and writing.

metaphor A figure of speech that makes a comparison between two things that are basically different but have something in common. Unlike a simile, a metaphor does not contain

http://www.britannica.com/EBchecked/topic/44709/autobiography

http://www.britannica.com/EBchecked/topic/374349/memoir

http://www.britannica.com/EBchecked/topic/374349/memoir

http://www.britannica.com/EBchecked/topic/44709/autobiography


the words like or as. (e.g., “in the evening of life.”) See figurative language, figure of speech, simile.

metonymy A figure of speech in which one refers to an attribute or thing by naming a part of it or something related to it; for instance, “the stage” for the theatrical profession.

MLA In essence, MLA (Modern Language Association) is a style of crediting the sources quoted or paraphrased in a particular piece of literature. MLA serves as the standard formatting for the citation of scholarly writings. See APA.

mood The feeling or atmosphere that a writer creates for the reader. The use of connotation, details, dialogue, imagery, figurative language, foreshadowing, setting, and rhythm can help establish mood. See tone.

moral The lesson taught in a work such as a fable; a simple type of theme (e.g. Do unto others as you would have them do unto you).

motif A recurring object, concept, or structure in a work of literature. A motif may also be two contrasting elements, such as good and evil, in a work.

myth A traditional story passed down through generations that explains why the world is the way it is. Myths are essentially religious, because they present supernatural events and beings and articulate the values and beliefs of a cultural group.

narrative A collection of events that tells a story, which may be true or not, placed in a particular order and recounted through either telling or writing.

narrator The person or voice telling the story. The narrator can be a character in the story, a play, or a work of nonfiction.

non-fiction Writing about real people, places, and events. Unlike fiction, nonfiction is largely concerned with factual information, although the writer shapes the information according to his or her purpose and viewpoint. Biography, autobiography, commentary, and news articles are examples of nonfiction. See fiction.

non-verbal communication

Ways of conveying or altering the meaning of an intended message other than oral speech (e.g., gestures, eye contact, facial expression).

novel An extended piece of prose fiction. Like a short story, a novel is essentially the product of a writer’s imagination.

onomatopoeia The use of a word whose sound suggests its meaning, as in “clang,” “buzz,” “crash.”

objective summary A succinct, accurate description of the content of a text without personal feelings. A stating of the facts only. Also called an abstract. See subjective summary.

opposing claim Claim made by a person to offset a claim made against him/her.

oral tradition Customs, opinions, beliefs, and history passed from generation to generation by means of conversation or storytelling.

oxymoron A paradox reduced to two opposing words, usually in an adjective-noun (deafening silence) or adverb-adjective (shockingly boring) relationship, and is used for effect, complexity, emphasis, or wit.

pace To move or develop (something) at a particular and calculated rate or speed.

paraphrase A restatement of a text or passage in another form or other words, often to clarify meaning.

parenthetical citation

The punctuation marks that are necessary to properly cite a source in MLA style writing.

parody An imitation of the style of a particular writer, artist, or genre with deliberate


exaggeration for comic effect.

paradox A statement that seems on its face to be self-contradictory or absurd yet turns out to have valid meaning and to reveal an element of truth.

parallelism The phrasing of language in a way that balances ideas of equal importance. Parallelism may apply to phrases, sentences, paragraphs, or longer passages.

paraphrase To state, in one’s own words, the main ideas and key references extrapolated from something one has read, viewed, or heard. See summarize.

parts of speech A category to which a word is assigned in accordance with its syntactic functions. Ex: noun, pronoun, adjective, determiner, verb, adverb, preposition, conjunction, and interjection.

passive voice Indicates that the subject is being acted upon (e.g. The ball was hit by Kevin.) See active voice.

pastiche A patchwork of words, sentences, and passages from various authors or one author. It is a kind of imitation, sometimes in the form of parody.

persona The narrator, or the storyteller, of a literary work created by the author. The persona’s character and knowledge influence the manner in which the events of a story are narrated to the reader.

personification A form of metaphor in which language relating to human action, motivation, and emotion is used to refer to non‐human agents or objects or abstract concepts. Ex: “The weather is smiling on us today”; “love is blind.” See metaphor, figure of speech, figurative language.

perspective The state of one’s ideas, the facts known to one, and the angle from which one views a situation.

persuasive writing Writing intended to convince the reader that a position is valid or that the reader should take a specific action. Differs from exposition in that it does more than explain; it takes a stand and endeavors to persuade the reader to take the same position.

plot The action or sequence of events in a story. Plot is usually a series of related incidents that builds and grows as the story develops. There are five basic elements in a plot line: (a) exposition; (b) rising action; (c) climax; (d) falling action; and (e) resolution.

plagiarism Presenting another author's works, words, or ideas as one's own.

planning strategies Process of defining direction, and making decisions about how to organize ideas in writing or a presentation based purpose and audience.

poetry Writing designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its sound and suggestive power as well as for its meaning. Language choices are also made to achieve meter, rhyme, natural cadences, and metaphorical experience/understanding.

point of view (POV) The vantage point from which a speaker narrates. First person POV is the narrating character’s own voice. It uses “I” throughout, and the reader doesn’t know any more than the character does. Second person POV is someone telling someone else what they are doing. It uses “you” throughout. Third person POV is the voice of someone outside of the story. It uses “he/she” and can come from the limited, subjective multiple viewpoints, or omniscient points of view.

position A point of view adopted and held to.

primary source First-hand documentation of events (e.g., autobiographies, diaries, interviews, logs, personal accounts, treaties, letters, photographs, drawings, etc.) that presents no “secondary” analysis or interpretation by historians or others removed from the action.


problem solving The concluding stage of a larger problem process that includes problem finding and problem shaping. Considered the most complex of all intellectual functions, problem solving has been defined as a higher-order cognitive process that requires the modulation and control of more routine or fundamental skills.

pronunciation The manner in which someone utters a word.

propaganda techniques

Methods of conveying information selectively to produce and opinion or action favorable to the source of the information.

prose Written or spoken language in its ordinary form, without metrical structure.

protagonist The main character in a novel, play, story, or poem; also known as the “hero” or “heroine.”

pun A joke that comes from a play on words. It can make use of a word’s multiple meanings or a word’s rhyme. (e.g. A Groucho Marx pun: "Time flies like an arrow. Fruit flies like a banana."

purpose An author’s desired effect or result; intention. See audience.

reason Think, understand, and form judgments by a process of logic.

red herring A fallacy in which an irrelevant topic is presented in order to divert attention from the original issue. The basic idea is to “win” an argument by leading attention away from the argument and toward another topic.

reference materials Resources used to find out more information on a subject (dictionary, thesaurus, encyclopedia, journals, both print and on-line sources, etc.)

relevance Term used to describe how pertinent, current, connected, or applicable something is to a given matter.

repetition The action of repeating something that has already been said or written to produce a desired effect.

research An organized study or methodical investigation into a subject in order to discover facts, to establish or revise a theory, or to develop a plan of action based on the facts discovered.

research question A formal question that sets a goal and guides study.

resolution Also called denouement, the portion of a play or story where the problem is solved. The resolution comes after the climax and falling action and is intended to bring the story to an end.

response An answer or reply, as in words or in some action.

revise To alter something already written or printed, in order to make corrections, improve, or update, primarily in terms of style, content, structure and ideas, as well as the details. See edit.

rhetoric The art of using language effectively, especially for persuasion, in speaking or writing, especially in oratory.

rhetorical appeals Writers of text use various strategies to appeal to their audiences. The three means by which writers persuade their audience are pathos, ethos, and logos. pathos: appeals to emotions, seen through: sensory description of a scene, examples or anecdotes, objects of emotion (people, pets, ideas, symbols, etc.) that have emotional connotations, ethos: appeals to audience’s view of the speaker and subject. A writer uses the persuasive value of his/her character to create an impression that he/she is a person of sound sense, high moral character, and benevolence/good will, logos: appeals to reason. A writer uses logical reasoning such as inductive and deductive reasoning, evidence from other sources, expert testimony, etc. to appeal to the readers.

http://en.wikipedia.org/wiki/Problem

http://en.wikipedia.org/wiki/Problem_finding

http://en.wikipedia.org/wiki/Problem_shaping

http://en.wikipedia.org/wiki/Problem_shaping

http://en.wikipedia.org/wiki/Intelligence

http://en.wikipedia.org/wiki/Cognitive


rhetorical device Rhetoric is the art of effective expression and the persuasive use of language; rhetorical devices are specific and effective uses of language that may influence or persuade an audience (e.g., rhetorical questions, repetition, and extended analogies).

rhyme The repetition of sounds in two or more words or phrases, which appear close to each other in a poem. End rhyme occurs at the end of lines. An internal rhyme occurs within a line. Slant rhyme is approximate rhyme. A rhyme scheme is the pattern of end rhymes.

rhythm An ordered recurrent alternation of strong and weak elements in the flow of sound and silence in speech.

rising action The events of a dramatic or narrative plot preceding the climax.

salient points Facts or information that seem most important or significant to the argument.

satire A literary art of diminishing a subject by making it ridiculous and evoking attitudes of amusement, contempt, indignation or scorn. It differs from comedy in that comedy evokes laughter as an end in itself. Satire uses laughter as a weapon against a subject existing outside the work itself, for example, social satire mocks existing social mores and conventions in order to draw attention to their limitations or hypocrisy.

secondary sources Information or research that is written by someone other than the person who experienced the events. For example, a comment by a historian, an encyclopedia article, or a critical essay.

sensory imagery The use of words to describe tastes, smells, textures, sounds and images in order to provide a sensory experience for the reader.

setting The time and place in which a narrative takes place; the physical and psychological background against which the action of a story takes place; the scenery and stage effects for a dramatic production.

· Environment: The surrounding things, conditions, and influences in the narrative.

· Place: The physical location of the narrative. · Time: The period or era in which the narrative takes place.

simile A comparison of two unlike things in which a word of comparison using the words ‘like’ or ‘as’. For example, ‘She stood in front of the altar, shaking like a freshly caught trout,’ (Maya Angelou). See metaphor.

soliloquy A dramatic monologue spoken aloud by a character that is alone on the stage (or is under the impression of being alone). The soliloquist thus reveals his or her inner thoughts and feelings to the audience.

source A place, person, or thing from which something comes or can be obtained.

source credibility The believability of a communicator, as perceived by the recipient of the message. There are different elements that may comprise a person's credibility but, according to source credibility theory, the two elements most commonly identified are perceived expertise, and trustworthiness of the source.

stanza A recurring grouping of two or more verse lines in terms of length, metrical form, and, often, rhyme scheme.

story elements The intrigue or plot of a narrative or dramatic work. conflict: The basic tension, predicament, or challenge that propels a story's plot complications: Plot events that plunge the protagonist further into conflict rising action: The part of a plot in which the drama intensifies, rising toward the climax climax: The plot's most dramatic and revealing moment, usually the turning point of the story falling action: The part of the plot after the climax, when the drama subsides and the conflict is resolved

http://en.wikipedia.org/wiki/Communication


stream of consciousness

The continuous flow of sense‐perceptions, thoughts, feelings and memories in the human mind; a literary method of representing such a blending of mental processes in fictional characters, usually in an unpunctuated or disjointed form of internal monologue.

style The particular way a piece of literature is written. Not only what is said but also how it is said, style is the writer’s unique way of communicating ideas. Elements contributing to style include word choice, sentence length, tone, figurative language, and use of dialogue.

subjective summary A succinct description of the content of a text modified by individual bias. The opposite of an abstract. See objective summary.

supporting details Secondary points which may help to clarify a point, illustrate a concept, or prove a point.

summarize To briefly describe a text – read, viewed, or heard – highlighting the main ideas and most salient features or details. See paraphrase.

symbol A word or object that stands for an object, event, or idea. The object, event or idea thus represented may be concrete or abstract, visible or invisible.

synecdoche A figure of speech in which a part is used to represent the whole (for example, ABCs for alphabet) or the whole for a part ("England won the World Cup in 1966").

synonym A word that has a meaning identical with, or very similar to, another word.

synthesize Combine (a number of things), so as to form a new, complex, coherent whole.

text Coherent set of symbols that transmit some kind of informative message.

text features Various ways of manipulating and placing text to draw attention to or emphasize certain points or ideas in narrative (e.g., bolding or boxing questions, italicizing key vocabulary, listing, bulleting, numbering).

text structure The organizational pattern an author uses to structure the ideas in a text (e.g., cause/effect, compare/contrast, description, problem/solution, sequential, goal/action/outcome, concept/definition, proposition/support).

textual evidence Support from one or more resources to support an interpretation or analysis of a literary work.

theme A theme is the central idea or ideas explored by a literary work.

thesis statement The basic argument advanced by a speaker or writer who then attempts to prove it by presenting compelling evidence; the subject or major argument of a speech or composition. See theme, main idea.

tone An expression of a writer’s attitude toward a subject. Unlike mood, which is intended to shape the reader’s emotional response, tone reflects the feelings of the writer. Tone can be serious, humorous, sarcastic, playful, ironic, honoring, or objective.

tragic flaw A defect in the protagonist that leads to his or her downfall.

tragic hero The primary character in a narrative that makes an error of judgment or has a fatal flaw that, combined with fate and external forces, brings on a tragedy.

transitional words and phrases

Transitional words and phrases provide the glue that holds ideas together in writing. They provide coherence (making sense as a whole) by helping the reader to understand the relationship between ideas, and they act as signposts that help the reader follow the movement of the discussion. Transitional expressions, then, can be used between sentences, between paragraphs, or between entire sections of a work.

understatement A form of irony in which something is intentionally represented as less that it is.

http://grammar.about.com/od/fh/g/figuresterms.htm

http://www.thefreedictionary.com/

http://www.virtualsalt.com/transits.htm


verse A line of writing arranged in a metrical pattern (i.e., a line of poetry). Also, a piece of poetry or a particular form of poetry such as free verse, blank verse, etc., or the art or work of a poet.

visual aide An instructional aide, such as a poster, scale model, digital image, artifact, etc. used to enhance a viewer’ understanding or experience of presented content.

warrant The warrant can be expressed by a general statement referring to a rule, principle, and so on. In principle, this general statement will have a hypothetical form ('[if data] then [claim]'). The warrant functions as a bridge between the data and the claim.

website A set of interconnected web pages, usually including a homepage, generally located on the same server, and prepared and maintained as a collection of information by a person, group, or organization. See cite.

works cited When producing a works cited for an essay you only list the actual sources of information that you referenced in your piece of work. See bibliography.

writing process The stages of writing that produce a final, well-crafted piece. They are pre-writing/planning, drafting, revising, editing, polishing, and publishing.

http://grammar.about.com/od/tz/g/warrantterm.htm

http://grammar.about.com/od/tz/g/warrantterm.htm

http://grammar.about.com/od/d/g/dataterm.htm

http://grammar.about.com/od/c/g/claimterm.htm


Common Core College & Career Readiness Anchor Standards

These are the Common Core College and Career Readiness Anchor Standards for Writing that connect to Research and Reasoning. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Common Core Anchor Standards for Speaking & Listening

Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated

Common Core Anchor Standards for Reading

Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific

textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.


9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.


Common Core Anchor Standards for Writing

Text Types and Purposes (*These broad types of writing include many subgenres.) 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Common Core Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.


5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


Colorado: Prepared Graduate Competencies These are Preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. Speaking & Listening Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions,

acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective

Deliver organized and effective oral presentations for diverse audiences and varied purposes

Use language appropriate for purpose and audience

Demonstrate skill in inferential and evaluative listening

Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary (Oral & Reading & Writing)

Reading Demonstrate comprehension of a variety of informational, literary, and persuasive texts

Evaluate how an author uses words to create mental imagery, suggest mood, and set tone

Read a wide range of literature (American and world literature) to understand important universal themes and the human experience

Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts

Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks

Writing Write with a clear focus, coherent organization, sufficient elaboration, and detail

Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes

Apply standard English conventions to effectively communicate with written language

Implement the recursive writing process successfully to plan, draft, revise, and edit, publish & share written work

Master the techniques of effective informational, literary, and persuasive writing

Discriminate and justify a position using traditional lines of rhetorical argument and reasoning (Writing & Research)

Research Articulate the position of self and others using experiential and material logic

Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions

Use primary, secondary, and tertiary written sources to generate and answer research questions

Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration

Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult texts or examining complex problems or issues (Reading & Research)

Exercise ethical conduct when writing, researching, and documenting sources


Date post:	12-Sep-2021
Category:	Documents
Upload:	others
View:	5 times
Download:	0 times

LE1 - Intro to Journalism Curriculum Essentials Document

Documents