Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 College Readiness Standards — English
Topic Development in Terms of
Purpose and Focus
13–15 16–19 Identify the basic purpose or role of a
specified phrase or sentence
Delete a clause or sentence because it is obviously irrelevant to the essay
SE/TE: Revising: Reread for accuracy / effectiveness, 67, 1183, Support, review and evaluate, 121, Explanations, depth of, 177, 529, Logic, clarify, 320, 1260, 1345; also see: Read aloud: to catch awkward sections, 154, for natural rhythms, 439, for smooth flow, 1092
20–23 Identify the central idea or main topic of a straightforward piece of writing
Determine relevancy when presented with a variety of sentence-level details
SE/TE: Revising: Revising: Details, 67, 421, 529, 1309, 1361, Main idea focus, 93, 754, Ideas, 109, 154, 286, 421, 515, 543, 584, 612, 777, 794, 831, 1025, 1078, Support, review and evaluate, 121; also see: Peer review, use, 55, 192, 444, 668, 948, 1260, 1452
24–27 Identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens that focus or to determine if an essay has met a specified goal
Delete material primarily because it disturbs the flow and development of the paragraph
Add a sentence to accomplish a fairly straightforward purpose such as illustrating a given statement
SE/TE: Revising: Reread for accuracy / effectiveness, 67, 1183, Main idea focus, 93, 754, Ideas, 109, 154, 286, 421, 515, 543, 584, 612, 777, 794, 831, 1025, 1078, Facts/data, 177, Support, review and evaluate, 121, Explanations, depth of, 177, 529, Logic, clarify, 320, 1260, 1345, Source material, integrate, 668; also see: Peer review, use, 55, 192, 444, 668, 948, 1260, 1452; Writing Workshop: Rubrics, 195, 447, 675, 951, 1263, 1455; Guide to Rubrics, R43–R46
28–32* Apply an awareness of the focus and purpose of a fairly involved essay to determine the rhetorical effect and suitability of an existing phrase or sentence, or to determine the need to delete plausible but irrelevant material
Add a sentence to accomplish a subtle rhetorical purpose such as to emphasize, to add supporting detail, or to express meaning through connotation
SE/TE: Revising: Reread for accuracy / effectiveness, 67, 1183, Main idea focus, 93, 754, Support, review and evaluate, 121, Explanations, depth of, 177, 529, Logic, clarify, 320, 1260, 1345, Argument, 391, 1260, Audience, knowledge level for, 999, Show instead of tell, 1452; also see: read aloud: to catch awkward sections, 154, for natural rhythms, 439, for smooth flow, 1092
33–36† Determine whether a complex essay has accomplished a specific purpose
Add a phrase or sentence to accomplish a complex purpose, often expressed in terms of the main focus of the essay
SE/TE: Revising: Reread for accuracy / effectiveness, 67, 1183, Feedback, use, 1440; also see: Writing Workshop: Peer review, use, 55, 192, 444, 668, 948, 1260, 1452; Rubrics, 195, 447, 675, 951, 1263, 1455; Guide to Rubrics, R43–R46
1 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 Organization, Unity, and Coherence
13–15 Use conjunctive adverbs or phrases to show time relationships in simple narrative essays (e.g., then, this time)
SE/TE: Adjective and adverb clauses (sentence variety and combining), 287; also see: Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391
16–19 Select the most logical place to add a sentence in a paragraph
SE/TE: Revising: Connections, strengthen, 154, 357, Structure, overall, 192, Balance, 444, 529, 1025, Logic, clarify, 320, 1260, 1345, Sequence, improve, 948, Cause/effect relationships, 1391
20–23 Use conjunctive adverbs or phrases to express straightforward logical relationships (e.g., first, afterward, in response)
Decide the most logical place to add a sentence in an essay
Add a sentence that introduces a simple paragraph
SE/TE: Revising: Main idea focus, 93, 754, Connections, strengthen, 154, 357, Structure, overall, 192, Balance, 444, 529, 1025, Logic, clarify, 320, 1260, 1345, Sequence, improve, 948, Cause/effect relationships, 1391; Adjective and adverb clauses (sentence variety and combining), 287; also see: Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391; Introductory Phrases and Clauses, 613
24–27 Determine the need for conjunctive adverbs or phrases to create subtle logical connections between sentences (e.g., therefore, however, in addition)
Rearrange the sentences in a fairly uncomplicated paragraph for the sake of logic
Add a sentence to introduce or conclude the essay or to provide a transition between paragraphs when the essay is fairly straightforward
SE/TE: Introduction/body/conclusion, 93, 154, 373, 391, 442, 529, 557, 754, 910, 999, 1025, 1101, 1258, 1422; Revising: Connections, strengthen, 154, 357, Structure, overall, 192, Balance, 444, 529, 1025, Logic, clarify, 320, 1260, 1345, Sequence, improve, 948, Cause/effect relationships, 1391; Adjective and adverb clauses (sentence variety and combining), 287; also see: Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391; Introductory Phrases and Clauses, 613
28–32* Make sophisticated distinctions concerning the logical use of conjunctive adverbs or phrases, particularly when signaling a shift between paragraphs
Rearrange sentences to improve the logic and coherence of a complex paragraph Add a sentence to introduce or conclude a fairly complex paragraph
SE/TE: Introduction/body/conclusion, 93, 154, 373, 391, 442, 529, 557, 754, 910, 999, 1025, 1101, 1258, 1422; Revising: Connections, strengthen, 154, 357, Structure, overall, 192, Balance, 444, 529, 1025, Logic, clarify, 320, 1260, 1345, Sequence, improve, 948, Cause/effect relationships, 1391; Adjective and adverb clauses (sentence variety and combining), 287; also see: Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391
2 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 33–36† Consider the need for introductory
sentences or transitions, basing decisions on a thorough understanding of both the logic and rhetorical effect of the paragraph and essay
SE/TE: Introduction/body/conclusion, 93, 154, 373, 391, 442, 529, 557, 754, 910, 999, 1025, 1101, 1258, 1422; Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391; Introductory Phrases and Clauses, 613
Word Choice in Terms of Style, Tone, Clarity, and Economy
13–15 Revise sentences to correct awkward and confusing arrangements of sentence elements
Revise vague nouns and pronouns that create obvious logic problems
SE/TE: Logic, clarify, 320, 1260, 1345; Sentence fragments, 447, 951; Pronoun-antecedent agreement, 911, R59; SAT Test Prep: Improving Sentences, 962–963; Avoiding Sentence Fragments and Run-ons, 1237
16–19 Delete obviously synonymous and wordy material in a sentence
Revise expressions that deviate from the style of an essay
SE/TE: Revising: Language, 121, 663, 1452, Rhythms, 439, Modifiers, replace weak, 1322; also see: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Read aloud: to catch awkward sections, 154, for natural rhythms, 439, for smooth flow, 1092
20–23 Delete redundant material when information is repeated in different parts of speech (e.g., “alarmingly startled”)
Use the word or phrase most consistent with the style and tone of a fairly straightforward essay
Determine the clearest and most logical conjunction to link clauses
SE/TE: Conjunctions, 31, 94, 155; Revising: Language, 121, 663, 1452, Logic, clarify, 320, 1260, 1345, Modifiers, replace weak, 1322; also see: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Read aloud: to catch awkward sections, 154, for natural rhythms, 439, for smooth flow, 1092
24–27 Revise a phrase that is redundant in terms of the meaning and logic of the entire sentence
Identify and correct ambiguous pronoun references
Use the word or phrase most appropriate in terms of the content of the sentence and tone of the essay
SE/TE: Conjunctions, 31, 94, 155; Revising: Language, 121, 663, 1452, Logic, clarify, 320, 1260, 1345, Modifiers, replace weak, 1322; Pronoun-antecedent agreement, 911, R59; also see: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Read aloud: to catch awkward sections, 154, for natural rhythms, 439, for smooth flow, 1092
28–32* Correct redundant material that involves sophisticated vocabulary and sounds acceptable as conversational English (e.g., “an aesthetic viewpoint” versus “the outlook of an aesthetic viewpoint”)
Correct vague and wordy or clumsy and confusing writing containing sophisticated language
SE/TE: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Revising: Language, 121, 663, 1452; Read aloud: to catch awkward sections, 154, for natural rhythms, 439, for smooth flow, 1092
3 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 33–36† Delete redundant material that involves
subtle concepts or that is redundant in terms of the paragraph as a whole
SE/TE: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Revising: Language, 121, 663, 1452; Feedback, use, 1440
Sentence Structure and Formation
13–15 Use conjunctions or punctuation to join simple clauses
Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences
SE/TE: Conjunctions, 31, 94, 155; Adjective and adverb clauses (sentence variety and combining), 287; Verb tense, 1093, R60
16–19 Determine the need for punctuation and conjunctions to avoid awkward-sounding sentence fragments and fused sentences
Decide the appropriate verb tense and voice by considering the meaning of the entire sentence
SE/TE: Conjunctions, 31, 94, 155; Adjective and adverb clauses (sentence variety and combining), 287; Sentence fragments, 447, 951; Verb tense, 1093, R60; Avoiding Sentence Fragments and Run-ons, 1237; also see: SAT Test Prep: Improving Sentences, 962–963
20–23 Recognize and correct marked disturbances of sentence flow and structure (e.g., participial phrase fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers)
SE/TE: Sentence fragments, 447, 951; Modifier placement, 585; SAT Test Prep: Improving Sentences, 962–963; Avoiding Sentence Fragments and Run-ons, 1237
24–27 Revise to avoid faulty placement of phrases and faulty coordination and subordination of clauses in sentences with subtle structural problems
Maintain consistent verb tense and pronoun person on the basis of the preceding clause or sentence
SE/TE: Coordinating conjunctions, 31; Correlative conjunctions, 94; Subordinating conjunctions, 155; Adjective and adverb clauses (sentence variety and combining), 287; Pronoun-antecedent agreement, 911, R59; Verb tense, 1093, R60
28–32* Use sentence-combining techniques, effectively avoiding problematic comma splices, run-on sentences, and sentence fragments, especially in sentences containing compound subjects or verbs
Maintain a consistent and logical use of verb tense and pronoun person on the basis of information in the paragraph or essay as a whole
SE/TE: Sentences, combining, 31, 94; Conjunctions, 155; Adjective and adverb clauses (sentence variety and combining), 287; Sentence fragments, 447, 951; Verb tense, 1093, R60; Avoiding Sentence Fragments and Run-ons, 1237; also see: SAT Test Prep: Improving Sentences, 962–963; Pronoun-antecedent agreement, 911, R59; Verb tense, 1093, R60; Varying Sentences, 1441
33–36† Work comfortably with long sentences and complex clausal relationships within sentences, avoiding weak conjunctions between independent clauses and maintaining parallel structure between clauses
SE/TE: Coordinating conjunctions, 31; Correlative conjunctions, 94; Subordinating conjunctions, 155; Adjective and adverb clauses (sentence variety and combining), 287; Parallel structure, 1423
4 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 Conventions of Usage
13–15 Solve such basic grammatical problems as how to form the past and past participle of irregular but commonly used verbs and how to form comparative and superlative adjectives
SE/TE: Comparative and Superlative Adjectives and Adverbs, 321; Verb tense, 1093, R60
16–19 Solve such grammatical problems as whether to use an adverb or adjective form, how to ensure straightforward subject-verb and pronoun-antecedent agreement, and which preposition to use in simple contexts
Recognize and use the appropriate word in frequently confused pairs such as there and their, past and passed, and led and lead
SE/TE: Comparative and Superlative Adjectives and Adverbs, 321; Subject-verb agreement, 755, R59; Pronoun-antecedent agreement, 911, R59; Commonly Confused Words, R60–R61
20–23 Use idiomatically appropriate prepositions, especially in combination with verbs (e.g., long for, appeal to)
Ensure that a verb agrees with its subject when there is some text between the two
SE/TE: Subject-verb agreement, 755, R59; Prepositions and Prepositional Phrases, R57
24–27 Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences
Identify the correct past and past participle forms of irregular and infrequently used verbs and form present-perfect verbs by using have rather than of
SE/TE: Pronoun-antecedent agreement, 911, R59; Verb tense, 1093, R60
28–32* Correctly use reflexive pronouns, the possessive pronouns its and your, and the relative pronouns who and whom
Ensure that a verb agrees with its subject in unusual situations (e.g., when the subject verb order is inverted or when the subject is an indefinite pronoun)
SE/TE: Subject-verb agreement, 755, R59; Pronoun (indefinite as subject), 755, R59
33–36† Provide idiomatically and contextually appropriate prepositions following verbs in situations involving sophisticated language or ideas
Ensure that a verb agrees with its subject when a phrase or clause between the two suggests a different number for the verb
SE/TE: Subject-verb agreement, 755, R59; Prepositions and Prepositional Phrases, R57
Conventions of Punctuation
13–15 Delete commas that create basic sense problems (e.g., between verb and direct object)
SE/TE: Editing and Proofreading: Commas, 1263
5 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 16–19 Provide appropriate punctuation in
straightforward situations (e.g., items in a series)
Delete commas that disturb the sentence flow (e.g., between modifier and modified element)
SE/TE: Grammar and Style: Commas and conjunctions, 31; Editing and Proofreading: Commas, 1263; Handbook: commas, R61
20–23 Use commas to set off simple parenthetical phrases
Delete unnecessary commas when an incorrect reading of the sentence suggests a pause that should be punctuated (e.g., between verb and direct object clause)
SE/TE: Grammar and Style: Commas and conjunctions, 31; Editing and Proofreading: Commas, 1263; Handbook: commas, R61
24–27 Use punctuation to set off complex parenthetical phrases
Recognize and delete unnecessary commas based on a careful reading of a complicated sentence (e.g., between the elements of a compound subject or compound verb joined by and)
Use apostrophes to indicate simple possessive nouns
Recognize inappropriate uses of colons and semicolons
SE/TE: Grammar and Style: Commas and conjunctions, 31; Editing and Proofreading: Commas, 1263; Handbook: commas, R61, apostrophe, R62
28–32* Use commas to set off a nonessential/nonrestrictive appositive or clause
Deal with multiple punctuation problems (e.g., compound sentences containing unnecessary commas and phrases that may or may not be parenthetical)
Use an apostrophe to show possession, especially with irregular plural nouns
Use a semicolon to indicate a relationship between closely related independent clauses
SE/TE: Grammar and Style: Commas and conjunctions, 31; Editing and Proofreading: Commas, 1263; Handbook: commas, R61, semicolons, colons, apostrophes, R62; also see: Editing/Proofreading: Punctuation, 951, Dialogue punctuation, 1455; Writer's Toolbox: Dialogue punctuation, 1453
33–36† Use a colon to introduce an example or an elaboration
SE/TE: Handbook: colons, R62
College Readiness Standards — Reading
Main Ideas and Author's Approach
13–15 Recognize a clear intent of an author or narrator in uncomplicated literary narratives
SE/TE: ACT Test Prep: Author’s Purpose, 202–204; also see: Author's purpose, 56, 62, 64, 66, 516, 518, 528, 552, 557, 1456; Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375
6 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 16–19 Identify a clear main idea or purpose of
straightforward paragraphs in uncomplicated literary narratives
SE/TE: ACT Test Prep: Author’s Purpose, 202–204; also see: Author's purpose, 56, 62, 64, 66, 516, 518, 528, 552, 557, 1456; Essential message, determine, 74, 334, 342, 349, 356, 552, 557; Main idea, summarize to identify, 168; Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Main idea and supporting details, 1102, 1110, 1113
20–23 Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages
SE/TE: Author's purpose, 56, 62, 64, 66, 516, 518, 528, 552, 557, 1456; Essential message, determine, 74, 334, 342, 349, 356, 552, 557; Rhetorical devices, analyze/compare, 97, 392, 1102, 1113; Political assumptions, analyze, 98, 108, 982, 998; Main idea, summarize to identify, 168; ACT Test Prep: Author’s Purpose, 202–204; Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Inference, draw, 270, 275, 277, 279, 285, 764, 765, 769; Speaker's attitude, compare and contrast, 406, 420; Structure/meaning, evaluate, 772, 776; Details, identify supporting, 1102, 1110, 1113; Arguments, evaluate, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214; Social commentary, compare, 1346, 1355; Points of view, compare, 1424, 1439
7 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 24–27 Identify a clear main idea or purpose of
any paragraph or paragraphs in uncomplicated passages
Infer the main idea or purpose of straightforward paragraphs in more challenging passages
Summarize basic events and ideas in more challenging passages
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in more challenging passages
SE/TE: Author's purpose, 56, 62, 64, 66, 516, 518, 528, 552, 557, 1456; Essential message, determine, 74, 334, 342, 349, 356, 552, 557; Rhetorical devices, analyze/compare, 97, 392, 1102, 1113; Political assumptions, analyze, 98, 108, 982, 998; Summarize, 168, 172, 176, 181, 183, 186, 189, 194, 196, 282, 283, 289, 291, 1366, 1370, 1376; ACT Test Prep: Author’s Purpose, 202–204; Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Inference, draw, 270, 275, 277, 279, 285, 764, 765, 769; Speaker's attitude, compare and contrast, 406, 420; Structure/meaning, evaluate, 772, 776; Details, identify supporting, 1102, 1110, 1113; Arguments, evaluate, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214; Social commentary, compare, 1346, 1355; Points of view, compare, 1424, 1439
28–32* Infer the main idea or purpose of more challenging passages or their paragraphs
Summarize events and ideas in virtually any passage
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in virtually any passage
SE/TE: Summarize, 168, 172, 176, 181, 183, 186, 189, 194, 196, 282, 283, 289, 291, 1366, 1370, 1376; Inference, draw, 270, 275, 277, 279, 285, 764, 765, 769; also see: Author's purpose, 56, 62, 64, 66, 516, 518, 528, 552, 557, 1456; Essential message, determine, 74, 334, 342, 349, 356, 552, 557; Rhetorical devices, analyze/compare, 97, 392, 1102, 1113; Political assumptions, analyze, 98, 108, 982, 998; ACT Test Prep: Author’s Purpose, 202–204; Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Speaker's attitude, compare and contrast, 406, 420; Structure/meaning, evaluate, 772, 776; Details, identify supporting, 1102, 1110, 1113; Arguments, evaluate, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214; Social commentary, compare, 1346, 1355; Points of view, compare, 1424, 1439
8 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 33–36† Identify clear main ideas or purposes of
complex passages or their paragraphs
SE/TE: ACT Test Prep: Author’s Purpose, 202–204; also see: Author's purpose, 56, 62, 64, 66, 516, 518, 528, 552, 557, 1456; Essential message, determine, 74, 334, 342, 349, 356, 552, 557; Main idea, summarize to identify, 168; Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Main idea and supporting details, 1102, 1110, 1113
Supporting Details
13–15 Locate basic facts (e.g., names, dates, events) clearly stated in a passage
SE/TE: Informational Texts: fact and opinion, distinguish between, 1250, 1257, 1264
16–19 Locate simple details at the sentence and paragraph level in uncomplicated passages
Recognize a clear function of a part of an uncomplicated passage
SE/TE: ACT/SAT Reading Test Prep: Paired Passages, 454–456; Short Reading Passage, 1462–1464; also see: Details chart, use, 18; Signal words, recognize, 46, 49, 54, 55; Sentences, break down long, 56, 64, 66, 291, 298, 304, 308, 313, 318; Paraphrase to determine meaning, 74, 76, 79, 778, 781, 783, 1376, 1381; Context clues, use, 84, 90, 92, 1442; Details, 334, 342, 349, 356, 552, 557, 1102, 1110, 1113, 1356, 1360; Main idea and supporting details, 1102, 1110, 1113
20–23 Locate important details in uncomplicated passages
Make simple inferences about how details are used in passages
SE/TE: /SAT Reading Test Prep: Paired Passages, 454–456; Short Reading Passage, 1462–1464; also see: Details chart, use, 18; Paraphrase to determine meaning, 74, 76, 79, 778, 781, 783, 1376, 1381; Details, 334, 342, 349, 356, 552, 557, 1102, 1110, 1113, 1356, 1360; Inference, draw, 270, 275, 277, 279, 285, 1346, 1355; Main idea and supporting details, 1102, 1110, 1113
24–27 Locate important details in more challenging passages
Locate and interpret minor or subtly stated details in uncomplicated passages
Discern which details, though they may appear in different sections throughout a passage, support important points in more challenging passages
SE/TE: ACT/SAT Reading Test Prep: Social Science, 202–204; Humanities, 682–684; Long Reading Passage, 958–960; Prose Fiction, 1270–1272; also see: Details chart, use, 18; Paraphrase to determine meaning, 74, 76, 79, 778, 781, 783, 1376, 1381; Details, 334, 342, 349, 356, 552, 557, 1102, 1110, 1113, 1356, 1360; Inference, draw, 270, 275, 277, 279, 285, 1346, 1355; Main idea and supporting details, 1102, 1110, 1113
9 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 28–32* Locate and interpret minor or subtly
stated details in more challenging passages
Use details from different sections of some complex informational passages to support a specific point or argument
SE/TE: ACT/SAT Reading Test Prep: Social Science, 202–204; Humanities, 682–684; Long Reading Passage, 958–960; Prose Fiction, 1270–1272; also see: Informational Texts: writer's perspective, analyze, 178–187, writer's purpose, identify, 242–255, questions, generate, 492–505, anecdotal scripting, 558–562, philosophical assumptions, analyze, 614–623, inferences, draw, 764–771, symbols, evaluate persuasive use of, 1000–1007, clarify using rereading and context clues, use, 1442–1447
33–36† Locate and interpret details in complex passages
Understand the function of a part of a passage when the function is subtle or complex
SE/TE: ACT/SAT Reading Test Prep: Social Science, 202–204; Humanities, 682–684; Long Reading Passage, 958–960; Prose Fiction, 1270–1272; also see: Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Political assumptions, analyze, 98, 108, 982, 998; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Historical period, evaluate influences of, 226, 229, 231, 237, 240, 634, 639, 1216, 1218, 1234; Essential message, determine, 334, 342, 349, 356, 552, 557; Challenging or Questioning the text, 364, 372; Writer's views/insights, compare, 536, 543; Philosophical argument, analyze, 626, 633, 784, 793; Arguments, evaluate, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214
Sequential, Comparative, and Cause-Effect Relationships
13–15 Determine when (e.g., first, last, before, after) or if an event occurred in uncomplicated passages
Recognize clear cause-effect relationships described within a single sentence in a passage
SE/TE: Sequence of events, clarify, 46, 832, 844; Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390
10 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 16–19 Identify relationships between main
characters in uncomplicated literary narratives
Recognize clear cause-effect relationships within a single paragraph in uncomplicated literary narratives
SE/TE: Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390; Conflict, external / internal, 190, 594, 598, 604, 606, 607, 609, 611, 796, 814, 819, 822, 826, 830, 1160, 1162, 1164, 1167, 1173, 1182; Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Plot device, 1296, 1299, 1300, 1303, 1308
20–23 Order simple sequences of events in uncomplicated literary narratives
Identify clear relationships between people, ideas, and so on in uncomplicated passages
Identify clear cause-effect relationships in uncomplicated passages
SE/TE: Sequence of events, clarify, 46, 832, 844; Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390; Conflict, external / internal, 190, 594, 598, 604, 606, 607, 609, 611, 796, 814, 819, 822, 826, 830, 1160, 1162, 1164, 1167, 1173, 1182; Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Plot device, 1296, 1299, 1300, 1303, 1308
11 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 24–27 Order sequences of events in
uncomplicated passages
Understand relationships between people, ideas, and so on in uncomplicated passages
Identify clear relationships between characters, ideas, and so on in more challenging literary narratives
Understand implied or subtly stated cause-effect relationships in uncomplicated passages
Identify clear cause-effect relationships in more challenging passages
SE/TE: Sequence of events, clarify, 46, 832, 844; Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390; Conflict, external / internal, 190, 594, 598, 604, 606, 607, 609, 611, 796, 814, 819, 822, 826, 830, 1160, 1162, 1164, 1167, 1173, 1182; Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Plot device, 1296, 1299, 1300, 1303, 1308
28–32* Order sequences of events in more challenging passages
Understand the dynamics between people, ideas, and so on in more challenging passages
Understand implied or subtly stated cause-effect relationships in more challenging passages
SE/TE: Sequence of events, clarify, 46, 832, 844; Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390; Conflict, external / internal, 190, 594, 598, 604, 606, 607, 609, 611, 796, 814, 819, 822, 826, 830, 1160, 1162, 1164, 1167, 1173, 1182; Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot device, 1296, 1299, 1300, 1303, 1308
12 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 33–36† Order sequences of events in complex
passages
Understand the subtleties in relationships between people, ideas, and so on in virtually any passage
Understand implied, subtle, or complex cause-effect relationships in virtually any passage
SE/TE: Sequence of events, clarify, 46, 832, 844; Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390; Conflict, external / internal, 190, 594, 598, 604, 606, 607, 609, 611, 796, 814, 819, 822, 826, 830, 1160, 1162, 1164, 1167, 1173, 1182; Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot device, 1296, 1299, 1300, 1303, 1308
Meanings of Words
13–15 Understand the implication of a familiar word or phrase and of simple descriptive language
SE/TE: Use context clues (reading strategy), 84, 90, 92, 1442; Vocabulary in Context: SAT Reading Comprehension, 205, 457, SAT Critical Reading, 685, 961, 1273, 1465; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Simile, 784, 793, 1050, 1055; Imagery, 718, 726, 792, 866, 871, 922, 927, 1364, 1367, 1369; also see: Developing American English: Truth About O.K., 221, Sliding With Slang, 701, Brave New Words, 1287; Vocabulary Workshop: Political Science, History Terms, 450, Mythology, Words from, 678, Religious Traditions, Words from, 678, Scientific, Medical, Mathematical Terms, 954, Idioms, Idiomatic Expressions, 1266, Cognates, 1458
16–19 Use context to understand basic figurative language
SE/TE: Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Simile, 784, 793, 1050, 1055; also see: Use context clues (reading strategy), 84, 90, 92, 1442; Vocabulary in Context: SAT Reading Comprehension, 205, 457, SAT Critical Reading, 685, 961, 1273, 1465
13 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 20–23 Use context to determine the
appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passages
SE/TE: Use context clues (reading strategy), 84, 90, 92, 1442; Vocabulary in Context: SAT Reading Comprehension, 205, 457, SAT Critical Reading, 685, 961, 1273, 1465; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Simile, 784, 793, 1050, 1055
24–27 Use context to determine the appropriate meaning of virtually any word, phrase, or statement in uncomplicated passages
Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in more challenging passages
SE/TE: Use context clues (reading strategy), 84, 90, 92, 1442; Vocabulary in Context: SAT Reading Comprehension, 205, 457, SAT Critical Reading, 685, 961, 1273, 1465; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Simile, 784, 793, 1050, 1055
28–32* Determine the appropriate meaning of
words, phrases, or statements from
figurative or somewhat technical
contexts
SE/TE: Vocabulary Workshop: Political Science, History Terms, 450, Scientific, Medical, Mathematical Terms, 954; Technical language, clarify, 569, 572, 582; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Simile, 784, 793, 1050, 1055
33–36† Determine, even when the language is richly figurative and the vocabulary is difficult, the appropriate meaning of context-dependent words, phrases, or statements in virtually any passage
SE/TE: Vocabulary Workshop: Political Science, History Terms, 450, Scientific, Medical, Mathematical Terms, 954; Technical language, clarify, 569, 572, 582; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Simile, 784, 793, 1050, 1055; also see: Use context clues (reading strategy), 84, 90, 92, 1442; Vocabulary in Context: SAT Reading Comprehension, 205, 457, SAT Critical Reading, 685, 961, 1273, 1465
Generalizations and Conclusions
13–15 Draw simple generalizations and conclusions about the main characters in uncomplicated literary narrative
SE/TE: Reading Strategy: Conclusions, draw (and remain aware of direct & indirect characterization), 1010, 1015, 1020, 1024, 1392, 1393, 1401; also see: Critical Reading: Generalize, 23, 39, 107, 150, 370, 400, 431, 501, 1023, 1076; Draw conclusions, 54, 65, 72, 77, 103, 119, 164, 175, 239, 264, 267, 284, 370, 389, 411, 433, 436, 527, 549, 632, 638, 827, 870, 925, 995, 997, 1054, 1181, 1233, 1248, 1331, 1359, 1399, 1432, 1438
14 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 16–19 Draw simple generalizations and
conclusions about people, ideas, and so on in uncomplicated passages
SE/TE: Reading Strategy: Conclusions, draw (and remain aware of direct & indirect characterization), 1010, 1015, 1020, 1024, 1392, 1393, 1401; also see: Critical Reading: Generalize, 23, 39, 107, 150, 370, 400, 431, 501, 1023, 1076; Draw conclusions, 54, 65, 72, 77, 103, 119, 164, 175, 239, 264, 267, 284, 370, 389, 411, 433, 436, 527, 549, 632, 638, 827, 870, 925, 995, 997, 1054, 1181, 1233, 1248, 1331, 1359, 1399, 1432, 1438
20–23 Draw generalizations and conclusions about people, ideas, and so on in uncomplicated passages
Draw simple generalizations and conclusions using details that support the main points of more challenging passages
SE/TE: Reading Strategy: Conclusions, draw (and remain aware of direct & indirect characterization), 1010, 1015, 1020, 1024, 1392, 1393, 1401; also see: Critical Reading: Generalize, 23, 39, 107, 150, 370, 400, 431, 501, 1023, 1076; Draw conclusions, 54, 65, 72, 77, 103, 119, 164, 175, 239, 264, 267, 284, 370, 389, 411, 433, 436, 527, 549, 632, 638, 827, 870, 925, 995, 997, 1054, 1181, 1233, 1248, 1331, 1359, 1399, 1432, 1438
24–27 Draw subtle generalizations and conclusions about characters, ideas, and so on in uncomplicated literary narratives
Draw generalizations and conclusions about people, ideas, and so on in more challenging passages
SE/TE: Reading Strategy: Conclusions, draw (and remain aware of direct & indirect characterization), 1010, 1015, 1020, 1024, 1392, 1393, 1401; also see: Critical Reading: Generalize, 23, 39, 107, 150, 370, 400, 431, 501, 1023, 1076; Draw conclusions, 54, 65, 72, 77, 103, 119, 164, 175, 239, 264, 267, 284, 370, 389, 411, 433, 436, 527, 549, 632, 638, 827, 870, 925, 995, 997, 1054, 1181, 1233, 1248, 1331, 1359, 1399, 1432, 1438
28–32* Use information from one or more sections of a more challenging passage to draw generalizations and conclusions about people, ideas, and so on
SE/TE: Reading Strategy: Conclusions, draw (and remain aware of direct & indirect characterization), 1010, 1015, 1020, 1024, 1392, 1393, 1401; also see: Critical Reading: Generalize, 23, 39, 107, 150, 370, 400, 431, 501, 1023, 1076; Draw conclusions, 54, 65, 72, 77, 103, 119, 164, 175, 239, 264, 267, 284, 370, 389, 411, 433, 436, 527, 549, 632, 638, 827, 870, 925, 995, 997, 1054, 1181, 1233, 1248, 1331, 1359, 1399, 1432, 1438
15 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 33–36† Draw complex or subtle generalizations
and conclusions about people, ideas, and so on, often by synthesizing information from different portions of the passage
Understand and generalize about portions of a complex literary narrative
SE/TE: Reading Strategy: Conclusions, draw (and remain aware of direct & indirect characterization), 1010, 1015, 1020, 1024, 1392, 1393, 1401; also see: Critical Reading: Generalize, 23, 39, 107, 150, 370, 400, 431, 501, 1023, 1076; Synthesize, 44, 115, 126, 185, 284, 621, 622, 792, 856, 905, 1340; Draw conclusions, 54, 65, 72, 77, 103, 119, 164, 175, 239, 264, 267, 284, 370, 389, 411, 433, 436, 527, 549, 632, 638, 827, 870, 925, 995, 997, 1054, 1181, 1233, 1248, 1331, 1359, 1399, 1432, 1438
College Readiness Standards — ACT Assessment Writing Test
Expressing Judgments
3-4 Show a little understanding of the persuasive purpose of the task but neglect to take or to maintain a position on the issue in the prompt
Show limited recognition of the complexity of the issue in the prompt
SE/TE: ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Writing Workshop: Persuasive Essay, 1256–1263; Writing Lesson: Persuasive Editorial, 121; Editorial, 391, 663; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
5-6 Show a basic understanding of the persuasive purpose of the task by taking a position on the issue in the prompt but may not maintain that position
Show a little recognition of the complexity of the issue in the prompt by acknowledging, but only briefly describing, a counterargument to the writer’s position
SE/TE: ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Writing Workshop: Persuasive Essay, 1256–1263; Writing Lesson: Persuasive Editorial, 121; Editorial, 391, 663; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
7-8 Show understanding of the persuasive purpose of the task by taking a position on the issue in the prompt
Show some recognition of the complexity of the issue in the prompt by
• acknowledging counterarguments to the writer’s position
• providing some response to counterarguments to the writer’s position
SE/TE: ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Writing Workshop: Persuasive Essay, 1256–1263; Writing Lesson: Persuasive Editorial, 121; Editorial, 391, 663; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
16 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 9-10 Show clear understanding of the
persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a broad context for discussion
Show recognition of the complexity of the issue in the prompt by
• partially evaluating implications and/or complications of the issue, and/or
• posing and partially responding to counterarguments to the writer’s position
SE/TE: ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Writing Workshop: Persuasive Essay, 1256–1263; Writing Lesson: Persuasive Editorial, 121; Editorial, 391, 663; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
11-12 Show clear understanding of the persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a critical context for discussion
Show understanding of the complexity of the issue in the prompt by
• examining different perspectives, and/or
• evaluating implications or complications of the issue, and/or
• posing and fully discussing counterarguments to the writer’s position
SE/TE: ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Writing Workshop: Persuasive Essay, 1256–1263; Writing Lesson: Persuasive Editorial, 121; Editorial, 391, 663; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
Focusing on the Topic
3-4 Maintain a focus on the general topic in the prompt through most of the essay
SE/TE: Persuasive Essay: Topic, choose/narrow, 1257, Introduction/body/conclusion, 1258, Argument, 1260; also see: Persuasive Editorial, 121; Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
5-6 Maintain a focus on the general topic in the prompt throughout the essay
SE/TE: Persuasive Essay: Topic, choose/narrow, 1257, Introduction/body/conclusion, 1258, Argument, 1260; also see: Persuasive Editorial, 121; Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
17 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 7-8 Maintain a focus on the general topic in
the prompt throughout the essay and attempt a focus on the specific issue in the prompt
Present a thesis that establishes focus on the topic
SE/TE: Persuasive Essay: Topic, choose/narrow, 1257, Introduction/body/conclusion, 1258, Argument, 1260; also see: Persuasive Editorial, 121; Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
9-10 Maintain a focus on discussion of the specific topic and issue in the prompt throughout the essay
Present a thesis that establishes a focus on the writer’s position on the issue
SE/TE: Persuasive Essay: Topic, choose/narrow, 1257, Introduction/body/conclusion, 1258, Argument, 1260; also see: Persuasive Editorial, 121; Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
11-12 Maintain a clear focus on discussion of the specific topic and issue in the prompt
throughout the essay
Present a critical thesis that clearly establishes the focus on the writer’s position on the issue
SE/TE: Persuasive Essay: Topic, choose/narrow, 1257, Introduction/body/conclusion, 1258, Argument, 1260; also see: Persuasive Editorial, 121; Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
Developing a Position
3-4 Offer a little development, with one or two ideas; if examples are given, they are general and may not be clearly relevant; resort often to merely repeating ideas
Show little or no movement between general and specific ideas and examples
SE/TE: Persuasive Essay: Appeals, effective, 1258, Argument, 1260; also see: Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
5-6 Offer limited development of ideas using a few general examples; resort sometimes to merely repeating ideas
Show little movement between general and specific ideas and examples
SE/TE: Persuasive Essay: Appeals, effective, 1258, Argument, 1260; also see: Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
18 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 7-8 Develop ideas by using some specific
reasons, details, and examples
Show some movement between general and specific ideas and examples
SE/TE: Persuasive Essay: Appeals, effective, 1258, Argument, 1260; also see: Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
9-10 Develop most ideas fully, using some specific and relevant reasons, details, and examples
Show clear movement between general and specific ideas and examples
SE/TE: Persuasive Essay: Appeals, effective, 1258, Argument, 1260; also see: Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
11-12 Develop several ideas fully, using specific and relevant reasons, details, and examples
Show effective movement between general and specific ideas and examples
SE/TE: Persuasive Essay: Appeals, effective, 1258, Argument, 1260; also see: Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
Organizing Ideas
3-4 Provide a discernible organization with some logical grouping of ideas in parts of the essay
Use a few simple and obvious transitions Present a discernible, though minimally developed, introduction and conclusion
SE/TE: Persuasive Essay: Topic, choose/narrow, 1257, Introduction/body/conclusion, 1258, Argument, 1260; also see: Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
5-6 Provide a simple organization with logical grouping of ideas in parts of the essay
Use some simple and obvious transitional words, though they may at times be inappropriate or misleading
Present a discernible, though underdeveloped, introduction and conclusion
SE/TE: Persuasive Essay: Topic, choose/narrow, 1257, Introduction/body/conclusion, 1258, Argument, 1260; also see: Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
19 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 7-8 Provide an adequate but simple
organization with logical grouping of ideas in parts of the essay but with little evidence of logical progression of ideas
Use some simple and obvious, but appropriate, transitional words and phrases
Present a discernible introduction and conclusion with a little development
SE/TE: Persuasive Essay: Topic, choose/narrow, 1257, Introduction/body/conclusion, 1258, Argument, 1260; also see: Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
9-10 Provide unity and coherence throughout the essay, sometimes with a logical progression of ideas
Use relevant, though at times simple and obvious, transitional words and phrases to convey logical relationships between ideas
Present a somewhat developed introduction and conclusion
SE/TE: Persuasive Essay: Topic, choose/narrow, 1257, Introduction/body/conclusion, 1258, Argument, 1260; also see: Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
11-12 Provide unity and coherence throughout the essay, often with a logical progression of ideas
Use relevant transitional words, phrases, and sentences to convey logical relationships
between ideas Present a well-developed introduction and conclusion
SE/TE: Persuasive Essay: Topic, choose/narrow, 1257, Introduction/body/conclusion, 1258, Argument, 1260; also see: Editorial, 391, 663; ACT/SAT Test Prep: Position Statement, 207, 459, 687, 962, 1275, 1467; Persuasive Essay, 255, 562, 1401; Persuasive Letter, 1183; Position Statements, 1255; Parody, 1391
Using Language
3-4 Show limited control of language by
• correctly employing some of the conventions of standard English grammar, usage, and mechanics, but with distracting errors that sometimes significantly impede understanding
• using simple vocabulary
• using simple sentence structure
SE/TE: Persuasive Essay: Conventions, 1261, Editing and Proofreading, 1263; Writer's Toolbox: Word choice, 193, Voice, tone/diction of, 445, Organization, effective, 667, Media to support ideas, 949, Parallelism, 1261, Dialogue punctuation, 1453; Editing/Proofreading, 195, 447, 675, 951, 1263, 1455; also see: Grammar, Usage, and Mechanics, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323, R56–R63
20 SE = Student Edition TE = Teacher’s Edition
Prentice Hall Literature, The American Experience © 2010 Correlated to:
ACT College Readiness Standards for English, Reading, and Writing
ACT COLLEGE READINESS STANDARDS FOR ENGLISH, READING, AND WRITING
PRENTICE HALL LITERATURE, THE AMERICAN EXPERIENCE ©
2010 5-6 Show a basic control of language by
• correctly employing some of the conventions of standard English grammar, usage, and mechanics, but with distracting errors that sometimes impede understanding
• using simple but appropriate vocabulary
• using a little sentence variety, though most sentences are simple in structure
SE/TE: Persuasive Essay: Conventions, 1261, Editing and Proofreading, 1263; Writer's Toolbox: Word choice, 193, Voice, tone/diction of, 445, Organization, effective, 667, Media to support ideas, 949, Parallelism, 1261, Dialogue punctuation, 1453; Editing/Proofreading, 195, 447, 675, 951, 1263, 1455; also see: Grammar, Usage, and Mechanics, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323, R56–R63
7-8 Show adequate use of language to
communicate by
• correctly employing many of the conventions of standard English grammar, usage, and mechanics, but with some distracting errors that may occasionally impede understanding
• using appropriate vocabulary
• using some varied kinds of sentence structures to vary pace
SE/TE: Persuasive Essay: Conventions, 1261, Editing and Proofreading, 1263; Writer's Toolbox: Word choice, 193, Voice, tone/diction of, 445, Organization, effective, 667, Media to support ideas, 949, Parallelism, 1261, Dialogue punctuation, 1453; Editing/Proofreading, 195, 447, 675, 951, 1263, 1455; also see: Grammar, Usage, and Mechanics, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323, R56–R63
9-10 Show competent use of language to
communicate ideas by
• correctly employing most conventions of standard English grammar, usage, and mechanics, with a few distracting errors but none that impede understanding
• using some precise and varied vocabulary
• using several kinds of sentence structures to vary pace and to support meaning
SE/TE: Persuasive Essay: Conventions, 1261, Editing and Proofreading, 1263; Writer's Toolbox: Word choice, 193, Voice, tone/diction of, 445, Organization, effective, 667, Media to support ideas, 949, Parallelism, 1261, Dialogue punctuation, 1453; Editing/Proofreading, 195, 447, 675, 951, 1263, 1455; also see: Grammar, Usage, and Mechanics, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323, R56–R63
11-12 Show effective use of language to clearly
communicate ideas by
• correctly employing most conventions of standard English grammar, usage, and mechanics, with just a few, if any, errors
• using precise and varied vocabulary
• using a variety of kinds of sentence structures to vary pace and to support meaning
SE/TE: Persuasive Essay: Conventions, 1261, Editing and Proofreading, 1263; Writer's Toolbox: Word choice, 193, Voice, tone/diction of, 445, Organization, effective, 667, Media to support ideas, 949, Parallelism, 1261, Dialogue punctuation, 1453; Editing/Proofreading, 195, 447, 675, 951, 1263, 1455; also see: Grammar, Usage, and Mechanics, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323, R56–R63
21 SE = Student Edition TE = Teacher’s Edition