The English and Communication Benchmarks, Grades 4 – 12 are based on the ADP end-of-high school benchmarks and are organized into the following strands:
| In grades 11 – 12, students are introduced to text with appropriate Text Complexity (T) and have three ways to |
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Whether they Work in Teams (W) or individually, students have three ways to
Communicate Information (C) |
| For future success in postsecondary education and work, students in grades 11 – 12 will need to |
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In grades 11 – 12, students are introduced to text with appropriate Text Complexity (T) and have three ways to
READING (A.1) As students progress across the grade levels, they should comprehend increasingly complex texts. To do so, they need to acquire increasingly sophisticated reading skills. A note on how to UNDERSTAND TEXT COMPLEXITY (T) at grades 11 – 12 In grades 11 – 12, students should engage with complex fiction and nonfiction texts that represent important cultural, historical and societal themes and ideas. Texts of varied levels of difficulty may be included in grades 11 – 12 in order to develop specific reading skills or target certain content or themes. Educators should challenge students with complex texts (based on factors including topic or theme, development of ideas, connections among ideas, organizational structures, style, vocabulary, students’ familiarity with the setting or context and the author’s purpose.) See the Text Complexity scales for informational, persuasive and literary texts for more information on some of the criteria that influence text complexity. To illustrate the complexity of texts expected at the grades 11 – 12 level, the benchmarks include examples of the level of texts students should read. For more information on selecting texts, please click here. In some cases, reading skills change as students progress across grade levels. For instance, students identify facts and opinions at early grades and then distinguish between stated evidence and implied inferences at later grades. In other cases, the general skill remains the same (such as identifying a main idea and supporting details) but the complexity of the text increases, increasing the difficulty of the task for students. The benchmarks below address reading skills that students will practice across the disciplines, but it is important to note that, as research has verified, the specific set of sub-skills that students use may vary according to the discipline; students read literary texts differently from biology texts, for example, in terms of their attention to detail and to larger relationships among ideas. (NOTE: This document does not detail the requirements of successful discipline-specific reading skills and strategies. One potential resource for information regarding subject-specific reading skills is the International Reading Association document on Standards for Middle and High School Literacy Coaches (pdf). This document discusses the skill sets coaches need to help teachers develop, and in doing so may help to highlight possible differences between disciplines.) The reading skills that students use may vary depending on the type of text they read. Some skills, such as understanding unfamiliar vocabulary words, cut across all text types. Other skills are specific to the types of texts, such as evaluating the relevance of evidence in an argument. Because of the various contextual demands, reading skills are grouped around four organizers (NOTE: The ACT College Readiness Standards for Reading, the College Board Standards for College Success, the draft 2009 National Assessment for Educational Progress (NAEP) Reading Framework (pdf), the Core Knowledge Sequence, the District of Columbia Reading/English Language Arts Pre-K through Grade 12 Standards and the Indiana (pdf) and Massachusetts (pdf) reading lists were used as sources in the development of these benchmarks.): A.1.1 Using Vocabulary Skills
A.1.1.2 using context A.1.2 Analyzing Informational Texts
A.1.2.2 synthesizing information A.1.2.3 analyzing information A.1.2.4 following directions A.1.3 Analyzing Arguments Using Logic / Critical Thinking
A.1.3.2 analyzing evidence A.1.3.3 connecting and contrasting Ideas A.1.4 Analyzing Literary Texts
A.1.4.2 analyzing narrative elements A.1.4.3 analyzing genre characteristics A.1.4.4 analyzing texts These benchmarks are described in greater detail below. A.1.1 Reading: Using Vocabulary Skills
A.1.1.1.11-12.b Use roots and affixes to determine or clarify the meaning of specialized vocabulary across the content areas (e.g., antecedent, antebellum, circumference, millennium, millimeter, amphibian, heterogeneous, perimeter). (ADP A3) A.1.1.1.11-12.c Use the origins, history and evolution of words and concepts to enhance understanding. (ADP A3) A.1.1.2.11-12.a In complex texts about abstract topics, analyze textual context (within sentence and in larger sections of the text) and the organizational conventions of genre to determine or clarify the meaning of unfamiliar or ambiguous words and to draw conclusions about nuances or connotations of words. For example in social studies texts, students may clarify understanding of the phrase: 'natural law.' In literature, students might identify the meaning of “Injun” in Mark Twain’s "Letter to 1365" by analyzing how Twain uses satire, dialect and colorful examples: “I know you only mean me a kindness, my dear 1365, but it is a most deadly Mistake. Please do not name your 'Injun' for me." (ADP A4) A.1.1.2.11-12.b Use prior reading knowledge and explicit study to identify the meaning of literary, classical and biblical allusions, including those which may be more obscure or extended. For example, identify references to Phaeton and Icarus in Dante’s Inferno). (ADP A5) A.1.1.2.11-12.c Identify the meaning of metaphors based on common literary allusions and conceits (e.g., the dogs of war, a face that could launch a thousand ships, flying too close to the sun or Life’s but a walking shadow, a poor player/that struts and frets his hour upon the stage/and then is heard no more: it is a tale/told by an idiot, full of sound and fury signifying nothing); demonstrate understanding of idioms and phrases taken from other languages (e.g., ad hoc, enfant terrible or cause celebre). (ADP A5)
A.1.1.2.11-12.d Determine the appropriate meaning of figurative words and phrases in complex passages. For example, determine the meaning of "The most learned philosopher knew little more. He had partially unveiled the face of Nature, but her immortal lineaments were still a wonder and a mystery. . . . I had gazed upon the fortifications and impediments that seemed to keep human beings from entering the citadel of nature, and rashly and ignorantly I had repined" – Mary Shelley. (ADP A5) A.1.2 Reading: Analyzing Informational TextsNOTE: Click to access the Indiana Reading List (pdf) and the Massachusetts Reading List (pdf) to see examples of informational texts and authors by grade bands. Click here to view a discussion of Text Complexity, including a scale for increasing complexity of informational texts. View Text Complexity strand for related content.
A.1.2.1.9-12.b Identify/infer the main ideas in complex informational text. For example, read John F. Kennedy’s Inaugural Address and determine the central assertions he makes. (ADP F2) A.1.2.1.9-12.c Identify/infer and distinguish the essential and non-essential details that support the main idea of complex informational text. For example, look at a product catalog and locate what elements of the text are crucial to its meaning and what text is redundant or unnecessary. (ADP F2) A.1.2.1.11-12.d Recognize clear, subtle or implied relationships among ideas (e.g., cause-effect, additive, comparative, sequential, adversative) in complex informational texts. For example, compare interpretations of the cause and effect relationship of a significant event in Lincoln’s life as described in David Donald’s (1995) Lincoln and Stephen Oates’ (1977) With Malice Toward None: A Life of Abraham Lincoln. (ADP F6)
A.1.2.1.9-12.e Make subtle inferences and draw complex conclusions. For example, read excerpts from Stephen Hawking’s Black Holes and Baby Universes and Other Essays evaluating how Hawking presents explicit information and draws conclusions about how the author subtly conveys his unstated philosophical assumptions about the subject. (ADP F8) A.1.3 Reading: Analyzing Arguments Using Logic / Critical ThinkingNOTE: Click here to view a discussion of Text Complexity, including a scale for increasing complexity of persuasive texts.
Socrates looks at the clock counting days. Students should be able to identify explicit and implicit premises and conclusions, how they are connected and how conclusions are inferred from premises, how some conclusions are supported by definitions, some are supported by evidence, some lead to necessary conclusions and some lead to probable conclusions. (ADP E3)A.1.3.1.9-12.b Analyze the elements of deductive and inductive arguments. For example, read Ivars Peterson’s The Mathematical Tourist: Snapshots of Modern Mathematics and examine how mathematicians use both inductive and deductive reasoning. (ADP E7) A.1.3.1.9-12.c Explain the different ways premises support conclusions in deductive and inductive arguments (where, if the premises of a deductive argument are all true and its form is valid, the conclusion is inescapably true—i.e., the conclusion is sound—and how the conclusion of an inductive argument provides the best or most probable explanation of the truth of the premises, but is not necessarily true—i.e., is weak or strong). For example, read Galileo’s Dialogue Concerning the Two Chief World Systems and evaluate the types of arguments he presents for and against the Copernican world view. (ADP E7) A.1.3.2.11-12.a Evaluate the relevance, quality and sufficiency of evidence used to support or oppose an argument. For example, read A Mathematician Reads the Newspaper by John Allen Paulos and evaluate the misuse of statistics in newspaper reporting. (ADP E4) A.1.3.2.11-12.b Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions, and distinguish the role of factual claims and opinions within the body of argumentative texts. For example, read in Scientific American the reporting on a controversial issue and identify the factual claims from opinion in the debate about the issue. (ADP E1) A.1.3.2.11-12.c Distinguish between evidence which is directly stated and evidence which is inferred or implied within an argument and evaluate the role of both within the argument. For example, read William Faulkner’s Nobel Prize acceptance speech and evaluate the implicit versus explicit claims he makes. (ADP E1) A.1.3.2.11-12.d Identify false premises and explain the role they play in argumentative and other texts. For example, read James Baldwin’s The Fire Next Time and explain the flawed beliefs that he identifies as sustaining the tension between races. (ADP E2) A.1.3.2.11-12.e Analyze common logical fallacies, such as the appeal to pity (argumentum ad misericordiam), the personal attack (argumentum ad hominem), the appeal to common opinion (argumentum ad populum) and the false dilemma (assuming only two options when there are more options available) and evaluate their role in an argument. For example, read Pericles' "Funeral Oration" and examine its effectiveness and use of reasoning and rhetorical devices. (ADP E5) A.1.3.2.9-12.f Identify and analyze the stylistic and rhetorical devices that are used to persuade in written and oral communication. Recognize that these devices accompany arguments but are not necessarily logically connected to them (e.g., loaded terms, caricature, leading questions, false assumptions). For example, analyze the rhetorical devices used by Winston Churchill’s "We Will Never Surrender" speech and their relevance to the argument he made. (ADP E6) A.1.3.3.11-12.a Explain and evaluate complex relationships (e.g., implication, necessity, sufficiency) among evidence, inferences, assumptions and claims in a variety of argumentative texts. For example, explain and evaluate op-eds in the New York Times by Maureen Dowd and Paul Krugman. (ADP F6) A.1.3.3.11-12.b Analyze and explain how a variety of logical arguments reach different and possibly conflicting conclusions on the same topic. For example, read and analyze arguments by Cleanth Brooks and Daniel Watkins about the meaning of the last lines of "Ode on a Grecian Urn." (ADP E8) A.1.4 Reading: Analyzing Literary Texts
A.1.4.1.11-12.b Analyze foundational documents that have historical and literary significance in American culture. For example, read the preamble to the U.S. Constitution and The Federalist Papers. (ADP H2) A.1.4.2.11-12.a Analyze how plot developments interact with characters’ conflicts and dilemmas. (ADP H4) A.1.4.2.11-12.b Analyze the function and effect of plot structure in complex literary texts. For example, analyze how plot developments interact with the characters’ conflicts in Ibsen’s A Doll’s House. (ADP H4) A.1.4.2.9-12.c Analyze the role and function of characters in a variety of literary texts, including complex texts. (ADP H4 and ADP H8) A.1.4.2.9-12.d Analyze how authors develop complex, multilayered characters through use of literary devices (e.g., character actions, interaction among characters, dialogue, physical attributes and characters’ thoughts). (ADP H4 and ADP H8) A.1.4.2.9-12.e Analyze the moral dilemmas in complex works of literature, as revealed by characters’ motivation and behavior. For example, what are Arthur’s moral dilemmas regarding returning the sword in Le Morte D’Arthur? Does Odysseus procrastinate on his way home from Troy? Why or why not? Does he experience any moral dilemmas regarding his return home? (ADP H4 and ADP H8) A.1.4.2.9-12.f Identify ways that the plot shapes the character and presentation of moral dilemmas in complex text. (ADP H4 and ADP H8) A.1.4.2.11-12.g Identify and analyze the setting (location and time) and how the setting, and changes in setting, impact plot, character, theme and tone in complex literary texts. For example, explain the effect that shifts in time have on the reader’s perception of the characters in Faulkner’s "A Rose for Emily." A.1.4.2.11-12.h Analyze the narration and point of view in complex literary texts, in which the narrator and point of view may shift with multiple characters acting as narrators and/or with some characters serving as unreliable narrators. For example, consider the narrator in F. Scott Fitzgerald’s The Great Gatsby. (ADP H4) A.1.4.2.11-12.i Explain the impact of a particular point of view(s). For example, consider the omniscient narrator in Hawthorne’s The Scarlet Letter. (ADP H4)
A.1.4.3.11-12.a Consider genre characteristics when interpreting complex texts. (ADP H3)
A.1.4.3.11-12.d Identify elements of dramatic literature (for example, dramatic irony, soliloquy, stage direction and dialogue) in complex plays. For example, analyze the development of characters through the dialogue in the plays of Tennessee Williams. (ADP H6) LISTENING (A.2) As students progress through the grade levels, they should use more attentive and sophisticated listening skills to comprehend complex oral communications. In addition to those skills explicitly stated below, students may be expected to apply the benchmarks for specific reading skills, from the Reading strand, to listening situations. The benchmarks for effective listening progresses across grades 11 – 12 in the following area: A.2.1 Listening Skills
A.2.1.2 identifying main idea and details A.2.1.3 summarizing A.2.1.4 paraphrasing A.2.1.5 analyzing A.2.1.6 working in teams These benchmarks are described in greater detail below. A.2.1 Listening Skills
A.2.1.2.9-12 Identify/infer the thesis of a complex speech in which the ideas may be abstract, theoretical, and philosophical and in which the organization is not necessarily linear, but may proceed from point to point, and distinguish the essential and less-important details that may subtly elaborate it. For example, Patrick Henry's "Give me liberty or give me death," George Washington's "Farewell Address," Mahatma Gandhi's "Quit India speech" or Nelson Mandela's "I am prepared to die." (ADP B4) A.2.1.3.9-12 Summarize concisely information presented orally by others including the purposes (explicit and implicit), major ideas (explicit and implicit) and supporting details or evidence, and demonstrate the ability to distinguish more important from less important details. (ADP B2) A.2.1.4.9-12 Paraphrase accurately multiple, challenging ideas and information presented orally by others. (ADP B3) A.2.1.5.11-12 Analyze and evaluate the effectiveness of the ways in which the style, structure and rhetorical devices of any speech support or confound its meaning or purpose, taking into account the speaker’s nonverbal gestures, credibility and point of view. (ADP B5) A.2.1.6.9-12 Listen actively in group discussions by asking clarifying, elaborating and synthesizing questions and by managing internal (e.g., emotional state, prejudices) and external (e.g., physical setting, difficulty hearing, recovering from distractions) barriers to aid comprehension. (ADP B7) VIEWING (A.3) As students progress across the grade levels, they should view TV, film, the Internet, billboards, advertisements, newspapers and magazines in increasingly critical ways. Students should apply more attentive and analytical viewing skills to comprehend and evaluate complex media communications. In addition to those skills explicitly stated below, students may be expected to apply the expectations for specific reading skills, from the Reading strand, to viewing situations. The benchmarks for effective viewing progress across grades 11 – 12 in the following area: A.3.1 Viewing Skills
A.3.1.2 considering visual and verbal intersections A.3.1.3 analyzing visuals, sound and design These benchmarks are described in greater detail below. A.3.1 Viewing Skills
A.3.1.2.11-12 Identify, analyze and evaluate the effectiveness of the relationship between visual elements (such as media images, painting, film and graphic arts) and verbal messages in virtually any media, emphasizing the cultural context, audience and purpose. (ADP G2) A.3.1.3.11-12 Evaluate the effectiveness of conventional and unconventional visual and sound techniques and design elements (e.g., special effects, camera angles, lighting and music in television or film; layout, pictures and typeface in newspapers, magazines and print advertisements; layout, navigation, and links and interactive features on Web sites) to achieve specific purposes and deliver specific messages. (ADP G3) |
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Whether they Work in Teams (W) or individually, students have three ways to
Communicate Information (C)
WRITING (C.1) As students progress through the grade levels, they should write a variety of texts and communicate ideas that are increasingly complex. They should also develop in their ability to make effective choices in their writing. These benchmarks are relevant for all types of writing and should be used along with the benchmarks for Informational/Explanatory Essays, Literary Analysis Essays, Argumentative Essays, Research Essays and Work-Related Texts. These benchmarks are also applicable to and should be used alongside the benchmarks for the other modes of communicating: Speaking and Producing Digital Media. A reference source that may be useful for teachers of writing is the Alliance for Excellent Education report, Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School (pdf), by Steve Graham and Dolores Perin. It is worth noting that ADP does not specify personal or creative writing as a writing product necessary for workplace and college success. Expressing oneself in a personal way in writing, however, can be an important way to develop students’ writing and thinking and may support the more formal types of performances provided in these benchmarks. The benchmarks for effective writing progress across grades 11 – 12 in the following areas: C.1.1 Topics, Development and Focus
C.1.1.2 developing sufficient and effective supporting details and examples C.1.1.3 focusing on purpose C.1.2 Coherence and Cohesion
C.1.2.2 using transitions which provide textual coherence and cohesion C.1.3 Language and Technical Facility
C.1.3.2 using complex syntax and varied sentence structures as appropriate for purpose C.1.3.3 developing an effective and varied style and tone C.1.3.4 demonstrating control of standard English through grammar and mechanics C.1.3.5 citing sources effectively and correctly C.1.4 Writing Process: Planning, Editing, Revising and Using Technology
C.1.4.2 editing for correctness C.1.4.3 revising for effectiveness C.1.4.4 utilizing different writing technologies NOTE: The ADP benchmarks emphasize measurable outcomes and products, as opposed to those parts of process which are less measurable, or those strategies students and teachers might use to achieve the measurable outcome, including some aspects of planning and pre-writing and certain aspects of drafting (such as strategies to develop ideas by consulting with peers). These are important to student success in writing, but the ADP focus is on measurable outcomes rather than instructional or learning processes. Drafting is addressed within the sections above on Topics, Development and Focus; Coherence and Cohesion; and Language and Technical Facility. These benchmarks are described in greater detail below. C.1.1 Writing: Topics, Development and Focus
C.1.1.2.9-12 Use a variety of strategies when appropriate (such as comparisons, anecdotes or detailed descriptions) to provide specific facts, concrete details, reasons and examples that support and amplify the thesis. (ADP C4) C.1.2 Writing: Coherence and Cohesion
C.1.2.1.11-12.b Use appropriate words and phrases to signal organizational patterns, and incorporate multiple patterns when appropriate (e.g., combine question-answer and compare-contrast and utilize cause-and-effect as one example of comparison). (ADP C3) C.1.2.1.9-12.c Use text features (headings, subheadings, formatting) as appropriate to signal important points within the text. (ADP C3) C.1.2.2.11-12 Maintain coherence through the effective use of transitions within and between sentences and paragraphs to connect, contrast and amplify ideas. (ADP C3) C.1.3 Writing: Language and Technical Facility
C.1.3.1.11-12.b Use precise technical language purposefully for audience and purpose. (ADP A6, ADP A7 and ADP C2) C.1.3.1.11-12.c Use compelling verbs and a variety of figurative language (e.g., irony, wordplay and puns, symbols) for effect to meet the needs of audience, purpose and style as appropriate. (ADP A6, ADP A7 and ADP C2) C.1.3.2.11-12.a Use complete, clear sentence structures that vary for effect (e.g., combining short sentences, varying sentence beginnings, using a variety of sentence types, including fragments or questions for effect). (ADP A1) C.1.3.2.11-12.b Control complex syntax for effect and incorporate more complex syntax (e.g., combine sentences and incorporate parallel structures). (ADP A1) C.1.3.3.11-12.a Edit to craft a tone that helps to focus the message and the reader’s response. (ADP C5) C.1.3.3.11-12.b Effectively use language that subtly conveys by both connotation and denotation the writer’s stance and attitude toward the topic. (ADP C5) C.1.3.4.11-12.a Demonstrate control of Standard English through grammar, usage and mechanics (punctuation, capitalization and spelling) to support the clarity of expression in complex text. For example, show increased variety of sentence structures, show increased variety and effectiveness of organizational patterns. (ADP A1) C.1.3.4.11-12.b Employ grammar, usage and mechanics as rhetorical tools, using incorrect structures as appropriate for effect. For example, utilize short sentences or fragments for effect or have a single sentence paragraph for effect. (ADP A1) C.1.3.5.11-12 When other sources are used or referenced (such as in research, informational essays or literary essays), students will: C.1.4 Writing Process: Planning, Editing, Revising and Using Technology
C.1.4.1.9-12.b Based on research, note-taking or other method of generating content, generate a detailed outline. (ADP C1)
C.1.4.2.11-12 Edit complex writing for mechanics (punctuation, capitalization), spelling, grammar (e.g., pronoun-antecedent relationship, use of modifying phrases), style (e.g., eliminating verbiage) and tone as appropriate to audience, purpose and context. (ADP C5) C.1.4.4.11-12.a Use more specialized software (e.g., Photoshop, Acrobat, Dreamweaver, Pagemaker) and basic software programs for written drafts and finished products; to incorporate visual and other graphics into basic text; and to create special formatting and effects to communicate ideas and information. (ADP C7 and ADP C8) SPEAKING (C.2) As students progress across the grade levels, they should voice increasingly complex ideas in increasingly sophisticated ways. The benchmarks for Writing are relevant to many aspects of oral presentations and should be considered along with this progression. The benchmarks for effective speaking progress across grades 11 – 12 in the following areas: C.2.1 Development of Ideas
C.2.2 Coherence and Cohesion
C.2.2.2 logically grouping ideas C.2.2.3 including smooth transitions C.2.2.4 providing a coherent conclusion C.2.3 Rhetorical Devices
C.2.4 Speaking Facility
These benchmarks are described in greater detail below. C.2.1 Speaking: Development of Ideas
C.2.2 Speaking: Coherence and Cohesion
C.2.2.2.9-12 Logically arrange ideas, signaling the grouping of related ideas and maintaining a consistent focus. (ADP B6) C.2.2.3.9-12 Maintain coherence through the consistent and effective use of a variety of transitions between ideas to signal clear connections among ideas and to maintain coherence. For example, use repeated language from previous point when introducing a new point, using signposts, such as "My third reason for believing as I do is ....." (ADP B6) C.2.2.4.11-12 Provide a coherent and effective conclusion that reinforces the presentation in a purposeful way; presents the topic in new light (e.g., as a call to action, placing the topic in context to emphasize its importance); and brings the talk to a clear and logical close. (ADP B6) C.2.3 Speaking: Rhetorical Devices
C.2.4 Speaking Facility
PRODUCING DIGITAL MEDIA (C.3) As students progress across the grade levels, they should communicate increasingly complex ideas in increasingly sophisticated ways. ADP G4 suggests that students apply and adapt the principles of written composition to create coherent media productions. The benchmarks for Writing are relevant to many aspects of digital media production and should be considered along with these benchmarks. The benchmarks for effectively producing digital media progress across grades 11 – 12 in the following areas: C.3.1 Topics, Development and Focus
C.3.1.2 focusing on audience, context and purpose C.3.2 Coherence and Cohesion C.3.3 Technical Facility and Control
These benchmarks are described in greater detail below. C.3.1 Producing Digital Media: Topics, Development and Focus
C.3.1.2.9-12.a Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words and sounds; and focused supporting ideas. NOTE: There is no single benchmark that relates to this benchmark, but the expectation crosses types of writing and the principles are referred to in: ADP C9, ADP C10 and ADP E9. C.3.1.2.9-12.b Demonstrate awareness of the transactional nature of digital media (Internet) and mass media productions (film, TV) by considering audience in all stages of media production development, delivery and revision. NOTE: There is no single benchmark that relates to this benchmark, but the expectation crosses types of writing and the principles are referred to in: ADP C9, ADP C10 and ADP E9. C.3.2 Producing Digital Media: Coherence and Cohesion
C.3.3 Producing Digital Media: Technical Facility and Control
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For future success in postsecondary education and work, students in grades 11 – 12 will need to
P.2 Product 2: Literary Analysis Essay P.3 Product 3: Argumentative Essay P.4 Product 4: Research Essay P.5 Product 5: Work-Related Texts PRODUCT 1: INFORMATIONAL/EXPLANATORY ESSAY (P.1) As students progress across the grade levels, they should draft informational or explanatory essays on topics that are increasingly complex. The draft of the NAEP 2011 Writing Framework (doc) defines writing to explain as writing that is:
(NOTE: Achieve's English and Communication Benchmarks include separate strands for Research Essay and Work-Related Texts.) The Writing strand describes the development of general writing skills and abilities; please use these benchmarks in connection with those below. Also, please note that while the benchmarks below are specific to writing, students can also convey information via Speaking or Producing Digital Media. The benchmark criteria below can be modified accordingly. The benchmarks for an effective informational essay progress across grades 11 – 12 in the following areas: P.1.1 Topics, Development and Focus
P.1.1.2 making valid inferences and conclusions P.1.1.3 providing relevant details and/or examples to develop the thesis P.1.2 Coherence and Cohesion
P.1.2.2 creating a sustained, effective organizing structure appropriate to purpose, audience and context, with an effective body P.1.2.3 creating a sustained, effective organizing structure appropriate to purpose, audience and context, with an effective conclusion These benchmarks are described in greater detail below. P.1.1 Informational/Explanatory Essay: Topics, Development and Focus
P.1.1.1.11-12.b Present a thesis that focuses on a specific concept or idea and provides foundational support for an explanation, interpretation and/or an analysis of the topic and addresses the purpose of the writing. For example, "According to two critical sources on Kafka’s Metamorphosis, Gregor Samsa’s transformation into a large bug stems from deep and longstanding problems with his father." (ADP C9) P.1.1.2.9-12 Make valid inferences and draw reasonable conclusions based on the evidence from complex informational and technical texts. (ADP C9 and ADP F4) P.1.1.3.9-12.a Use evidence to effectively support perspective or firmly anchor the controlling idea. (ADP C9 and ADP C4) P.1.1.3.9-12.b Effectively support complex ideas, insights or theories through substantial evidence including: relevant facts, concrete details, quotations, statistics or other information. (ADP C9 and ADP C4) P.1.2 Informational/Explanatory Essay: Coherence and Cohesion
P.1.2.2.9-12.a Effectively present a text that advances and supports the presentation or analysis of complex information. (ADP C9 and ADP C3) P.1.2.2.9-12.b Maintain coherence through the consistent and effective use of transitions within and between sentences and paragraphs (e.g., transitional words and phrases that compare/contrast, similar to, show sequence, subsequently, or indicate relative importance, perhaps most importantly). (ADP C9 and ADP C3) P.1.2.2.9-12.c Create an effective organizing structure based on complex information (e.g., one that employs multiple structures within the overall organization, including description, compare/contrast, cause-and-effect, question-answer). (ADP C9 and ADP C3) P.1.2.3.9-12 Craft a sophisticated and engaging conclusion that: PRODUCT 2: LITERARY ANALYSIS ESSAY (P.2) As students progress across the grade levels, they should draft literary analysis essays on topics and literary works that are increasingly complex. The Writing strand describes the development of general writing skills and abilities; please use these benchmarks in connection with those below. Also, please note that while the benchmarks below are specific to writing, students can also convey literary analyses via Speaking or Producing Digital Media; the benchmark criteria below can be modified accordingly. The Reading strand describes the progression of expectations for skills in reading; please see these benchmarks for additional information on reading literary texts, as much of the content of students’ literary analysis essays will be a demonstration of their achievement of these literary-text reading skills. The benchmarks for an effective literary analysis essay progress across grades 11 – 12 in the following areas: P.2.1 Topics, Development and Focus
P.2.1.2 developing a thesis that reflects an interpretation, analysis or evaluation of some element(s) of the literary work(s) P.2.1.3 making inferences about the literature P.2.1.4 including text evidence (passages, lines or specific reference to content from the work(s)) that demonstrates a deep understanding of the work(s) and supports the thesis P.2.1.5 interpreting literature and using knowledge of genre to enhance the interpretation (when relevant to topic developed) P.2.1.6 demonstrating a knowledge of literary context and foundational works (when relevant to topic developed) P.2.2 Coherence and Cohesion
P.2.2.2 sustaining a logical organizing structure, with an effective body P.2.2.3 sustaining a logical organizing structure, with an effective conclusion These benchmarks are described in greater detail below. P.2.1 Literary Analysis Essay: Topics, Development and Focus
P.2.1.1.11-12.b Focus on a topic which allows for capable analysis of the ways in which themes and ideas are developed in one or in more than one more complex literary work(s). Focus on a topic which allows for capable analysis of the ways in which themes and ideas are developed in one or in more than one more complex literary work(s). (ADP H4 and ADP H9) P.2.1.2.11-12 Present a thesis that addresses the challenging aspects of complex literary work(s), provides foundational support for an interpretation or analysis of the work(s) and focuses on specific element(s) of the work(s). (ADP C9)
P.2.1.3.11-12 Make valid inferences regarding complex literary work(s) based on evidence provided in the text, on prior knowledge of the context of the work’s setting or on its genre characteristics. For example, given knowledge of Dickensian novels, make inferences regarding the plot structure and the significance of this structure or discuss what can be inferred regarding justice in the time period described in The Scarlet Letter by Nathaniel Hawthorne. (ADP C9)
P.2.2 Literary Analysis Essay: Coherence and Cohesion
P.2.2.2.11-12.a Present a body of text that advances and supports the analysis of complex literary work(s). (ADP C3) P.2.2.2.11-12.b Maintain coherence through the consistent and effective use of connective transitions within and between sentences and paragraphs. (ADP C3) P.2.2.3.11-12 Craft an effective and purposeful conclusion in which the thesis is reiterated and, as appropriate, the analysis is presented in new light or a further judgment is made regarding the work, the author and/or the literary elements. (ADP C3 and ADP C9) PRODUCT 3: ARGUMENTATIVE ESSAY (P.3) As students progress across the grade levels, they should develop increasingly complex arguments. The Writing strand describes the development of general writing skills and abilities; please use these benchmarks in connection with those below. Also, please note that while the benchmarks below are specific to writing, students can also construct and convey arguments via Speaking or Producing Digital Media; the benchmark criteria below can be modified accordingly. The Reading strand describes the progression of expectations for skills in reading; please see these benchmarks for additional, specific information on reading arguments. Some aspects of students’ argumentative essays will demonstrate their level of skill in reading arguments. A student’s ability to analyze arguments for such things as quality of the evidence, logical fallacies and devices used to persuade will be reflected in their ability to construct sound arguments. The benchmarks for an effective argument progress across grades 11 – 12 in the following areas: P.3.1 Topics, Development and Focus
P.3.1.2 defending the position or claim(s) with precise and relevant evidence P.3.1.3 evaluating connections between evidence, inference(s) and claim(s) P.3.1.4 using a range of strategies to elaborate and persuade P.3.2 Purpose and Audience
P.3.2.2 anticipating and refuting counterarguments based on audience and purpose P.3.3 Coherence and Cohesion
P.3.3.2 creating a sustained, strong organizing structure, with an effective body and with logical, clear transitions P.3.3.3 creating a sustained, strong organizing structure, with an effective conclusion These benchmarks are described in greater detail below. P.3.1 Argumentative Essay: Topics, Development and Focus
P.3.1.2.11-12.a Communicate extended relevant facts, concrete details, quotations, statistics or other information to strongly support a complex argument with more than one possible rebuttal. (ADP E9) P.3.1.2.11-12.b Avoid common fallacies such as the appeal to pity (argumentum ad misericordiam), the personal attack (argumentum ad hominem), the appeal to common opinion (argumentum ad populum) and the false dilemma (assuming only two options when there are more options available). (ADP E9) P.3.1.3.11-12 Analyze evidence and make explicit connections among evidence, inferences and claims to show how the evidence supports each main point of the argument (warrant) and to justify why the evidence credibly supports the main claims. (ADP E3) P.3.1.4.9-12 Purposefully and effectively select and use a range of strategies (such as descriptions, anecdotes, case studies, analogies, illustrations) to elaborate as well as to persuade the reader. (ADP E9) P.3.2 Argumentative Essay: Purpose and Audience
P.3.2.2.11-12 Depending on the purpose of the argument, anticipate and address reader’s multiple concerns and counterclaims with counterevidence and counterarguments, evaluating the strength of the counterclaims, counterevidence and counterarguments, and responding accordingly. (ADP E9) P.3.3 Argumentative Essay: Coherence and Cohesion
P.3.3.2.9-12 Present a body of evidence that presents a series of claims and counterclaims, supports the claims with relevant evidence and appropriate inferences, and maintains coherence through the consistent and effective use of connective transitions between sentences and paragraphs. (ADP C3) P.3.3.3.11-12 Craft a conclusion that skillfully restates a complex thesis, draws conclusions about its importance, describes insights gained and considers how the thesis applies to other questions or issues. (ADP E9) PRODUCT 4: RESEARCH ESSAY (P.4) As students progress across the grade levels, they should research and draft research essays on topics that are increasingly complex. The Writing strand describes the development of general writing skills and abilities; please use these benchmarks in connection with those below. Also, please note that while the benchmarks below are specific to writing, students can also convey research findings via Speaking or Producing Digital Media; the benchmark criteria below can be modified accordingly. The benchmarks for an effective research essay (or documented essay – NOTE: The expectation is that students will write extended documented essays, which may be original research but are not necessarily so. The term “research essay” is used because of its familiarity to the field and its use in ADP D5) progress across grades 11 – 12 in the following areas: P.4.1 Topics, Development and Focus
P.4.1.2 identifying and evaluating sources for reliability, credibility, consistency and strength P.4.1.3 synthesizing information from a variety of sources P.4.1.4 marshaling evidence in support of a thesis or related claims P.4.1.5 paraphrasing and summarizing the range of arguments related to the thesis P.4.2 Coherence and Cohesion
P.4.2.2 sustaining a logical organizing structure, with an effective body P.4.2.3 sustaining a logical organizing structure, with an effective conclusion P.4.3 Research Formatting Guidelines
P.4.3.2 adhering to publishing guidelines for a research essay P.4.3.3 adhering to an established format for a research essay P.4.3.4 using technology effectively to prepare the essay and to present information NOTE: We have incorporated, when appropriate, examples from the College Board Standards for College Success, published in 2006, to elaborate and exemplify the content of the backmapped benchmarks. These benchmarks are described in greater detail below. P.4.1 Research Essay: Topics, Development and Focus
P.4.1.1.11-12.b Take and organize notes on relevant knowledge, identifying multiple perspectives and areas for research. (ADP D1) P.4.1.1.11-12.c Focus on relevant data that are complex and theoretical, as well as factual. (ADP D1) P.4.1.2.11-12.a Reference relevant primary, secondary |