ALEX | Alabama Learning Exchange

Modeling Academic Writing Through Scholarly Article Presentations

Classroom Resource Information

Title:

Modeling Academic Writing Through Scholarly Article Presentations

URL:

http://readwritethink.org/classroom-resources/lesson-plans/modeling-academic-writing-through-1133.html

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

Students prepare an already published scholarly article for presentation, with an emphasis on the identification of the author's thesis and argument structure, as well as an examination of source integration (the critic's engagement with primary and secondary source information). The class first analyzes a sample article of literary criticism and discusses how to annotate it for presentation. Each student then uses an online database to access an appropriate article of literary criticism connected to a work of literature they have already read as a class assignment. They then analyze the article and prepare the article for presentation by highlighting key elements of its structure and content. Finally, they present the article to their peers.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 9	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 9	R4. Use digital and electronic tools appropriately, safely, and ethically. Unpacked Content Teacher Vocabulary: R4. Digital tools Electronic tools Appropriately Safely Ethically Knowledge: R4. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Skills: R4. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools. Understanding: R4. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 9	9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience. Examples: paragraphs, constructed responses, essays a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques. Examples: dialogue, pacing, description, reflection b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics. Examples: relevant and sufficient facts, extended definitions, concrete details, quotations c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented. Unpacked Content Teacher Vocabulary: 9. Short writings Extended writings Narrative writing Argumentative writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 9a. Memoir Narrative essay Personal narrative Fictional narrative Narrative techniques 9b. Explanations Expositions Evidence Transitions Techniques 9c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Transitions Concluding statement or section Knowledge: 9. Students know: Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays. A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 9a. A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative. Narrative writing includes techniques, like dialogue, pacing, description, and reflection. Events in narrative writing should be sequenced in a coherent manner. 9b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Words that indicate transitions. 9c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a concluding statement that coherently follows the presented information. Words that indicate transitions. Skills: 9. Students are able to: Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 9a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 9b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and credible evidence. 9c. Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Include a concluding statement or section that logically follows the presented information. Understanding: 9. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 9a. Narrative writing can take many forms, but there should be a coherent sequence of events. Literary techniques are tools that can be used to create a piece of narrative writing. Literary techniques in narrative writing contribute to the overall meaning and purpose of the text. 9b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words. They must gather their information and data about the topic from multiple credible research sources. 9c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a concluding statement that logically follows the information presented previously.
English Language Arts ELA2021 (2021) Grade: 9	12. Interpret digital texts to determine their subject, occasion, audience, purpose, tone, and credibility. Unpacked Content Teacher Vocabulary: 12. Digital text Credibility Subject Occasion Audience Purpose Tone Knowledge: 12. Students know: Digital texts, such as online academic journals, social media, and blogs, have various subjects, appropriate occasions, intended audiences, purposes, and tones. A credible source is free from bias and supported with relevant evidence. Skills: 12. Students are able to: Identify and interpret the subject, occasion, audience, purpose, tone, and credibility of digital texts. Understanding: 12. Students understand that: It is important to evaluate the credibility of digital text. Digital texts will focus on different subjects, be used on different occasions, are created with different intended audiences, have different purposes, and a variety of tones.
English Language Arts ELA2021 (2021) Grade: 9	20. Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions as indicated or appropriate. Unpacked Content Teacher Vocabulary: 20. Purpose Audience Contexts Tasks Formal English conventions Knowledge: 20. Students know: The conventions of standard, formal English. Methods to modify speech to match the purpose and audience in a variety of contexts and tasks. Skills: 20. Students are able to: Incorporate conventions of standard, formal English into academic and personal speech and oral presentations. Adapt spoken language to the purpose and audience in a variety of situations. Understanding: 20. Students understand that: The conventions of standard, formal English are necessary for effective academic and workplace communication. Spoken language should be adapted, depending on the audience, purpose, and occasion.
English Language Arts ELA2021 (2021) Grade: 9	22. Use a variety of search tools and research strategies. Examples: library databases, search engines; keyword search, boolean search Unpacked Content Teacher Vocabulary: 22. Search tools Research strategies Knowledge: 22. Students know: Methods to use search tools, such as library databases and search engines. Research strategies, such as keyword search and boolean search. Skills: 22. Students are able to: Use various search tools and research strategies. Understanding: 22. Students understand that: There are multiple strategies and tools to use when researching a topic.
English Language Arts ELA2021 (2021) Grade: 9	24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose. Unpacked Content Teacher Vocabulary: 24. Responsible research practices Ethical research practices Command of language Target audience Purpose Knowledge: 24. Students know: Responsible and ethical research practices. Writing skills. The conventions of standard, formal English. Strategies to modify writing for a particular audience and purpose. Skills: 24. Students are able to: Write clear, coherent documents using responsible and ethical research practices. Incorporate conventions of formal, standard English into clear, coherent writing products. Modify writing to be suitable for a particular audience and purpose. Understanding: 24. Students understand that: Ethical and responsible research practices are necessary when writing academic and workplace documents. The conventions of standard, formal English are necessary for effective academic and workplace communication. Written language should be adapted, depending on the audience and purpose.
English Language Arts ELA2021 (2021) Grade: 10	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 10	R4. Use digital and electronic tools appropriately, safely, and ethically. Unpacked Content Teacher Vocabulary: R4. Digital tools Electronic tools Appropriately Safely Ethically Knowledge: R4. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Skills: R4. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools. Understanding: R4. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 10	9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience. Examples: paragraphs, constructed responses, essays a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently. Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics. Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented. Unpacked Content Teacher Vocabulary: 9. Short writings Extended writings Narrative writing Argumentative writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 9a. Memoir Narrative essay Personal narrative Fictional narrative Narrative techniques 9b. Explanations Expositions Evidence Transitions Objectively 9c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Transitions Concluding statement or section Knowledge: 9. Students know: Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays. A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 9a. A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative. Narrative writing includes techniques, like dialogue, pacing, description, and reflection. Events in narrative writing should be sequenced in a coherent manner, such as chronological order, reverse chronological order, and flashbacks. 9b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Words that indicate transitions. 9c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a concluding statement that coherently follows the presented information. Words that indicate transitions. Skills: 9. Students are able to: Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 9a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 9b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and relevant evidence. 9c. Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Include a concluding statement or section that logically follows the presented information. Understanding: 9. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 9a. Narrative writing can take many forms, but there should be a coherent sequence of events. Literary techniques are tools that can be used to create a piece of narrative writing. Literary techniques in narrative writing contribute to the overall meaning and purpose of the text. 9b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words. They must gather their information and data about the topic from multiple credible research sources. 9c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a concluding statement that logically follows the information presented previously.
English Language Arts ELA2021 (2021) Grade: 10	12. Interpret digital texts to determine subject, occasion, audience, purpose, tone, and credibility. Unpacked Content Teacher Vocabulary: 12. Digital text Credibility Subject Occasion Audience Purpose Tone Knowledge: 12. Students know: Digital texts, such as online academic journals, social media, and blogs, have various subjects, appropriate occasions, intended audiences, purposes, and tones. A credible source is free from bias and supported with relevant evidence. Skills: 12. Students are able to: Identify and interpret the subject, occasion, audience, purpose, tone, and credibility of digital texts. Understanding: 12. Students understand that: It is important to evaluate the credibility of digital text. Digital texts will focus on different subjects, be used on different occasions, are created with different intended audiences, have different purposes, and a variety of tones.
English Language Arts ELA2021 (2021) Grade: 10	22. Use a variety of search tools and research strategies to locate credible sources. Examples: library databases, search engines; keyword search, boolean search Unpacked Content Teacher Vocabulary: 22. Search tools Research strategies Credible sources Knowledge: 22. Students know: Methods to use search tools, such as library databases and search engines. Research strategies, such as keyword search and boolean search. Strategies to locate credible information that is accurate and reliable. Skills: 22. Students are able to: Use various search tools and research strategies to find credible information. Understanding: 22. Students understand that: There are multiple strategies and tools to use when researching a topic.
English Language Arts ELA2021 (2021) Grade: 10	24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose. Unpacked Content Teacher Vocabulary: 24. Responsible research practices Ethical research practices Command of language Target audience Purpose Knowledge: 24. Students know: Responsible and ethical research practices. Writing skills. The conventions of standard, formal English. Strategies to modify writing for a particular audience and purpose. Skills: 24. Students are able to: Write clear, coherent documents using responsible and ethical research practices. Incorporate conventions of formal, standard English into clear, coherent writing products. Modify writing to be suitable for a particular audience and purpose. Understanding: 24. Students understand that: Ethical and responsible research practices are necessary when writing academic and workplace documents. The conventions of standard, formal English are necessary for effective academic and workplace communication. Written language should be adapted, depending on the audience and purpose.
English Language Arts ELA2021 (2021) Grade: 10	27. Utilize responsible and ethical research practices to present clear, coherent products with a command of language suitable for a target audience and purpose. Unpacked Content Teacher Vocabulary: 27. Responsible research practices Ethical research practices Command of language Target audience Purpose Knowledge: 27. Students know: Responsible and ethical research practices. Presentation skills. The conventions of standard, formal English. Strategies to modify spoken language for a particular audience and purpose. Skills: 27. Students are able to: Present clear, coherent products using responsible and ethical research practices. Incorporate conventions of formal, standard English into clear, coherent presentations. Modify spoken language to be suitable for a particular audience and purpose. Understanding: 27. Students understand that: Ethical and responsible research practices are necessary when creating academic and workplace presentations. The conventions of standard, formal English are necessary for effective academic and workplace communication. Spoken language should be adapted, depending on the audience and purpose.
English Language Arts ELA2021 (2021) Grade: 11	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 11	R4. Use digital and electronic tools appropriately, safely, and ethically. Unpacked Content Teacher Vocabulary: R4. Digital tools Electronic tools Appropriately Safely Ethically Knowledge: R4. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Skills: R4. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools. Understanding: R4. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 11	11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language. Examples: paragraphs, constructed responses, essays a. Incorporate narrative techniques in other modes of writing as appropriate. Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure. c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text. Unpacked Content Teacher Vocabulary: 11. Compose Edit Short products Extended products Writing development Writing organization Task Purpose Audience Command of language 11a. Narrative techniques Modes of writing 11b. Explanations Expositions Complex ideas Complex processes Citing Credible sources Intentional transitions Precise vocabulary Organized structure 11c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Rhetorical choices Tone Style Transitions Logical conclusion Implications Knowledge: 11. Students know: Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays. The skills required by the writing process. The development and organization of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 11a. Narrative techniques include flashbacks, anecdotes, foreshadowing, story-telling, sensory details, and character development. Narrative techniques can be used in multiple genres of writing. 11b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Explanatory and expository writing should include academic, content-specific technical word meanings. Words that indicate transitions. 11c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a logical conclusion that describes the larger implications of the topic or text. Strategies to create stone and style in argumentative writing. Words that indicate transitions. Skills: 11. Students are able to: Compose short and extended writing products. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development and organization of the writing. Demonstrate command of the written language. 11a. Incorporate narrative techniques in modes other than narrative writing when appropriate. 11b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 11c. Write an argument to support claims in an analysis of topics or texts that utilizes intentional transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Make rhetorical choices that convey a specific tone or style. Include a logical conclusion that captures the larger implications of the topic or text. Understanding: 11. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development and organization of the writing. Formal academic writing should display their command of the English language. 11a. Narrative techniques can be used in multiple genres of writing to engage the audience and create interest. 11b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follow a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. Writers elaborate on details included in the text by using formal academic, content-specific technical words. They must gather their information and data about the topic from multiple credible research sources. 11c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a logical conclusion that indicates the larger implication of the topic or text. They can make rhetorical choices in their writing to create a specific tone and style.
English Language Arts ELA2021 (2021) Grade: 11	15. Analyze digital texts and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility. Unpacked Content Teacher Vocabulary: 15. Analyze Digital texts Evaluate Effectiveness Subject Occasion Audience Purpose Tone Credibility Knowledge: 15. Students know: Digital texts, such as online academic journals, social media, and blogs, have various subjects, appropriate occasions, intended audiences, purposes, and tones. A credible source is free from bias and supported with relevant evidence. Strategies to evaluate digital text based on a set of identified criteria. Skills: 15. Students are able to: Identify and analyze digital texts' subject, occasion, audience, purpose, tone, and credibility. Evaluate the effectiveness of a digital text's subject, occasion, audience, purpose, tone, and credibility. Understanding: 15. Students understand that: It is important to evaluate the credibility of digital text. Digital texts will focus on different subjects, be used on different occasions, are created with different intended audiences, have different purposes, and a variety of tones. The effectiveness of a digital text can be assessed by identifying its subject, occasion, audience, purpose, tone, and credibility.
English Language Arts ELA2021 (2021) Grade: 11	19. Interpret how an author's grammar and rhetorical style contribute to the meaning in both fiction, including poetry and prose, and nonfiction, including historical, business, informational, and workplace documents. Unpacked Content Teacher Vocabulary: 19. Grammar Rhetorical style Fiction Poetry Prose Nonfiction Historical documents Business documents Informational documents Workplace documents Knowledge: 19. Students know: Methods to identify an author's particular rhetorical style. Formal, standard English conventions and their usage in a variety of text genres. Authors choose to use particular grammar and rhetorical style in writing to convey the meaning of the text. Skills: 19. Students are able to: Interpret how an author's grammar use contributes to text's meaning in multiple genres. Interpret how an author's rhetorical style contributes to the meaning of the text in multiple genres. Understanding: 19. Students understand that: An author's grammar and rhetorical style affect the meaning of different texts.
English Language Arts ELA2021 (2021) Grade: 11	22. Apply conventions of standard English grammar, mechanics, and usage, including appropriate formality of language, to communicate effectively with a target audience. a. Exhibit stylistic complexity and sophistication in writing. Unpacked Content Teacher Vocabulary: 22. Conventions Standard English grammar Standard English mechanics Standard English usage Formal language Target audience 22a. Stylistic complexity Stylistic sophistication Knowledge: 22. Students know: The conventions of standard English grammar, mechanics, and usage. Strategies to modify language to communicate effectively with a variety of audiences. 22a. Academic writing should display an appropriate level of complexity and sophistication. Skills: 22. Students are able to: Incorporate conventions of standard English grammar, mechanics, and usage into academic and personal writings, texts, and presentations. Adapt the formality of their language to communicate effectively with an intended audience. Utilize the conventions of language to communicate effectively with a target audience. 22a. Exhibit a complex and sophisticated writing style. Understanding: 22. Students understand that: Using the language conventions of standard English are necessary for effective academic and workplace communication. Language can be adapted to communicate effectively with a target audience. 22a. When writing for academic purposes, they should maintain a complex and sophisticated style.
English Language Arts ELA2021 (2021) Grade: 11	25. Use a variety of search tools and research strategies to locate credible sources. Examples: library databases, search engines; keyword search, boolean search Unpacked Content Teacher Vocabulary: 25. Search tools Research strategies Credible sources Knowledge: 25. Students know: Methods to use search tools, such as library databases and search engines. Research strategies, such as keyword search and boolean search. Strategies to locate credible information that is accurate and reliable. Skills: 25. Students are able to: Use various search tools and research strategies to find credible information. Understanding: 25. Students understand that: There are multiple strategies and tools to use when researching a topic.
English Language Arts ELA2021 (2021) Grade: 12	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 12	R4. Use digital and electronic tools appropriately, safely, and ethically. Unpacked Content Teacher Vocabulary: R4. Digital tools Electronic tools Appropriately Safely Ethically Knowledge: R4. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Skills: R4. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools. Understanding: R4. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 12	11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language. a. Incorporate narrative techniques into other modes of writing as appropriate. Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style. c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text. Unpacked Content Teacher Vocabulary: 11. Compose Edit Revise Short products Extended products Writing development Writing organization Writing style Task Purpose Audience Command of language 11a. Narrative techniques Modes of writing 11b. Explanations Expositions Complex ideas Complex processes Citing Credible sources Intentional transitions Precise vocabulary Organized structure 11c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Rhetorical choices Tone Style Transitions Logical conclusion Implications Knowledge: 11. Students know: Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays. The skills required by the writing process. The development, organization, and style of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 11a. Narrative techniques include flashbacks, anecdotes, foreshadowing, story-telling, sensory details, and character development. Narrative techniques can be used in multiple genres of writing. 11b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Explanatory and expository writing should include academic, content-specific technical word meanings. Words that indicate transitions. 11c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a logical conclusion that describes the larger implications of the topic or text. Strategies to create stone and style in argumentative writing. Words that indicate transitions. Skills: 11. Students are able to: Compose, edit, and revise short and extended writing products. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, and style of the writing. Demonstrate command of the written language. 11a. Incorporate narrative techniques in modes other than narrative writing when appropriate. 11b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 11c. Write an argument to support claims in an analysis of topics or texts that utilizes intentional transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Make rhetorical choices that convey a specific tone or style. Include a logical conclusion that captures the larger implications of the topic or text. Understanding: 11. Students understand that: There are different genres of writing that serve various purposes. The writing process is a series of steps that improve writing over time. The writing task, purpose, and audience should be considered in the development, organization, and style of the writing. Formal academic writing should display their command of the English language. 11a. Narrative techniques can be used in multiple genres of writing to engage the audience and create interest. 11b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follow a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. Writers elaborate on details included in the text by using formal academic, content-specific technical words. They must gather their information and data about the topic from multiple credible research sources. 11c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a logical conclusion that indicates the larger implication of the topic or text. They can make rhetorical choices in their writing to create a specific tone and style.
English Language Arts ELA2021 (2021) Grade: 12	15. Analyze digital texts and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility. Unpacked Content Teacher Vocabulary: 15. Analyze Digital texts Evaluate Effectiveness Subject Occasion Audience Purpose Tone Credibility Knowledge: 15. Students know: Digital texts, such as online academic journals, social media, and blogs, have various subjects, appropriate occasions, intended audiences, purposes, and tones. A credible source is free from bias and supported with relevant evidence. Strategies to evaluate digital text based on a set of identified criteria. Skills: 15. Students are able to: Identify and analyze digital texts' subject, occasion, audience, purpose, tone, and credibility. Evaluate the effectiveness of a digital text's subject, occasion, audience, purpose, tone, and credibility. Understanding: 15. Students understand that: It is important to evaluate the credibility of digital text. Digital texts will focus on different subjects, be used on different occasions, are created with different intended audiences, have different purposes, and a variety of tones. The effectiveness of a digital text can be assessed by identifying its subject, occasion, audience, purpose, tone, and credibility.
English Language Arts ELA2021 (2021) Grade: 12	19. Interpret how an author's grammar and rhetorical style contribute to the meaning in both fiction, including poetry and prose, and nonfiction, including historical, business, informational, and workplace documents. Unpacked Content Teacher Vocabulary: 19. Grammar Rhetorical style Fiction Poetry Prose Nonfiction Historical documents Business documents Informational documents Workplace documents Knowledge: 19. Students know: Methods to identify an author's particular rhetorical style. Formal, standard English conventions and their usage in a variety of text genres. Authors choose to use particular grammar and rhetorical style in writing to convey the meaning of the text. Skills: 19. Students are able to: Interpret how an author's grammar use contributes to text's meaning in multiple genres. Interpret how an author's rhetorical style contributes to the meaning of the text in multiple genres. Understanding: 19. Students understand that: An author's grammar and rhetorical style affect the meaning of different texts.
English Language Arts ELA2021 (2021) Grade: 12	22. Apply conventions of standard English grammar, mechanics, and usage, including appropriate formality of language, to communicate effectively with a target audience. a. Exhibit stylistic complexity, sophistication, and consistency in writing. Unpacked Content Teacher Vocabulary: 22. Conventions Standard English grammar Standard English mechanics Standard English usage Formal language Target audience 22a. Stylistic complexity Stylistic sophistication Stylistic consistency Knowledge: 22. Students know: The conventions of standard English grammar, mechanics, and usage. Strategies to modify language to communicate effectively with a variety of audiences. 22a. Academic writing should display an appropriate level of complexity and sophistication. Writing style should be consistent throughout a writing piece. Skills: 22. Students are able to: Incorporate conventions of standard English grammar, mechanics, and usage into academic and personal writings, texts, and presentations. Adapt the formality of their language to communicate effectively with an intended audience. Utilize the conventions of language to communicate effectively with a target audience. 22a. Exhibit a complex, sophisticated, and consistent writing style. Understanding: 22. Students understand that: Using the language conventions of standard English are necessary for effective academic and workplace communication. Language can be adapted to communicate effectively with a target audience. 22a. When writing for academic purposes, they should maintain a complex, sophisticated, and consistent style.
English Language Arts ELA2021 (2021) Grade: 12	24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose. a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position. Unpacked Content Teacher Vocabulary: 24. Evaluate Credibility Authority Relevance Accuracy Purpose 24a. Assess Written information Knowledge: 24. Students know: Strategies to assess the credibility of research sources. Features of authoritative, relevant, and accurate research sources. 24a. Strategies to locate relevant and credible written information. Credible information is accurate and reliable. Criteria to determine the usefulness a research source. Information learned through reading can be used to answer a research question, solve a problem, or take a position. Skills: 24. Students are able to: Evaluate the credibility of research sources in terms of authority, relevance, accuracy, and purpose. 24a. Locate useful written information in the research process. Determine the usefulness of a research source. Use research findings to answer a research question, solve a problem, or take a position. Understanding: 24. Students understand that: Before using a source in their research projects, they should evaluate the credibility of the source in terms of its authority, relevance, accuracy, and purpose. 24a. It is necessary to determine the usefulness of a source before using it as evidence to answer a research question, solve a problem, or take a position.
English Language Arts ELA2021 (2021) Grade: 12	25. Use a variety of search tools and research strategies to locate and acquire credible, relevant, and useful information. Examples: library databases, search engines; keyword search, boolean search Unpacked Content Teacher Vocabulary: 25. Search tools Research strategies Credible sources Relevant sources Knowledge: 25. Students know: Methods to use search tools, such as library databases and search engines. Research strategies, such as keyword search and boolean search. Strategies to locate credible, relevant, useful information that is accurate and reliable. Skills: 25. Students are able to: Use various search tools and research strategies to find credible, relevant, and useful information. Understanding: 25. Students understand that: There are multiple strategies and tools to use when researching a topic.

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Cassie Raulston

ALEX Classroom Resource

Modeling Academic Writing Through Scholarly Article Presentations