ELAR English II TEKS Clarification Document

TEKS Clarification
English Language Arts and Reading
High School Courses, English II

TEKS Clarification
English Language Arts and Reading
High School Courses, English II
HIGH SCHOOL COURSES, ENGLISH II
§110.35. Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, High School, Adopted 2017. The provisions of this §110.37
adopted to be effective November 12, 2017, 42 TexReg 6148. §110.37. English Language Arts and Reading, English II (One Credit), Adopted 2017.
E2.Intro.1 The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading,
writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple
genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and
comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing
to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and
literacy.
E2.Intro.2 The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes
and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, and writing) and their application in order to
accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands
may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year.
Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular
content and student choice.
E2.Intro.3 Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and
subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in
each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they
become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.
© 2022 TCMPC Page 2 of 107
Print Date 09/29/2022 Printed By Delecia Connley, CEDAR HILL ISD
E2.Intro.4 English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to
meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional
scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries,
thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance
vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first
language is important to ensure linguistic, affective, cognitive, and academic development in English.
E2.Intro.5 Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure
that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential.
Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English
language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of
second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to
Required Curriculum).
E2.Intro.6 Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order
for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and
technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg,
2008).
E2.Intro.7 Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as
possible illustrative examples.
E2.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The
student develops oral language through listening, speaking, and discussion. The student is expected to:
E2.1A Engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting
communication to audiences and purposes.
Engage
IN MEANINGFUL AND RESPECTFUL DISCOURSE
Including, but not limited to:
Listening actively to engage in meaningful and respectful discourse may include:
Practicing attentive body language and/or facial expressions, such as nodding, tilting head, leaning forward slightly, making
eye contact, and focusing attention on the speaker rather than environmental factors
Considering the rhetorical situation of the communication (speaker’s background, topic, intended audience, context)
Annotating, taking notes or following along on provided handouts, visual aids, or other support materials
Following directions, answering questions, and participating/engaging with the speaker and presentation as needed or
requested
Interpreting the speaker’s message by examining details, examples, illustrations, and tone
Analyzing the speaker’s nonverbal language by examining elements such as facial expressions, movement, appearance,
eye contact, gestures, and posture
Using context clues to understand new or unfamiliar vocabulary
Responding appropriately to engage in meaningful discourse may include:
Commenting to add information, provide valuable feedback, make connections, and challenge claims
Asking questions to gather more information, clarify ideas and vocabulary, verify sources, and challenge the validity of a
message or detail
Engaging the speaker using appropriate timing
Responding in a polite tone
Staying on topic
Respecting multiple perspectives and points of view
Adjusting communication to audiences and purposes to engage in meaningful discourse may include:
Shifting focus and details provided based on new understandings that arise during communication
Shifting tone, word choice, and body language based on new speakers/audience members entering the conversation
Allowing appropriate time for speaker to generate response to posed questions, comments, etc.
Discourse — an extended exchange of ideas (verbal or written) on a subject that deepens meaning and understanding 
Note(s):
TxCCRS:
III. Speaking — A. Understand the elements of both formal and informal communication in group discussions, one-on-one
situations, and presentations.
II. Speaking — A1. Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group
discussions.
IV. Listening — A. Apply listening skills in a variety of settings and contexts.
V. Listening — A1. Use a variety of active listening strategies to enhance comprehension.
IV. Listening — A2. Listen critically and respond appropriately.
E2.1B Follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and
complex processes.
Follow, Give
COMPLEX ORAL INSTRUCTIONS TO PERFORM SPECIFIC TASKS, ANSWER QUESTIONS, OR SOLVE PROBLEMS AND
COMPLEX PROCESSES
Clarifying/providing purpose, expectations, required resources/materials, and procedures for multifaceted written and oral
tasks and processes
Clarifying/providing specific and appropriate vocabulary
Ordering steps and directives in a logical manner
Providing advice and tips for success, productivity, and skill improvement
Speaking, listening, and collaborating in whole class, small group, and one-on-one contexts
Answering, anticipating, and asking relevant questions related to areas of misunderstanding and curiosity
Negotiating problems and logical inconsistencies with instructions
Reading, annotating, and listening for complete instructions, including the purpose of the activity or task, materials and
resources needed, criteria for evaluation, and expectations for participation
Executing a task/performance/procedure, answering questions, or solving problems based on multi-step directions
E2.1C Give a formal presentation that incorporates a clear thesis and a logical progression of valid evidence from
reliable sources and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation,
purposeful gestures, and conventions of language to communicate ideas effectively.
Give
A FORMAL PRESENTATION THAT INCORPORATES A CLEAR THESIS AND A LOGICAL PROGRESSION OF VALID
EVIDENCE FROM RELIABLE SOURCES AND THAT EMPLOYS EYE CONTACT, SPEAKING RATE SUCH AS PAUSES FOR
EFFECT, VOLUME, ENUNCIATION, PURPOSEFUL GESTURES, AND CONVENTIONS OF LANGUAGE TO COMMUNICATE
IDEAS EFFECTIVELY
Creating a logical organization of the presentation with a compelling introduction, a structure that supports the author’s
purpose, helpful transitions, and an effective conclusion
Creating effective presentation content and tone by using language appropriate for the purpose, topic, occasion, and
audience, including informal, formal, and technical language as necessary
Establishing a thesis or claim based on the presentation purpose that is supported by clear and relevant evidence, details,
and research (if required) that effectively utilizes rhetorical strategies and appeals and avoids logical fallacies
Anticipating questions, comments, contradictions, and counterarguments to a position or claim and preparing concessions (if
possible) and rebuttals if presentation is argumentative
Delivering the presentation and communicating ideas by:
Evoking a sincere and invested interest in the topic and position through the use of nonverbal and verbal communication
Employing effective nonverbal communication such as maintaining eye contact, purposeful gestures, and appropriate
posture
Strategies may include: visually scanning the audience, engaging individuals with direct eye contact, timing of gaze,
using hand motions, nodding when appropriate to reinforce understanding, pointing to visuals or props
Employing effective verbal communication such as pauses for effect, volume, enunciation, speaking rate/pace, and
language conventions to meet the needs of time constraints, context, and audience
Strategies may include: raising and lowering voice for effect, using accurate voice projection for intended audience and/or
setting, negotiating speaking pace with time management and audience attention, using effective articulation and
intonation, using a microphone or headset to accommodate setting, using correct and appropriate grammar
Speaking rate — speed at which one talks, including pauses for effect
Enunciation — speaking clearly and concisely

Note(s):
The explicitly stated presentation content in 1C throughout English I-English IV varies; however, it is important for students to
have experience presenting on a variety of subjects for a variety of purposes.
Grade Level(s):
Presentations require planning similar to writing; therefore, following the writing process, including using correct and
appropriate conventions, will enable students to maintain focus and clarity. Refer to E2.9A-E for more information on the
writing process and conventions.
TxCCRS:
II. Speaking — A3. Understand how style, register, and content of spoken language vary in different contexts and
influence the listener’s understanding.
III. Speaking — A4. Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and context.
III. Speaking — A5. Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and
demonstrate sound reasoning
E2.1D participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan
for consensus building, and setting ground rules for decision making.
Participate
COLLABORATIVELY, BUILDING ON IDEAS OF OTHERS, CONTRIBUTING RELEVANT INFORMATION, DEVELOPING A PLAN
FOR CONSENSUS BUILDING, AND SETTING GROUND RULES FOR DECISION MAKING
Participating collaboratively may include:
Following explicit and implicit instructions to solve a problem, explore a concept, or analyze a work and determine time
constraints to complete tasks
Establishing and maintaining structures, roles, norms, etc. that ensure equal contributions from each group member
Pre-writing, annotating, and/or brainstorming independently prior to discussion to ensure all group members are informed of
the discussion topic
Taking notes throughout the discussion to identify questions and paraphrase or summarize key ideas of the discussion
Contributing relevant information or research related to the topic
Providing additional relevant details, explanations, and/or research about an idea discussed by oneself or another group
member that clarify misunderstandings and ambiguities, invoke curiosity, and strengthen understanding
Using evidence to further explain or support a point of agreement or disagreement
Modifying ideas or perspectives as more evidence is presented
Redirecting group members who stray off-topic or elaborate on tangential, unrelated ideas
Practicing active listening
Refraining from dominating the discussion with excessive responding
Maintaining respect for group members’ thoughts and opinions and being open to multiple viewpoints
o Maintaining a positive and welcoming demeanor Identifying and categorizing similarities and differences in ideas between
group members
Providing additional detail or explanation about an idea that a group member discusses
Acknowledging, evaluating, and researching opposing arguments
Distinguishing relevant evidence and support from unsubstantiated support
Providing and accepting both positive and constructive feedback such as positive observations, compliments, and ideas
about improvements or weaknesses
Developing a plan for consensus-building and establishing ground rules for decision-making may include:
Promoting compromise and establishing a consensus based on group member ideas as well as relevant research and
evidence
Maintaining awareness of the task goal and expectations
Ensuring all voices are heard by establishing procedures and expectations that reinforce this value
Ensuring the collaboration process and work product(s) of the group reflect agreed-upon criteria for success and making
adjustments as needed
Collaboration — the process of two or more people working together to create or achieve the same goal/objective wherein
each member speaks, is heard, and takes ownership of the resulting product or activity

Structured collaboration involves a systematic approach with pre-established ground rules for contributing as well as
responding to the contributions of others.
TxCCRS:
II. Speaking — A1. Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group
discussions.
III. Speaking — A2. Engage in reasoned dialogue, including with people who have different perspectives
IV. Listening — A. Apply listening skills in a variety of settings and contexts.
IV. Listening — A2. Listen critically and respond appropriately.
E2.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The
student uses newly acquired vocabulary expressively. The student is expected to:
E2.2A use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding
of the precise and appropriate meaning of technical or discipline-based vocabulary;
Supporting Standard
Use
PRINT OR DIGITAL RESOURCES SUCH AS GLOSSARIES OR TECHNICAL DICTIONARIES TO CLARIFY AND VALIDATE
UNDERSTANDING OF THE PRECISE MEANING OF TECHNICAL OR DISCIPLINE-BASED VOCABULARY
Using print (e.g., book) or digital (e.g., website, app) resources may include:
Using resources such as dictionaries, thesauruses, glossaries, technical dictionaries, etc.
Using guide words and/or knowledge of alphabetical order to locate words in print resources
Using search features to find words in digital resources
Analyzing an entry in a resource
Analyzing any accompanying visual or image in a resource that is related to the definition/meaning of a word
Determining word meaning using resources may include:
Reading and understanding the given definition, including breaking it into parts if necessary
Determining the applicable word meaning when multiple definitions are provided by considering the context in which the
word is used
Breaking vocabulary into prefixes, suffixes, and roots to determine overall word meaning as necessary
Relating new vocabulary to synonyms or antonyms to aid in meaning
Determining word syllabication and pronunciation may include:
Identifying the number of syllables identified in the resource
Identifying the phonetic symbols included in each syllable
Identifying the placement of accented syllables in the word
Applying the sounds of the phonetic symbols and the accented syllable to correctly pronounce the word
Determining word origin may include:
Analyzing any provided details about word origin
Identifying Latin or Greek roots, prefixes, and suffixes and their meanings
Determining part of speech may include:
Identifying the word’s placement in the sentence
Determining the grammatical function of the word in the sentence
Looking for visual clues, such as capitalization (for proper nouns)
Identifying the part of speech abbreviation next to the word in the entry
Distinguishing between multiple definitions and parts of speech for the same word to determine the definition that is
appropriate for the context in which the word was found
Clarifying and validating understanding of the precise meaning of technical or discipline-based vocabulary may include:
Incorporating knowledge of a discipline or field into analysis of a definition, including considerations of application and
execution of skills common in the discipline/field
Glossary — a list of alphabetized words with definitions usually related to a particular subject or text and often found at the
end of a text
Technical dictionary —a resource of alphabetized terms and definitions related to a specific field, profession, or trade
Technical vocabulary — specialized vocabulary that is used within a particular context and usually by a limited
group of people who know and understand the specialized terms
Grade Level(s):
Dictionaries and thesauruses can assist students in determining word meaning. However, students should consider the
dictionary definitions in conjunction with contextual meaning.
TxCCRS:
II. Reading — B. Apply a variety of strategies to determine the meanings of unfamiliar words and phrases..
Reading — B1. Identify new words and concepts acquired through study of their relationships to other words and
concepts.
II. Reading — B3. Use reference guides to confirm the meanings of new words or concepts.
Reading — B4. Make inference about the denotative and connotative meanings of unfamiliar words using context clues.
E2.2B analyze context to distinguish among denotative, connotative, and figurative meanings of words; and
Readiness Standard
Analyze
CONTEXT TO DISTINGUISH AMONG DENOTATIVE, CONNOTATIVE, AND FIGURATIVE MEANING OF WORDS
Using context to determine word meaning may include:
Identifying words with ambiguous meaning and locating key phrases surrounding the words that clarify meaning
Using context clues within the sentence or a larger section of text to determine the meaning of a word
Identifying any surrounding text features, structures, or devices that may indicate word meaning
Examining the placement and function of a word in a sentence to identify its part of speech
Breaking vocabulary into prefixes, suffixes, and roots to determine each word part’s meaning
Confirming the denotative meanings with a dictionary or thesaurus as necessary
Analyzing the connotative meaning of a word, especially identifying it as having a positive, negative, or neutral meaning
culturally or emotionally, through an analysis of any figurative language and author’s purpose
Restating ambiguous or unfamiliar words using familiar wording
Context — the words, sentences, or passages that precede or follow a specific word, sentence, or passage
Denotative meaning — the dictionary definition of a word; the literal or cognitive meaning
Connotative meaning — the emotions or set of associations attached to a word that is implied rather than literal
(e.g., feeling blue)
Note(s):
Grade Level(s):
Dictionaries and thesauruses can assist students in determining word meaning. However, students should consider the
dictionary definitions in conjunction with contextual meaning.
TxCCRS:
concepts.
Reading — B4. Make inference about the denotative and connotative meanings of unfamiliar words using context clues.
E2.2C Determine the meaning of foreign words or phrases used frequently in English such as pas de deux, status quo,
déjà vu, avant-garde, and coup d'état.
Supporting Standard
Determine
THE MEANING OF FOREIGN WORDS OR PHRASES USED FREQUENTLY IN ENGLISH
Determining the meaning of foreign words or phrases may include:
Using print or digital resources to identify words, phrases, or their origins to aid in understanding word meanings
Applying knowledge of known cognates in Spanish, French, etc.
Applying knowledge of Greek and Latin roots
Examining the placement and function of a word in a sentence to identify its part of speech
Using context clues to infer or confirm word meaning
Examples of frequently used foreign words and phrases may include:
pas de deux (n. a dance by two people)
déjà vu (n. a feeling of already experiencing something, seeing something, or being somewhere)
avant-garde (n., adj. a new and experimental or inventive idea)
coup d'état (n. a sudden force or movement in politics such as an illegal seizure of a state by an entity)
Note(s):
TxCCRS:
concepts.
E2.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently. The student is expected to:
E2.3A Self-select text and read independently for a sustained period of time.
Self-select
TEXT
Determining personal interest areas, goals, and purposes for reading
Using online tools, sites, and search engines to find texts that meet criteria for student interests and goals
Discussing reading interests with others (e.g., peers, teachers, librarians) to guide text selection
Previewing texts for individual reading interests, goals, and accessibility and choosing texts that meet these criteria
Determining if the text is a good fit for an individual’s reading ability and maturity
Choosing a text after researching possibilities based on personal criteria such as interest, ability, and purpose
Read
INDEPENDENTLY FOR A SUSTAINED PERIOD OF TIME
Outlining questions one has about the text or author prior to reading
Reading for a pre-determined period of time without interruption
Maintaining focus on the text while reading and ignoring distractions from environmental factors
Building stamina through extended and regular independent reading
Taking notes independently as needed to document ideas, observations, reflections, questions, etc. with response journals,
reading logs, or conversations
Reflecting (in writing, orally, or mentally) on the text before, during, and after reading to determine answers to questions one
had prior to reading, to identify lingering or new questions, and/or to explore concluding thoughts on the text and author
Note(s):
Students may read challenging texts as long as decoding does not unduly interrupt comprehension. Reading above ability
level can be intellectually stimulating or can cause frustration and result in lack of comprehension of topic unless student has
prior background knowledge or innate interest in the topic.
The purpose of self-selected, sustained reading is for enjoyment, exposure, and to build fluency and stamina. Reading self-
selected texts is effective if students are given the opportunity to read selections relevant to them. Students are more likely to
commit to the practice if they have background knowledge and/or interests in what they are reading.
Literary, informational, and argumentative texts are all equally important in the scope of literacy, and students should have the
opportunities to explore a variety of genres.
TxCCRS:
II. Reading — C. Read and analyze literary and other texts from a variety of cultural and historical contexts.
II. Reading — C1. Read widely, including complete texts from American, British, and world literatures.
E2.4 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses
metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
E2.4A Establish purpose for reading assigned and self-selected texts.
Establish
PURPOSE FOR READING ASSIGNED AND SELF-SELECTED TEXTS
Establishing a purpose for reading may include:
Previewing text/print features such as title, headings, graphics, etc.
Determining genre of text and considering previous knowledge about the genre
Identifying personal goals and reasons for reading a text, including personal interests and individual needs
Determining the focus and goals for an assigned reading task
Making connections between class discussions, previous readings, and reading goals
Reflecting on the purpose for reading and revising the purpose as needed
Purposes for reading may include:
To gain new knowledge
To understand or study differing perspectives on an issue
To learn task-related information and/or follow directions
To enlighten or reveal important truths
To enjoy or be entertained
To solve problems
To analyze author’s craft, author’s purpose, and/or message
To analyze and evaluate an argument
To gather support or research
Note(s):
Grade Level(s):
This SE focuses on the reader’s purpose for reading. Refer to E2.8A for more information about authors’ purposes for
writing.
Refer to E2.5A for more information about self-selecting texts.
TxCCRS:
II. Reading — A. Identify, analyze, and evaluate information within and across texts of varying lengths and genres.
II. Reading — A1. Use effective reading strategies to determine a written work’s purpose and intended audience.
E2.4B Generate questions about text before, during, and after reading to deepen understanding and gain information.
Generate
QUESTIONS ABOUT TEXT BEFORE, DURING, AND AFTER READING TO DEEPEN UNDERSTANDING AND GAIN
INFORMATION
Questions before reading may relate to:
§ Identifying the genre, author, topic, intended audience, and context
§ Making predictions about the text, topic, author’s purpose/message, characters, setting, events, etc.
§ Making connections using background knowledge
Questions during reading may relate to:
Monitoring comprehension and predictions
Making connections such as text-to-self, text-to-text, text-to-society
Clarifying meaning or information, including unfamiliar vocabulary
Identifying the controlling idea/thesis, claim, or theme
Paraphrasing and summarizing key ideas
Analyzing author’s craft such as text structures, text/print and graphic features, literary/rhetorical devices, style, etc.
Analyzing genre characteristics
Questions after reading may relate to:
Determining author’s purpose
Determining the controlling idea/thesis, claim, or theme
Paraphrasing and summarizing key ideas
Making connections such as text-to-self, text-to-text, text-to-society
Analyzing and evaluating how author’s craft conveys the purpose/message
Reflecting on unanswered questions or uncertainties about the text, topic, or author
Note(s):
To foster student ownership of metacognition, questions should be generated by the student not the teacher per the focus of
this SE. However, teacher modeling may be necessary.
TxCCRS:
E2.4C Make and correct or confirm predictions using text features, characteristics of genre, and structures.
Supporting Standard
Make, Correct, Confirm
PREDICTIONS USING TEXT FEATURES, CHARACTERISTICS OF GENRE, AND STRUCTURES
Making predictions may include:
Using background knowledge
Using details and relevant evidence from the text
Using information available in text/print and graphic features such as titles, subtitles, endnotes, photographs, illustrations,
charts, etc.
Using an understanding of genre characteristics
Using identification and understanding of text structures
Correcting, revising, and/or confirming predictions may include:
Using additional details and evidence from the text to correct, revise, and/or confirm predictions.
Prediction — a form of inference in which the reader gathers and analyzes details in order to anticipate and foresee
forthcoming events and information
Text/print feature — any characteristic of the text outside the main body of the text that helps convey meaning such as titles,
charts, photographs, timelines, footnotes, etc.
Genre — the type or class of a work, usually categorized by form, technique, or content
Text structure — the way or pattern in which an author organizes ideas within a text
Note(s):
Grade Level(s):
Refer to E2.8C for more information about text/print and graphic features.
Refer to E2.6A-D and E2.7A-F for more information about genre-specific characteristics and text structures.
Refer to E2.4F for information related to making inferences, including predictions.
TxCCRS:
II. Reading — A2. Use text features to form an overview of content and to locate information.
E2.4D Create mental images to deepen understanding.
Create
MENTAL IMAGES TO DEEPEN UNDERSTANDING
Creating mental images may include:
Using background knowledge
Focusing on active verbs, vivid adjectives, concrete nouns, and extended descriptions, including figurative language
Pausing to visualize sections of text
Connecting ideas within the text to personal experience and/or other texts
Monitoring comprehension
Modifying mental images based on new information and details
Using mental images to infer deeper meaning about the text
Mental images — visualizing physical details from a text such as actions, characters, scenes, events, and setting
E2.4E Make connections to personal experiences, ideas in other texts, and society.
Supporting Standard
Make
CONNECTIONS TO PERSONAL EXPERIENCES, IDEAS IN OTHER TEXTS, AND SOCIETY
Making connections between a text and personal experiences may include:
Recalling personal situations, thoughts, feelings, relationships, self-identity, and experiences and comparing them with
content from a text such as theme, details, events, setting, and character(s)
Building empathy for others represented in a text because of a shared experience
Making connections between ideas and features across texts may include:
Comparing themes, topics, details, events, settings, characters, genre characteristics, text structures, tone,
rhetorical/literary devices, etc.
Making connections between a text and society may include:
Comparing details, events, settings, characters, and thematic links to past, present, or future society
Analyzing connections between different levels of society such as communities, state, region, country, and world
Analyzing connections between different aspects of society such as economic, political, social, cultural, and environmental
connections
Note(s):
Grade Level(s):
This SE emphasizes the metacognitive process of making connections. Refer to E2.5A for information related to describing
personal connections.
Honoring each student’s unique knowledge, language, and cultural/ethnic background is a critical part of supporting
students’ ability to make connections. This is especially critical for English Language Learners.
TxCCRS:
II. Reading — D. Acquire insights about oneself, others, or the world from reading diverse texts.
II. Reading — D1. Make text-to-self, text-to-text, and text-to-world connections.
E2.4F Make inferences and use evidence to support understanding.
Readiness Standard
Make
INFERENCES TO SUPPORT UNDERSTANDING
Making inferences may include:
Combining details read, heard, or viewed, including text/print or graphic features, with background knowledge in order to go
beyond a literal interpretation of the text
Generating ideas about author’s purpose, message, author’s craft, plot, characters, topic, settings, events, tone, literary
and/or rhetorical devices, word meaning, etc.
Considering the rhetorical situation (the intended audience, speaker/writer, topic, and context) when making inferences
Inference — a logical guess made by connecting bits of information
Types of inferences include:
Drawing conclusions — a form of inference in which the reader gathers information, considers the general
thoughts or ideas that emerge from the information and comes to a decision; the conclusion is generally
based on more than one piece of information.
Generalization — a form of inference in which the reader makes a broad statement about a group of people or things
based on a limited amount of information
Prediction — a form of inference in which the reader gathers and analyzes details in order to anticipate and foresee
forthcoming events and information
Use
EVIDENCE TO SUPPORT UNDERSTANDING
Included, but not limited to:
Using evidence to support understanding may include:
Rereading text for key information
Determining the words, phrases, and sentences that best support an inference, idea, assertion, or analysis
Differentiating between relevant and irrelevant details
Citing the author and source as necessary
Evidence — specific details or facts that support an inference or idea
Note(s):
Grade Level(s):
Refer to E2.4C for more information about predictions.
Refer to E2.5C for information related to using text evidence.
TxCCRS:
II. Reading — A4. Make evidence-based inferences about a text’s meaning, intent, and values.
E2.4G Evaluate details read to determine key ideas.
Readiness Standard
Evaluate
DETAILS READ TO DETERMINE KEY IDEAS
Evaluating details to determine key ideas may include:
Determining the explicit or implicit meaning of details
Distinguishing between significant and insignificant details
Examining the relationships between details
Analyzing how details support the message and author’s purpose
Identifying the key ideas of the text after careful analysis
Evaluate — to judge or determine the significance, worth, or quality of something
Key ideas — important ideas throughout a work that support the central message, theme, tone, etc.
Note(s):
TxCCRS:
II. Reading — A3. Identify explicit and implicit textual information including main ideas and author’s purpose.
E2.4H Synthesize information from multiple texts to create new understanding.
Readiness Standard
Synthesize
INFORMATION FROM MULTIPLE TEXTS TO CREATE NEW UNDERSTANDING
Synthesizing information in a single text or across multiple texts, including media, may include:
Monitoring comprehension at various points during a text
Employing annotation strategies to determine author’s purpose, key ideas, theme, thesis, claim, tone, etc.
Analyzing text features, text structures, and author’s craft
Making connections between background knowledge and details
Adjusting previous understandings and analysis of text as new details are revealed through the reading process
Creating new understandings based on careful analysis
Synthesizing information from multiple texts, including media, may additionally include:
Identifying a purpose for reading multiple texts
Employing annotation strategies to note similar or contrasting purposes, ideas, tone, and theme
Drawing conclusions about patterns and relationships in ideas across texts
Creating new understandings based on analysis of multiple texts
Formulating an original thesis or claim based on analysis of multiple texts and background knowledge
Organizing evidence from multiple texts to effectively support a thesis/claim

Synthesize — to combine elements and parts to form a coherent whole.
E2.4I Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking
questions, and annotating when understanding breaks down.
Monitor
COMPREHENSION
Make
ADJUSTMENTS WHEN UNDERSTANDING BREAKS DOWN
Monitoring comprehension and making adjustments may include:
Re-reading a portion of the text silently or aloud
Using background knowledge to connect to the text
Asking questions before, during, and after reading
Annotating the text with commentary and questions that identify significant features of the text, meaningful connections,
and key ideas
Recognizing unfamiliar or ambiguous vocabulary and using context and/or resources to verify meaning
Searching the text for evidence to support ideas and inferences
Paraphrasing and summarizing sections of text or the whole text
Note(s):
Grade Level(s):
Refer to E2.5E for more information about annotating as a way to interact with a text to monitor comprehension.
TxCCRS:
E2.5 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an
increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
E2.5A Describe personal connections to a variety of sources, including self-selected texts.
Describe
PERSONAL CONNECTIONS TO A VARIETY OF SOURCES, INCLUDING SELF-SELECTED TEXTS
Describing personal connections may include:
Identifying relevant personal connections
Explaining personal connections to specific details in sources using oral/written language, illustrations, and/or other media
Identifying specific details and text evidence that supports personal connections
Explaining the significance of personal connections to understanding details in the source
Personal connections include:
Connecting to one’s own experiences
Connecting to other texts/sources
Connecting to society
Note(s):
Grade Level(s):
The SE emphasizes the student’s ability to describe their connections to sources. Refer to E2.4E for information related to
the metacognitive process of making connections.
Refer to E2.3 for more information about self-selecting texts.
TxCCRS:
E2.5B Write responses that demonstrate understanding of texts, including comparing texts within and across genres.
Readiness Standard
Write
RESPONSES THAT DEMONSTRATE UNDERSTANDING OF TEXTS
Responses that demonstrate understanding of literary texts may include:
Analyzing literary elements, including plot, characterization, setting, theme, etc.
Analyzing author’s purpose and craft, including use of language and literary devices, tone, and style
Describing genre characteristics and text structure(s)
Paraphrasing or summarizing the text
Explaining inferences
Describing personal connections and responses to the text
Using relevant text evidence to support ideas in responses
Responses that demonstrate understanding of informational texts may include:
Identifying the rhetorical situation of the text (author, intended audience, topic, context)
Identifying the author’s controlling idea/thesis
Identifying the key ideas, supporting details of a text, and various types of evidence and examples provided by the author
Analyzing the meaning and significance of text/print features and text structures
Paraphrasing parts of the text and summarizing the entire text
Describing personal connections and responses to the text
Responses that demonstrate understanding of argumentative texts may include:
Identifying the rhetorical situation of the text (author, intended audience, topic, context)
Identifying the author’s claim
Identifying the key ideas, supporting details of a text, and various types of evidence used by the author
Analyzing the meaning and significance of text/print features and text structures
Analyzing the author’s use of rhetorical devices and language to persuade the reader
Analyzing the author’s tone and style
Analyzing the author’s treatment of counterarguments, including concessions and rebuttals
Paraphrasing parts of the text and summarizing the entire text
Describing personal connections and responses/reactions to the text
Responses that compare and contrast ideas across a variety of sources may include:
Explaining similarities and differences in themes, controlling ideas/theses, claims, topics, text structures, literary or
rhetorical devices, tone, style, genre characteristics, etc.
Written response — a written sentence, paragraph, or essay that answers a question or prompt and typically requires detail,
description, and/or analysis of a text
Literary text — written works that are generally recognized as having artistic value. Basic forms of literary texts
include prose, fiction, drama, poetry, and literary non-fiction.
Informational text — text that presents information in order to inform or educate an audience
Argumentative text — a text in which the writer develops and defends a position or debates a topic using logic and persuasion

Note(s):
At the English I and II levels, literary and rhetorical analysis responses may involve isolated paragraphs of analysis or
complete essays of analysis.
Grade Level(s):
Notetaking and annotating may be helpful prior to writing a response. Refer to E2.5E for additional specificity for these
skills.
Refer to E2.5C for more information about using text evidence to support responses.
Refer to E2.5D for more information about paraphrasing and summarizing texts.
TxCCRS:
II. Reading — A7. Compare and analyze how features of genre are used across texts.
E2.5C Use text evidence and original commentary to support an interpretive response.
Readiness Standard
Use
TEXT EVIDENCE AND ORIGINAL COMMENTARY TO SUPPORT AN INTERPRETIVE RESPONSE
Using text evidence and original commentary to support a response may include:
Understanding the focus of a self-selected or teacher-provided question, prompt, or idea
Re-reading relevant portions of the text, including text/print and graphic features, to identify key words, phrases, and
information in the text that explicitly or implicitly relate to the question, prompt, or idea
Annotating or taking notes to identify relevant textual evidence for possible use in a response
Inferring the meaning of details in the text
Determining the most pertinent details from the text needed to support a response
Choosing to directly quote or paraphrase the evidence from the text to support an interpretive response
Embedding enough context around the origin of the paraphrased or directly quoted evidence to ensure clarity of thought
Providing original commentary that explains connections between the selected text evidence and idea/answer
Text evidence — paraphrased or directly quoted detail(s) from a text that supports a reader’s claim, thought, inference, or
analysis about the text
Commentary — written/spoken explanations or interpretations that further develop an idea
Note(s):
This SE supports using text evidence for both oral and written responses for a variety of purposes.
Grade Level(s):
Refer to E2.5B for more information on writing responses that demonstrate understanding of text.
E2.5D Paraphrase and summarize texts in ways that maintain meaning and logical order.
Readiness Standard
Paraphrase
TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER
Paraphrasing may include:
Identifying key ideas in a section of text and/or a whole text
Considering the context surrounding a section of text to ensure ideas are interpreted correctly
Differentiating between significant and less significant details
Restating ideas from a text using one’s own words while maintaining the author’s intended message
Paraphrase — restate the meaning of something in different words. Paraphrasing alters the exact wording of the
source and transmits its ideas or information without evaluation or interpretation.
Summarize
TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER
Summarizing may include:
Determining key information, ideas, or details from a section of text or whole text
Differentiating between significant and less significant details
Identifying the overall text structure
Synthesizing and describing key ideas from the beginning, middle, and end of the text to maintain logical order
Emphasizing the author’s intended message, thesis, or claim
Incorporating applicable vocabulary as necessary, including language associated with the text structure
Summarize — to reduce large sections of text to their essential points and main idea. Note: It is still important to
attribute summarized ideas to the original source.
Note(s):
The terms paraphrase and summarize should not be used interchangeably. Please note that paraphrasing may involve giving
attribution to the source.
TxCCRS:
E2.5E Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.
Interact
WITH SOURCES IN MEANINGFUL WAYS
Interacting with sources in meaningful ways may include:
Notetaking and organizing thoughts, ideas, and questions
Annotating and commenting on the text to identify and explain key ideas, record connections, and ask questions
Freewriting to document understandings, reactions, and personal connections to a text
Illustrating images to demonstrate understanding
Capturing notes and ideas in journals, graphic organizers, sticky notes, digital devices, etc.
Notetaking — the study skill of outlining or summarizing the ideas of a lecture, a book, or another source of information to aid
in the retention of ideas
Annotating — marking a text with notes and/or comments
Freewriting — writing openly and continuously without restriction or focus on the conventional rules of language
Note(s):
This SE highlights the importance of interacting with sources to create meaning and to support deeper reading.
Grade Level(s):
This SE may provide scaffolding for students in writing responses to sources. Refer to E2.5B for more information on writing
responses to texts.
E2.5F Respond using acquired content and academic vocabulary as appropriate.
Respond
USING ACQUIRED CONTENT AND ACADEMIC VOCABULARY AS APPROPRIATE
Acquiring new vocabulary may include:
Recognizing unfamiliar and/or multiple-meaning words in sources being read, heard, or viewed
Identifying relationships between familiar and unfamiliar words
Using context and/or resources to determine word meaning
Responding may include:
Reading and analyzing sources using new understanding of vocabulary to improve comprehension
Using vocabulary in verbal responses, discussions, and presentations
Incorporating vocabulary in formal and informal written responses such as sentences, paragraphs, essays, notetaking
documents, graphic organizers, etc.
Newly acquired vocabulary may include:
Content/academic vocabulary
Text/source-specific vocabulary
High-utility vocabulary

Content vocabulary — language that is specific to a discipline
Academic vocabulary — words used in the learning of academic subject matter in a formal educational context that
are associated with literacy and academic achievement, including specific academic terms, technical language,
and speech registers related to each field of study.
Note(s):
English Language Learners will especially benefit from opportunities to respond orally using newly acquired vocabulary. These
opportunities should take into account a student’s stage of language development with an emphasis on developing social,
academic, and content vocabulary.
Grade Level(s):
Refer to E2.2A-C for more information about the foundational skills in acquiring new vocabulary.
E2.5G Discuss and write about the explicit or implicit meanings of text.
Discuss, Write
ABOUT THE EXPLICIT OR IMPLICIT MEANINGS OF TEXT
Determining explicit meanings may include:
Identifying key ideas and supporting details stated in the text
Identifying the meaning of key terms or vocabulary in the text
Synthesizing meaning from various parts of the text
Determining implicit meanings may include:
Identifying and considering the rhetorical situation of the text (author’s purpose, topic, intended audience, context),
including the author’s background, historically relevant information, and societal implications of the text
Considering the relationship between theme, controlling idea/thesis, or claim and specific details to infer meaning
Considering an author’s tone and use of literary or rhetorical devices to infer meaning
Identifying and considering potential biases in the text and their effect on meaning
Explicit meaning — an idea that is clearly stated, unambiguous, and leaves little room for interpretation
Implicit meaning — an idea that must be inferred through an analysis of details, actions, tone, dialogue, body language,
visuals, etc.
Note(s):
Text evidence/support is particularly useful when discussing implicit meanings in order to justify interpretations.
TxCCRS:
E2.5H Respond orally or in writing with appropriate register, vocabulary, tone, and voice.
Respond
ORALLY OR IN WRITING WITH APPROPRIATE REGISTER, VOCABULARY, TONE, AND VOICE
Making considerations before responding orally or in writing with an appropriate style may include:
Identifying the purpose, intended audience, context, and topic of the response
Assessing the audience’s knowledge and interest level in the topic
Determining a register suited for the response such as formal, casual, consultative, intimate, or frozen/fixed based on the
rhetorical situation of the response (speaker, topic, audience, context)
Determining an appropriate style for a specific register of an oral or written response may include:
Choosing appropriate and necessary vocabulary and diction, including use of formal vs. informal word choice (use of slang,
contractions, etc.) and pronunciation
Choosing an appropriate speaking volume, raising and lowering one’s voice for emphasis and to ensure the entire audience
can hear/read the response
Choosing a speaking rate, including use of pauses, tolerance for interruptions, awareness of audience attention, and time
management
Choosing appropriate non-verbal communication such as gestures and eye-contact
Establishing a tone through content and delivery that accurately communicates the writer/speaker’s attitude towards the
topic/audience
Establishing a compelling voice by engaging the reader/viewer with unique and meaningful content and delivery
Register — refers to a specific style of speaking and writing such as formal, casual, consultative, intimate, frozen, etc. that is
based on the social setting of the communication
Tone — the author’s particular attitude, either stated or implied in writing
Voice —an author’s unique articulation or expression of language created by stylistic elements such as syntax, diction, and
figurative language
Note(s):
Grade Level(s):
This SE could be applied to any of the interdependent response skills identified in E2.5A-J.
Refer to E2.1C for more information about speaking and presentation skills.
TxCCRS:
E2.5I Reflect on and adjust responses when valid evidence warrants.
Reflect, Adjust
RESPONSES AS NEW EVIDENCE WARRANTS
Reflecting and adjusting responses may include:
Considering initial thoughts, feelings, and/or responses to a source, prompt, or question
Distinguishing between valid and invalid information and evidence
Analyzing new information and evidence from a text or outside sources for validity, accuracy, and connections to one’s
original response
Questioning if initial feelings, thoughts, and responses correspond with new information or evidence
Revising a response by synthesizing new evidence with original/previous ideas
Evaluating and adjusting a response for accuracy and clarity in details and support
Reflection — an intentional or instinctual mental process composed of contemplation and long consideration that is integral to
the learning process
Note(s):
While reflection is a mental process and is an integral part of the learning process, it is important to consider that writing and
speaking about reflections allows the student to make connections to the source and use evidence to support ideas.
TxCCRS:
E2.5J Defend or challenge the authors' claims using relevant text evidence.
Defend, Challenge
THE AUTHORS' CLAIMS USING RELEVANT TEXT EVIDENCE
Defending or challenging a claim using relevant evidence may include:
Determining the rhetorical situation of a text (author, purpose, intended audience, context)
Identifying the author’s claim and supporting evidence
Verifying the validity of evidence that supports the author’s claim such as facts, data, research, expert opinion, well-
grounded conclusions, relevant personal experiences, and/or any logical fallacies that may exist
Asserting one’s own position relative to the author’s claim and identifying supporting evidence to help reinforce that claim
Compiling critical information and compelling, relevant, and valid evidence from inside and/or outside the author’s text to
support a defense or to counter a claim
Using embedded direct quotes, paraphrased quotes, graphics, and other evidence as necessary and attributing their origins
clearly
Including relevant commentary to further support evidence based on understandings of the topic, historical and/or cultural
connections, logical reasoning, personal experience, etc.
Anticipating opposition, questions, contradictions, and comments about one’s defense or challenge
Modifying response and ideas based on feedback and newly acquired information and evidence
Maintaining a clear purpose and focus on the topic throughout the response
Appearing genuine, sincere, and invested in the topic and one’s defense or challenge
Text evidence — paraphrased or directly quoted detail(s) from a text that supports a reader’s claim, thought, inference, or
analysis about the text
Note(s):
Grade Level(s):
Refer to E2.1C for additional information on advocating a claim in a presentation.
Refer to E2.7E-Eii for additional information on analyzing an argumentative text.
Refer to E2.10C for additional information about composing argumentative texts.
TxCCRS:
II. Reading — A5. Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence
of evidence and reasoning.
E2.6 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student
recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and
diverse literary texts. The student is expected to:
E2.6A Analyze how themes are developed through characterization and plot, including comparing similar themes in a
variety of literary texts representing different cultures.
Supporting Standard
Analyze
HOW THEMES ARE DEVELOPED THROUGH CHARACTERIZATION AND PLOT
Analyzing thematic development may include:
Identifying the genre (fiction, drama, poetry, or literary nonfiction) and purpose of the text to determine characteristics that
may reveal theme such as characterization, plot events, setting, tone, dialogue, stage directions, figurative language,
graphical elements, literary devices, etc.
Annotating genre characteristics and key ideas for thematic implications and connections, specifically characterization and
plot events, as well as how both interact together to reveal theme
Identifying characters’ emotions, motivations, successes, failures, etc. through an analysis of their actions, speech, and
thoughts in order to understand thematic implications
Identifying and analyzing major plot events such as the exposition, conflict, rising action, climax, falling action, and
resolution that the character(s) experiences, and examining how and why those events occur to develop deeper
understanding of thematic implications
Going beyond the literal meaning to determine the deeper, underlying, or nuanced meaning of actions, dialogue,
descriptions of characters and plot, figurative language, literary devices, and other genre characteristics
Making text-to-text, text-to-self, and/or text-to-society connections with the character(s), plot events, and other elements of
the work
Recognizing the difference in theme and topic in literary works
Describing how the author has used elements of the text to create and convey thematic lesson(s), message(s), or idea(s)
Comparing similarities and differences in themes within and across a variety of texts, including how universal themes,
archetypes, and cultural/historical influences are depicted within culturally diverse texts of the same genre and across
different genres
Using well-chosen evidence from the text to support conclusions and inferences about theme(s)

Theme — the central or universal idea of a literary work that often relates to morals and/or values and speaks to the human
experience/ condition
Characterization — the method in which an author constructs a character by explicitly stating aspects of his/her personality
and appearance (direct characterization) or by revealing aspects of a character through their actions, thoughts, speech, other
characters, etc. (indirect characterization)
Plot — the basic sequence of events in a story that includes the exposition, rising action, climax, falling action, and
resolution

Note(s):
Grade Level(s):
Refer to E2.10A-C for information related to genre characteristics in literary texts.
TxCCRS:
II. Reading — A8. Identify, analyze, and evaluate similarities and differences in how multiple texts present information,
argue a position, or relate a theme.
II. Reading — C2. Analyze the relationships between works of literature and the historical periods and cultural contexts in
which they were written
E2.6B Analyze how authors develop complex yet believable characters, including archetypes, through historical and
cultural settings and events.
Readiness Standard
Analyze
HOW AUTHORS DEVELOP COMPLEX YET BELIEVABLE CHARACTERS, THROUGH HISTORICAL AND CULTURAL
SETTINGS AND EVENTS
Analyzing how authors develop complex yet believable characters may include:
Identifying the genre and purpose of the work to determine elements that may reveal characterization such as plot events,
setting, tone, dialogue, stage directions, figurative language, literary devices, etc.
Annotating for genre characteristics and key ideas that have implications and connections to characterization
Describing how the author uses historical and cultural settings and events to develop complex yet believable characters,
including how the setting affects the motivations, personalities, and complexities of the characters
Identifying characters’ internal responses such as emotions, motivations (intellectual, emotional, physical, social, etc.), and
thoughts through an analysis of characters’ external responses such as speech, actions, interactions, successes, failures,
etc.
Determining if a character is dynamic or static and/or round or flat as well as if they are a protagonist, antagonist, and/or
archetype (hero, mentor, loyal retainer, enemy, outcast, damsel in distress, etc.)
Considering the implications of characters’ internal and/or external conflict(s)
Examining how the characters change throughout the story and through resolutions of the conflict(s)
Going beyond the literal meaning to determine the deeper, underlying, or nuanced meaning of the actions, dialogue, and
descriptions of characters
Making text-to-text, text-to-self, and/or text-to-society connections with the character(s)
Using well-chosen evidence from the text to support conclusions and inferences about characterization

Character — a person or thing who plays a role in a book, play, or movie; characters may be static (unchanging throughout
the work) or dynamic (undergoing a change or transition through the story) and flat (one dimension, underdeveloped) or round
(complex and well-developed)
Literary device — a specific convention or structure—such as imagery, irony, or foreshadowing — employed by the
author to produce a given effect. Literary devices are important aspects of an author’s style
Archetype — a model image, personage, or theme that recurs in stories and myths throughout history and
literature
Protagonist — the main character in a narrative who is at the center of the story
Antagonist — the character who opposes the protagonist or the goals of the protagonist
Note(s):
TxCCRS:
which they were written

E2.6C Analyze isolated scenes and their contribution to the success of the plot as a whole.
Readiness Standard
Analyze
ISOLATED SCENES AND THEIR CONTRIBUTION TO THE SUCCESS OF THE PLOT AS A WHOLE
Analyzing plot development may include:
Identifying the genre of the work, author’s purpose, and intended audience
Identifying and analyzing the basic linear plot elements of exposition, rising action, climax, falling action, and resolution and
how each plot point is connected and interdependent as well as their significance to the narrative
Identifying and analyzing non-linear plot structures such as flashbacks, foreshadowing, subplots, and parallel plot structure
as well as their significance to the narrative
Identifying the differences in purposes of linear vs non-linear plot structures
Analyzing whether non-linear plot structures deviate from or contribute to the primary thematic focus of the text
Explaining how non-linear plot structures enhance and reinforce the primary plot and/or contribute to propelling the primary
plot action forward
Making, revising, and confirming predictions about plot points
Making connections between plot development and literary elements such as setting, characterization, literary devices, etc.
Drawing conclusions about how the plot events establish or reinforce theme and character
Identifying the narrative plot structure such as dramatic/progressive, episodic, parallel, flashback, framed, etc.
Explaining the influence or effect of the narrative structure (plot) on emerging themes, the reader’s perception of the events,
and the author’s purpose
Identifying and summarizing the main events of the text
Determining the major plot events and how they affect the characters and establish/reinforce the theme
Examining individual scenes and explaining how the scenes contribute to the plot as a whole
Using well-chosen evidence from the text to support conclusions and inferences about plot
resolution
Exposition — the element of plot structure that provides important details in the beginning of the story to introduce the
setting, characters, background information, and details or hints about the conflict(s)
Setting — the time and place in which a narrative occurs. Elements of setting may include the physical,
psychological, cultural, or historical background against which the story takes place.
Conflict— in literature, the opposition of persons or forces that brings about dramatic action central to the plot of a
story. Conflict may be internal, as a psychological conflict within a character, or external (e.g., man versus man,
man versus nature, or man versus society).
Rising action — the element of plot structure that develops the conflict through a series of events to build interest and/or
suspense and leads up to the climax
Climax — the highest point in the plot where the problem/conflict reaches its peak
Falling action — the element of plot structure that takes place after the climax and begins to resolve the conflict(s) of the
story before the resolution
Resolution — the conclusion or final outcome of a story that in some capacity resolves all problems and conflicts; however,
not all stories have clear resolutions
Flashback — a brief interruption in the plot that describes an earlier event or time in order to provide clarity, background, and
context about an event currently taking place in the narrative
Foreshadowing — a literary device used by an author to provide hints about future events and details that may occur later in
the story
Subplot — a secondary story in a narrative that adds complexity and depth and connects to the main plot in the contexts of
setting, characters, or theme
Parallel plot — a narrative structure where the author develops two or more simultaneous plots connected by character, event,
or theme
Note(s):
TxCCRS:
E2.6D Analyze how historical and cultural settings influence characterization, plot, and theme across texts.
Supporting Standard
Analyze
HOW HISTORICAL AND CULTURAL SETTINGS INFLUENCE CHARACTERIZATION, PLOT AND THEME ACROSS TEXTS
Analyzing setting may include:
Identifying the genre and purpose of the work to determine elements that may reveal setting such as plot events,
characterization, dialogue, stage directions, figurative language, diction, literary devices, etc.
Annotating for literary elements and genre characteristics that have implications and connections to setting such as diction
(colloquialisms, dated language, etc.) and characterization that may reveal setting details
Identifying and analyzing historical, social, economic, and cultural details about the setting’s time period and location
Time period: age, year, lapsed/elapsed time, etc.
Location: country, region, state, city, etc.
Culture: arts, food, social mores/values of racial, religious, and/or social groups, etc.
Historical background/context: sociopolitical climate, power dynamics, majority/minority roles, equity issues, technology
access, values, beliefs, norms, etc.
Environment: weather patterns, geology, geography, etc.
Mood: atmosphere, feeling of a place or time, etc.
Researching, as necessary, the setting, including cultural characteristics and historical events such as major movements,
customs, traditions, food, values, beliefs, politics, etc. related to the setting
Analyzing how literary elements such as characterization, plot, and theme interact with setting and influence each other,
specifically how the cultural and historical setting shape a character’s personality, attitude, motivation, conflicts, etc. and
inform plot action
Identifying shifts in setting
Going beyond the literal meaning to determine the deeper, underlying, or nuanced meaning of details, including analyzing
character thoughts, dialogue, and actions to identify details about the setting(s)
Making text-to-text, text-to-self, and/or text-to-society connections with the character(s)
Using well-chosen evidence from the text to support conclusions and inferences about setting
Setting — the time and place in which a narrative occurs. Elements of setting may include the physical,
psychological, cultural, or historical background against which the story takes place.
resolution
Theme — the central or universal idea of a literary work that often relates to morals and/or values and speaks to the human
experience/ condition
Note(s):
TxCCRS:
which they were written.
E2.7 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and
analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional,
contemporary, classical, and diverse texts. The student is expected to:
E2.7A Read and analyze world literature across literary periods.
Supporting Standard
Read, Analyze
WORLD LITERATURE ACROSS LITERARY PERIODS

Previewing and reading strategies to use prior, during, and after analyzing literary texts may include:
Reading from a variety of literary genres, including fiction, drama, poetry, and literary/narrative nonfiction
Identifying the genre, author, intended audience, and purpose of the work
Identifying and annotating the work for genre characteristics of fiction, drama, poetry, or literary/narrative nonfiction
Identifying and analyzing literary and stylistic elements such as setting, plot, characterization, theme, figurative language,
diction, literary devices, syntax, etc.
Analyzing the interrelationships among literary devices, literary elements, and author’s purpose
Making connections throughout the work to identify details related to theme and interpretive response tasks
Explaining connections between author’s craft, author’s purpose, and message/theme
Identifying recurring or distinctive features of world literature across literary time periods, including themes, archetypes,
author’s style and craft, etc.
Using well-chosen evidence from the text to support conclusions and inferences about genre characteristics
Summarizing and paraphrasing the text may include:
Distinguishing between significant and less significant ideas
Explaining the author’s ideas by putting them into other words

Literary text — written works that are generally recognized as having artistic value. Basic forms of literary text
include prose fiction, drama, poetry, and literary nonfiction.
Note(s):
Grade Level(s):
While literary nonfiction is not explicitly addressed in the TEKS, it is a common literary genre and therefore has been
included in specificity for this SE.
TxCCRS:
II. Reading — C1. Read widely, including complete texts from American, British, and world literatures.
E2.7B Analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other
conventions in poems across a variety of poetic forms.
Supporting Standard
Analyze
THE EFFECTS OF METRICS; RHYME SCHEMES; TYPES OF RHYME SCHEMES; AND OTHER CONVENTIONS IN POEMS
ACROSS A VARIETY OF POETIC FORMS
Previewing and reading strategies to use prior, during, and after analyzing a poem may include:
o Identifying the genre, author, intended audience, and purpose of the work
Identifying and annotating the poem for genre characteristics, literary elements, and stylistic elements such as graphical
elements, meter, rhyme, speaker/narrator, figurative language, diction, literary devices, etc.
Using well-chosen evidence from the text to support conclusions and inferences
Analyzing meter in poetry may include:
Recognizing the rhythmic pattern of a poem based on particular line length and number of syllables
Identifying and analyzing the effects of metrics by counting the syllables in a line to determine if the meter is regular or
irregular and identify the type of meter such as iambic (one unstressed syllable followed by one stressed syllable), trochaic
(one stressed syllable followed by one unstressed syllable), anapestic (two unstressed syllables followed by one stressed
syllable), etc.
Determining if the rhythm and metrics are indicative of a type/form of poem such as a sonnet
Analyzing rhyme scheme in poetry may include:
Analyzing the rhyme scheme by identifying words that rhyme (if any), determining if the rhyme pattern is regular, and
labeling the scheme accordingly (ABAB, AABB, ABABB, AABBA, etc.)
Analyzing how the poem’s sound and rhyme scheme contribute to the overall meaning of a poem
Analyzing how the poem’s metrics and rhyme scheme contribute to tone (for example, if a poem is heavily iambic and
rhyming like a nursery rhyme, this may indicate a playful or humorous tone)
Determining if the rhyme scheme is indicative of a type of poem such as a sonnet, limerick, etc.
Identifying and analyzing rhyme schemes, including end, internal, slant, and eye by reciting the poems out loud
Analyzing prosody in poetry may include:
Analyzing how the poem’s meter and rhyme produce intonation and stressed syllables to create the rhythm and sound of
the poem
Analyzing poetic structure in poetry may include:
Analyzing structural elements such as lines, line breaks, stanzas, refrains, quatrains, couplets, etc. and how they
contribute to meaning and tone in the poem
Analyzing graphical elements in poetry may include:
Identifying/locating/recognizing graphical elements such as capital letters, line length, punctuation, and/or word position and
determining why the author might have used the graphic elements(s) and how they may contribute to the meaning and tone
in the poem
Analyzing forms of poetry may include:
Reading and analyzing distinctive poetic features and techniques across a variety of poetic forms (e.g., sonnet, ballad, epic,
lyric, free verse, etc.)
Poetry — literary works focused on the expression of feelings and ideas through a distinctive style that is often rhythmical
and may have elements such as meter, rhyme, and stanzas
Metrics — the study of the rhythm or meter in verse; also called prosody
Meter — the basic rhythmic structure in verse, composed of stressed and unstressed syllables
Rhyme scheme — the pattern of rhyming lines (e.g., ABAB, ABBA)
End rhyme — two or more lines that end in rhyming syllables or words
Internal rhyme — a rhyme between word(s) in a single line or a word(s) from the middle of one line and a word(s) from the
middle or end of the next line
Slant rhyme — an imperfect rhyme that usually has the same end consonant sound but not the same vowel sound;
also called a half rhyme (e.g., found and kind, grime and game, ill and shell, dropped and wept)
Eye rhyme — two words with similar spelling but different sounds (often used to maintain a rhyme scheme in
poetry) Love/remove is an example of an eye rhyme from the prologue of Romeo and Juliet
Poetic form— a distinctive poetic structure with distinguishable characteristics based on meter, lines, stanzas, and rhyme
schemes such as a sonnet, blank verse, ballad, haiku, epic, lyric, etc.
Note(s):
Grade Level(s):
Refer to E2.8A-F for information related to author’s purpose and craft.
Refer to E2.10A for related composition skills.
TxCCRS:
E2.7C Analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire.
Supporting Standard
Analyze
THE FUNCTION OF DRAMATIC CONVENTIONS
Including but not limited to:
Previewing and reading strategies to use prior, during, and after analyzing a drama may include:
Identifying the genre, author, intended audience, and purpose of the work
Identifying and annotating the work for genre characteristics and literary elements such as characterization, plot, stage
directions, acts, dialogue, dramatic conventions, figurative language, diction, literary devices, etc.
Analyzing dramatic conventions in drama may include:
Analyzing the purpose and effect of asides, soliloquies, dramatic irony, satire, etc. on plot, characterization, and theme
Examples of dramatic conventions include:
Aside: During the balcony scene of Romeo and Juliet, Romeo proclaims his love to the audience in the presence of Juliet
through an aside, because only the audience perceives to hear his words and the words are only meant for the audience,
not other characters on stage.
Soliloquy: During the balcony scene of Romeo and Juliet, Juliet reveals her love for Romeo aloud through a soliloquy by
voicing her thoughts aloud though unintended for anyone to hear.
Dramatic irony: During the final scene of Romeo and Juliet, the audience witness dramatic irony when Romeo finds Juliet
in a drug-induced sleep yet thinks she is dead so he kills himself. When Juliet awakens, she finds Romeo dead with no
poison left to drink, so she kills herself with a dagger.
Analyzing dramatic structure in drama may include:
Reading stage directions to determine details about setting, actions, character, etc.
Interpreting dialogue to determine details about characters’ traits, opinions, actions, and intentions as well as plot and
theme
Determining how scenes and acts work together with other elements of drama such as character, dialogue, and stage
directions to develop dramatic action
Explaining how acts and scenes work together to construct the plot and develop characterization and theme
Drama — literary works written in a stage play format which includes dialogue and stage directions that is intended to be
performed
Dramatic conventions— a set of rules the actor, writer, and/or director employs to create a desired dramatic effect
that is understood by the audience
Aside — words spoken by an actor on stage that is intended to be heard only by the audience and not by the characters on
the stage
Soliloquy— a dramatic convention in which a speech is given by a character while or as if alone; literally, "talking
to oneself"
Irony— a literary technique used to create meaning that seems to contradict the literal meaning or events
Dramatic irony— a dramatic device in which a character says or does something that he or she does not fully grasp
but is understood by the audience
Satire — the use of humor, ridicule, and/or over exaggeration as a form of social commentary; the use of humorous criticism
or exaggeration to accentuate a character’s faults or ignorance

Note(s):
Grade Level(s):
Refer to E2.6A-D for information related to literary elements.
TxCCRS:
II. Reading — A6. Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the
reader.
E2.7D Analyze characteristics and structural elements of informational texts such as:
Analyze
CHARACTERISTICS AND STRUCTURAL ELEMENTS OF INFORMATIONAL TEXTS
Previewing and reading strategies to use prior, during, and after analyzing an informational text may include:
Identifying the genre, author, intended audience, purpose (to explain, to define, to inform, to educate, to present an
analysis, etc.), topic, and context/occasion of the work
Identifying the type of informational text such as a newspaper article, essay, biography, procedural text, summary,
instructions, etc.
Identifying and annotating the work for genre characteristics such as controlling idea/thesis, supporting details, examples,
text structures, text/print or graphic features, etc.
Explaining how the genre characteristics reinforce the author’s purpose may include:
Analyzing the relationship between structural elements, text features, text meaning, and author’s purpose
Explaining the impact of the text features on the intended audience
Distinguishing between significant and less significant ideas
Explaining the author’s ideas by putting them into other words (rephrasing)
Informational text —a text that presents information in order to explain, clarify, and/or educate
Note(s):
Grade Level(s):
Refer to E2.8Di-ii for more specific information on the characteristics and structures of informational text.
Refer to E2.10B for information related to composing informational texts.
Refer to E2.8A-C for information related to author’s purpose and craft.
TxCCRS:
E2.7D.i clear thesis, relevant supporting evidence, pertinent examples, and conclusion;
Readiness Standard
Analyze
characteristics and structural elements of informational texts such as:
CLEAR THESIS, RELEVANT SUPPORTING EVIDENCE, PERTINENT EXAMPLES, AND CONCLUSION
Identifying the thesis and supporting ideas may include:
Analyzing the introductory paragraph to identify an implicitly or explicitly stated thesis (if present, may appear later in the
text)
Identifying key ideas in each paragraph and determining if they identify or support the thesis
Identifying the meaning and purpose of details, examples, evidence, and text/print or graphic features such as headings,
charts, graphs, illustrations, photos, etc. and determining which key idea or supporting idea they relate to and support
Distinguishing between supporting ideas/reasoning, evidence, examples, etc.
Identifying different types of evidence such as empirical, historical, or anecdotal by distinguishing the sources of evidence
from facts, data, statistics, etc.
Analyzing the thesis and examples/evidence used in the text to determine the supporting ideas
Explaining how the evidence supports the thesis
Determining if the evidence includes any potential biases that may affect the text’s credibility
Determining information that may have been intentionally or unintentionally omitted, if any, and explaining why this
omission is important
Analyzing all paragraphs in the text to determine how it reinforces the thesis and purpose
Analyzing how the conclusion provides closure for the audience
Thesis— a statement or premise supported by arguments
Examples — instances or explanations that demonstrate, further clarify, or prove the accuracy of a statement or idea and may
include a series of facts, interpretations, personal anecdotes, or hypothetical situations
Conclusion — the closing of a text or speech that reinforces and summarizes the thesis or argument
Note(s):
Refer to E2.10B for more information on composing informational texts.
TxCCRS:
II. Reading — A8. Identify, analyze, and evaluate similarities and differences in how multiple texts present
information, argue a position, or relate a theme.
E2.7D.ii the relationship between organizational design and thesis;
Supporting Standard
Analyze
characteristics and structural elements of informational texts such as:
THE RELATIONSHIP BETWEEN ORGANIZATIONAL DESIGN AND THESIS
Identifying the organizational patterns/text structures employed to support the controlling idea/thesis may include:
Identifying patterns/structures such as sequential order, problem/solution, description, compare/contrast, cause/effect,
definition, classification, advantage/disadvantage, etc. in the text by looking for word choice and details that indicate a
particular structure
Deconstructing the structural elements of the organizational pattern to determine how the elements impact the overall
message of the text
Determining how the pattern(s)/structure(s) contribute to or reinforce the thesis, text meaning, and purpose
Explaining the influence or effect of the pattern(s)/ structure(s) on the intended audience
Organizational pattern — the pattern an author constructs as he organizes his or her ideas and provides supporting
details

Note(s):
Organizational patterns can be found in sections of text (single or multiple paragraphs) or throughout an entire text. Some texts
may have multiple organizational patterns.
Grade Level(s):
Refer to E2.8B for more information about the connection between text structure and author’s purpose.
Refer to E2.9Bi for information related to using an appropriate organizational structure when composing texts.
TxCCRS:
II. Reading — A8. Identify, analyze, and evaluate similarities and differences in how multiple texts present
information, argue a position, or relate a theme.
E2.7E Analyze characteristics and structural elements of argumentative texts such as:
Analyze
CHARACTERISTICS AND STRUCTURAL ELEMENTS OF ARGUMENTATIVE TEXTS
Previewing and reading strategies to use prior, during, and after analyzing an argumentative text may include:
Identifying the genre and rhetorical situation (author, intended audience, purpose, topic, and context/occasion) of the work
Identifying the type of argumentative text such as a newspaper opinion editorial (op-ed), persuasive essay, advertisement,
political speech, formal complaints, etc.
o Identifying and annotating the work for genre characteristics such as arguable claim, supporting details, examples, text
structures, text/print or graphic features, rhetorical appeals (ethos, pathos, and logos), and/or devices, logical fallacies,
etc.
o Using well-chosen evidence from the text to support conclusions and inferences
o Distinguishing between significant and less significant ideas
o Explaining the author’s ideas by rephrasing and putting them into other words
Explaining how genre characteristics reinforce the author’s purpose may include:
Analyzing the relationship between structural elements, text features, text meaning, and author’s purpose
Explaining the impact of the text features on the intended audience
Argumentative text — a text in which the writer develops and defends a position or debates a topic using logic and persuasion
Note(s):
Grade Level(s):
Refer to E2.7Ei-iii for more specific information on characteristics and structures of argumentative text.
Refer to E2.10C for information related to composing argumentative texts.
Refer to E2.8A-G for information related to author’s purpose and craft.
TxCCRS
E2.7E.i clear arguable claim, appeals, and convincing conclusion;
Readiness Standard
Analyze
characteristics and structural elements of argumentative texts such as:
CLEAR ARGUABLE CLAIM, APPEALS, AND CONVINCING CONCLUSION
Including but not limited to:
Identifying the arguable claim and supporting ideas may include:
Analyzing the introductory paragraph(s) to identify the topic/issue, identify an implicitly or explicitly stated arguable
claim, the context of the argument, and the significance of the issue
Identifying key ideas in each paragraph to determine the arguable claim as well as which ideas directly support the
arguable claim
Identifying the meaning and purpose of details, examples, evidence, and text/print or graphic features such as headings,
charts, graphs, illustrations, photos, etc. and determine to which key idea or supporting idea they relate
Distinguishing between the arguable claim, supporting ideas/reasoning, and evidence
Analyzing the concluding paragraph(s) to determine how it reinforces the arguable claim and purpose
Analyzing the author’s use of rhetorical appeals, devices, language, and craft to develop the argument may include:
Analyzing the author’s use of rhetorical appeals, devices, language, and craft to develop the argument may include:
Identifying and analyzing the author’s use of rhetorical appeals (ethos, pathos, logos) and devices to determine strengths
and weaknesses in the argument
Ethos (appeals to credibility) may be established by: providing accurate and compelling evidence, addressing
counterarguments, emphasizing shared values, establishing sincere interest in the issues, avoiding biased
language, citing reliable sources, avoiding logical fallacies, having expertise/training in a field of study, etc.
Pathos (appeals to emotion) may be established by: using descriptive language, detailed descriptions, personal
anecdotes, etc. to connect with readers’ emotions (fear, pity, anger, etc.)
Logos (appeals to logic) may be established by: developing sound logic and reasoning, utilizing strong and
accurate evidence, examples, and data such as statistics, facts, historical evidence, research, etc. to support
ideas, fairly addressing relevant counterarguments and offering strong rebuttals, avoiding logical fallacies and
overreliance on pathos, etc.
Identifying the author’s use of rhetorical devices to appeal to the audience
Identifying author’s craft and use of language such as figurative language and diction, including connotative and
denotative meanings of words to determine tone, shifts in tone, and persuasiveness
Identifying text structures and how they reinforce the author’s claim and purpose
Analyzing the author’s convincing conclusion may include:
Determining if the text as a whole provides a convincing argument with compelling evidence
Claim — an assertion, position, or arguable thesis about a topic or issue
Appeal — in rhetoric, the means of persuasion in an argument. According to Aristotle, there are three fundamental
appeals to convince a person: reason (logos), ethics (ethos), and emotion (pathos).
Logical appeal/logos — a method of persuasion that is based on the writer or speaker appealing to the audience’s sense of
intelligence and logic by using facts, statistics, research, historical evidence, etc. to support a legitimate, rational, and well-
reasoned argument
Emotional appeals/pathos — a method of persuasion that's designed to create an emotional response in the reader/viewer by
connecting to the audience’s values, needs, and sensibilities
Ethical appeal/ethos — a method of persuasion that is based on the writer or speaker’s credibility to discuss a subject and is
influenced by expertise, knowledge, experience, training, credentials, use of logical and emotional appeals, etc.
Rhetorical device — a technique that an author or speaker uses to influence or persuade an audience
Note(s):
TxCCRS:
II. Reading — A6. Identify and analyze the author’s use of rhetorical and literary devices to create meaning and
affect the reader.
E2.7E.ii various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
Readiness Standard
Analyze
VARIOUS TYPES OF EVIDENCE AND TREATMENT OF COUNTERARGUMENTS
The various types of evidence used to support the arguable claim may include:
Identifying different types of evidence such as facts, data, statistics, personal experience, observations, interviews,
research, historical events, etc.
Various types of evidence may fall under the following categories:
Logical evidence (based on logic and reasoning)
Empirical evidence (based on scientific research such as studies and statistics)
Anecdotal evidence (based on personal experience and often in the form of brief narratives or stories that serve to
make a point)
Analyzing the examples/evidence used in the text to determine the author’s arguable claim and supporting ideas
Explaining how the author’s arguable claim and ideas are supported by the evidence presented
Distinguishing between opinions and facts
Analyzing the source, credibility, and accuracy of evidence
Analyzing the meaning of commentary surrounding evidence and reasoning
Identifying the author’s use of logical fallacies or biased language in evidence and examples to determine weaknesses in
the argument
Identifying the author’s treatment of counterarguments to determine fair-mindedness, including the author’s presentation
of fair summaries of opposing arguments, use of concessions (if possible and appropriate), and compelling rebuttals
Determining information that may have been intentionally or unintentionally omitted, if any, and explaining why this
omission is important
Determining the effectiveness of ideas and evidence in achieving the author’s purpose
Analyzing the author’s treatment of counterarguments may include:
Identifying and evaluating the author’s acknowledgement of opposing arguments for fairness and accuracy
Identifying and evaluating the author’s use of concessions (if applicable) about the counterargument(s) for sincerity and
logical soundness
Identifying and evaluating the author’s rebuttals to the counterargument(s) for logical soundness and support of the
author’s claim
Analyzing whether the author’s treatment of counterarguments enhances the author’s argument or weakens it
Counterargument — a viewpoint that opposes an author’s thesis or claim; addressing and rebutting counterarguments are
essential in persuasive writing and speaking
Concession — a technique used in argumentation wherein a writer/speaker acknowledges a point made by the opposition in
order to establish understanding of the issue from various angles and enhance credibility
Rebuttal — the attempt to disprove, contradict, or argue against an opposing viewpoint
Note(s):
Grade Level(s):
Refer to E2.8G for information related to rhetorical devices and logical fallacies.
TxCCRS:
II. Reading — A6. Identify and analyze the author’s use of rhetorical and literary devices to create meaning and
affect the reader.
E2.7E.iii identifiable audience or reader; and
Supporting Standard
Analyze
IDENTIFIABLE AUDIENCE OR READER
Analyzing the identifiable audience may include:
Identifying the genre, author, intended audience, purpose (to explain, to define, to inform, to educate, to present an
analysis, etc.), topic, and context/occasion of the work
Identifying the type of argumentative text such as a newspaper opinion editorial (op-ed), persuasive essay, advertisement,
political speech, formal complaints, etc.
Making inferences about the demographics of the audience such as sex, race, religion, region, education level, etc. by
examining the rhetorical situation (author, topic, audience, context/occasion)
Making inferences about the audience based on diction, details, tone, and rhetorical appeals used in the text
Examining the text for any direct address to the potential audience
Researching the topic to determine who may be interested and affected by the issue discussed
Audience — the intended target group for a message, regardless of the medium
E2.7F Analyze characteristics of multimodal and digital texts.
Analyze
CHARACTERISTICS OF MULTIMODAL AND DIGITAL TEXTS
Previewing and reading strategies to use prior to, during, and after analyzing a multimodal or digital text may include:
Identifying the genre(s) present and rhetorical situation (author, intended audience, purpose, topic, and context/occasion) of
the work
Identifying the type of multimodal or digital text such as written text with pictures, webpage with audio/visual content, video
with sound, audio with music and spoken word, audio/visual performance, etc.
Identifying specific features within a multimodal or digital text such as music, songs, images, graphics, video, blog, live
performance, spoken word, etc.
Identifying characteristics often represented in traditional texts such as thesis/claim/theme, supporting details and ideas,
text structures, rhetorical appeals and/or devices, literary devices, etc.
Explaining the effect of various modes/characteristics on the meaning of the text as a whole
o Recognizing the structure/mode of the content presented and how that structure/mode may shift as the content advances
Recognizing the primary layout of the text as compared to supplementary and/or embedded modes/elements such as bold
print, headings, subheadings, spatial organization, graphics, etc.
Understanding how to navigate through the multimodal text to extract pertinent content
Summarizing and paraphrasing multimodal texts to communicate text meaning and key ideas
Multimodal texts — the strategic integration of two or more modes of communication to create meaning, including written and
spoken texts, images, gestures, music, digital texts and media, and live performances
Digital texts — an electronic text read on a computer screen or other electronic device that may include images, sound,
video, and other multimodal interactive and embedded elements
Note(s):
Grade Level(s):
E2.8 Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses
critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts.
The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
The student is expected to:
E2.8A Analyze the author's purpose, audience, and message within a text.
Readiness Standard
Analyze
THE AUTHOR’S PURPOSE, AUDIENCE, AND MESSAGE WITHIN A TEXT
Identifying the genre and mode of discourse by looking for genre characteristics and audio/visual elements (if present) in order
to determine the general purpose associated with the genre
Identifying details about the work’s rhetorical situation (author, topic, intended audience, context/occasion) that may reveal
key information about the author’s purpose and message
Identifying the style and tone of the work and how these elements may reveal the author’s purpose and message
Identifying the author’s stated or implied purpose (e.g., to inform, persuade, entertain, describe, explain, analyze, etc.)
Identifying the author’s message (theme, thesis, or claim) by closely reading, annotating, and analyzing key ideas,
supporting details, text structure(s), and the author’s use of language
Analyzing key information about the type of audience likely targeted by the author such as audience demographics,
education level, and level of knowledge and interest about the topic as well as any potential resistance the audience may have
towards the topic
Explaining both the author’s purpose and message in a clear statement (e.g., John Doe wrote the article, “Title,” in order to
argue that school uniforms benefit students. Jane Doe wrote the personal narrative “Title,” to explain the positive impact her
grandmother had on her upbringing.)
Making inferences about the author’s purpose for including specific details, paragraphs, sections of text, text/print and
graphic features, literary or rhetorical devices, etc.
Author’s purpose — the reason an author writes about a particular topic (e.g., to persuade, to entertain, to inform, to explain,
to analyze, etc.); the reason an author includes particular details, features, or devices in a work
Note(s):
While this SE focuses on determining the author’s purpose and message while reading (or viewing), this SE also applies to
writing. Students should utilize the knowledge and skills gained from analyzing different authors and texts to their own writing
and performance
TxCCRS:
I. Writing — A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized
paragraphs, and the use of appropriate language that advances the author’s purpose.
I. Writing — A1. Determine effective approaches, genres, rhetorical techniques, and media that demonstrate
understanding of the writer’s purpose and audience.
E2.8B Analyze use of text structure to achieve the author's purpose.
Supporting Standard
Analyze
USE OF TEXT STRUCTURE TO ACHIEVE AUTHOR’S PURPOSE
Identifying the genre and mode of discourse by looking for genre characteristics and audio/visual elements (if present) in order
to determine text structure(s)/organization(s) associated with the genre
Identifying details about the work’s rhetorical situation (author, topic, intended audience, context/occasion) that may reveal
key information about the text structure(s)/organization(s)
Identifying the author’s stated or implied purpose (e.g., to inform, p, entertain, describe, explain, analyze, etc.) and
considering how the purpose may influence text structure(s)/organization(s) used
Identifying the author’s message (theme, thesis, or claim) by closely reading, annotating, and analyzing key ideas,
supporting details, text structure(s)/organization(s), and the author’s use of language
Examining word choice, including transitions that may indicate the text structure(s)/organizational pattern(s)
Determining text structures/organizational patterns within the text such as cause/effect, problem and solution,
compare/contrast, description, order of importance, chronological, etc.; if the text is literary or fictional, linear and non-linear
narrative plot structures may be appropriate to identify
Making inferences about how specific text structure(s)/organizational pattern(s) influence and reinforce key ideas and the
author’s purpose throughout the text as well as create coherence throughout the text
Organizational pattern — the pattern an author constructs as he or she organizes his or her ideas and provides
supporting details. Examples of commonly used patterns are cause and effect, problem and solution, description,
and order of importance.
Author’s purpose — the reason an author writes about a particular topic (e.g., to persuade, to entertain, to inform, to explain,
to analyze, etc.); the reason an author includes particular details, features, or devices in a work
Note(s):
While this SE focuses on determining the connection between text structure and author’s purpose while reading (or viewing),
this SE also applies to writing. Students should utilize the knowledge and skills gained from studying different authors and
texts to their own products and performances.
Grade Level(s):
Refer to E2.7Diii for more information related to organizational patterns.
Refer to E2.8A for information related to author’s purpose and message.
TxCCRS:
E2.8C Evaluate the author's use of print and graphic features to achieve specific purposes.
Supporting Standard
Evaluate
THE AUTHOR'S USE OF PRINT AND GRAPHIC FEATURES TO ACHIEVE SPECIFIC PURPOSES
Previewing or scanning the text for use of text/print and graphic features
Identifying the type of text/print and/or graphic feature(s)
Determining the function, meaning, and purpose of the feature(s) (e.g., to clarify, to summarize, to aid in visualization, to
provided additional information, to explain a process, to organize/group ideas, to emphasize ideas, to support ideas, to evoke
an emotional response, etc.)
Integrating the meaning of the text/print and/or graphic feature(s) with the meaning of the text as a whole or with a section of
text and referring back to the features as needed to support comprehension
Explaining how the text/print and/or graphic features reinforce the author’s purpose and thesis, claim, or theme
Considering the effectiveness of the author’s choice of features by assessing how well they reinforce the author’s purpose and
meaning
Identifying alternative features that could have improved the author’s work
Evaluate — to judge or determine the significance, worth, or quality of something
Text/print features — any characteristic of the text outside the main body of the text that helps convey meaning
Examples may include: titles, headings, bolded, italicized, or highlighted text, subtitles/subheadings, captions, bullets, pull
quotes, footnotes, endnotes, citations, sidebars, hyperlinks, pop-ups, etc.
Graphic feature — picture or other image within a text
Examples include: diagrams, illustrations/drawings, photographs, maps, charts, graphs, timelines, tables, infographics,
embedded multimedia, icons, etc.
Note(s):
While this SE focuses on determining the purpose of text/print and graphic features while reading (or viewing), this SE also
applies to writing. Students should utilize the knowledge and skills gained from studying different authors and texts to their
own products and performances.
TxCCRS:
II. Reading — A2. Use text features to form an overview of content and to locate information
E2.8D Analyze how the author's use of language informs and shapes the perception of readers.
Readiness Standard
Analyze
HOW AUTHOR’S USE OF LANGUAGE ACHIEVES SPECIFIC PURPOSES
Identifying and considering the rhetorical situation of the text (author, topic, intended audience, context/occasion) as well as
genre characteristics that may reveal key information about how the author may use language in the text to achieve specific
purposes
Determining the author’s purpose and thesis, claim, or theme and revising as necessary when reading and analyzing a text
Annotating the text to identify the author’s unique use of figurative language such as metaphors, extended metaphors,
personification, imagery, similes, sound devices, etc.
Identifying the meaning of the language and its function in the text to create an intended response in the audience and to
develop details related to genre characteristics such as plot, character, setting, rhetorical appeals, treatment of
counterarguments, etc.
Identifying the impact and influence of the language on the author’s purpose, and thesis/claim/theme as well as the
audience’s understanding of the text, tone, and mood
Author’s use of language — the overarching style or quality of an author’s diction and syntax as well as his/her use of literary
devices and figurative language
Note(s):
While this SE focuses on examining the author’s use of language in texts, this SE also applies to writing. Students should
utilize the knowledge and skills gained from studying different authors and texts to their own products and performances.
Grade Level(s):
This SE focuses on how an author uses language to achieve specific purposes, which includes literary devices. Refer to
E2.8E for more information on other literary devices and E2.8F for more information on how language reveals mood, voice,
and tone.
TxCCRS:
reader.
E2.8E Analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes.
Supporting Standard
Analyze
THE USE OF LITERARY DEVICES TO ACHIEVE SPECIFIC PURPOSES
genre characteristics that may help determine the type of literary devices likely to be found in the text
Determining the author’s purpose and message then revising as necessary when reading and analyzing a text
Annotating the text to identify literary devices, including:
Types of irony include:
Verbal irony
Situational irony
Dramatic irony
Sarcasm: language that mocks or intends to be critical, often satirical or ironic
Motif: a distinctive and recurring object/image, sound, action, or other figure that serves to reinforce an idea or theme in a
literary work
Other literary devices such as oxymoron, point of view, imagery, figurative language, metaphor, simile, symbolism, sound
devices, etc.
Identifying the meaning of the device and its function in the text to develop an intended response in the audience (appealing to
reader emotions and experience) and to develop details related to genre characteristics such as plot, character, setting, etc.
Identifying the impact and influence of the device on the author’s purpose and message as well as the audience’s
understanding of the text, tone, and mood
Literary device — a specific convention or structure—such as imagery, irony, or foreshadowing—that is employed by
the author to produce a given effect.
Irony — a literary technique used to create meaning that seems to contradict the literal meaning or events
Verbal irony is the use of words in which the intended meaning is contrary to the literal meaning (e.g., I could
care less).
Situational irony is a literary technique for implying, through plot or character, that the actual situation is quite
different from that presented.
Dramatic irony is a dramatic device in which a character says or does something that he or she does not fully
grasp but which is understood by the audience.
Sarcasm — a bitter form of irony, intended to taunt or hurt
Motif — the recurring or dominant structure of a literary work; the intentional repetition of a word, phrase, event,
or idea as a unifying theme
Note(s):
While this SE focuses on examining the author’s use of language in texts, this SE also applies to writing. Students should
utilize the knowledge and skills gained from studying different authors and texts to their own products and performances.
Grade Level(s):
This SE addresses literary devices but only lists irony, sarcasm, and motif as examples. Refer to E2.8D for more
information on other literary devices, including figurative language, metaphor, personification, etc.
This SE focuses on the author’s use of literary devices. Refer to E2.8F for specific information on how language and literary
devices contribute to mood, voice, and tone.
TxCCRS:
reader.
E2.8F Analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text.
Readiness Standard
Analyze
HOW THE AUTHOR’S DICTION AND SYNTAX CONTRIBUTE TO THE MOOD, VOICE, AND TONE OF A TEXT
genre characteristics that may help determine the type of language likely be found in the text
Determining the author’s purpose and thesis, claim, or theme and revising as necessary when reading and analyzing a text
Identifying the author’s unique use of language, including figurative language, literary or rhetorical devices, diction (including
the denotative and connotative meaning of words), and syntax and determine how language contributes to mood, voice, tone,
and meaning in the text
Examples of mood may include: dark, light, optimistic, pessimistic, gloomy, cheery, fearful, stressful, chaotic, etc.
Examples of voice may include: youthful, witty, blunt, whimsical, reflective, ironic, sarcastic, humorous, condescending,
poetic, etc.
Examples of tone: jovial, critical, bitter, objective, optimistic, pessimistic, sincere, angry, appreciative, nostalgic, apologetic,
condescending, etc.
Annotating the text to identify characteristics of the author’s diction (word choice) such as colloquial, formal, informal,
euphemistic, poetic, scholarly, simple, vulgar, etc.
Annotating the text to identify characteristics of the author’s syntax (phrase and sentence structure) such as the use of
parallelism, repetition, anaphora, rhetorical questions, juxtaposition, polysyndeton, asyndeton, etc. along with sentence
length, sentence type, and punctuation
Explaining how mood, voice, and tone reinforce the author’s message and purpose
Identifying how the author’s language functions in the text to develop an intended response in the audience (appealing to
reader emotions and experience) and to develop or emphasize details related to genre characteristics such as tone, plot,
character, setting, message, rhetorical appeals, etc. as well as pacing and rhythm
Using well-chosen text evidence from the text to support conclusions and inferences
Diction — word choice that may be determined by the writer or speaker’s style, purpose, and need to communicate
accurately, appropriately, and understandably to a specific audience expression
Syntax — the arrangement and sequence of words in sentences, clauses, and phrases
Mood — the atmosphere or feeling created by the writer in a literary work or passage; mood can be expressed
through imagery, word choice, setting, voice, and theme. For example, the mood evoked in Edgar Allan Poe’s
work is gloomy and dark.
Voice — an author’s unique articulation or expression of language created by stylistic elements such as syntax, diction, and
figurative language
Tone — the author’s particular attitude, either stated or implied in the writing
Note(s):
While this SE focuses on how the author’s use of language contributes to mood, voice, and tone, this SE also applies to
writing. Students should utilize the knowledge and skills gained from studying different authors and texts to their own
products and performances.
Grade Level(s):
This SE focuses on the author’s use of language. Refer to E2.8D for information related to how the author’s use of language
achieves specific purposes.
TxCCRS:
reader.
E2.8G Analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of
logical fallacies.
Supporting Standard
Analyze
THE PURPOSE OF RHETORICAL DEVICES AND THE EFFECTS OF LOGICAL FALLACIES
genre characteristics that may help determine the type of language likely to be found in the text
Determining the author’s purpose and thesis/claim and revising as necessary when reading and analyzing a text
Identifying the author’s unique use of language, including rhetorical devices and logical fallacies, and determine how they
contribute to meaning
Differentiating between rhetorical devices and logical fallacies
Annotating the text to identify rhetorical devices and determining how they may strengthen or weaken the author’s overall
argument, including:
Appeals: ethos (appeals to credibility), pathos (appeals to emotion), and logos (appeals to logic)
Antithesis: irrelevant ideas or details that distract the audience’s attention away from the topic or issue
Parallelism: repeating the same syntactical structure or phrasing to suggest equal emphasis
Rhetorical shifts: change in the mood of a text or speech
Other rhetorical devices such as understatement, overstatement, analogies, juxtaposition, direct address, rhetorical
questions, anecdotes, repetition, etc.
Annotating the text to identify logical fallacies and to determine how they may strengthen or weaken the author’s overall
argument
Examples of logical fallacies may include: straw man, red herring, bandwagon appeals, circular reasoning, loaded language,
sweeping generalizations, hyperbole, stereotyping, etc.
Identifying the purpose and meaning of the device and/or fallacy and its function in the text to develop an intended response in
the audience (appealing to reader emotions and intelligence/logic) as well as details related to genre characteristics such as
evidence and examples, rhetorical appeals, etc.
Identifying the impact and influence of the device and/or fallacy on the author’s purpose, message/claim, audience’s
understanding/reception of the text, and tone
Rhetorical device— a technique that an author or speaker uses to influence or persuade an audience
Logical appeal/logos — a method of persuasion that is based on the writer or speaker appealing to the audience’s sense of
intelligence and logic by using facts, statistics, research, historical evidence, etc. to support a legitimate, rational, and well-
reasoned argument
Ethical appeal/ethos — a method of persuasion that is based on the writer or speaker’s credibility to discuss a subject and
is influenced by expertise, knowledge, experience, training, credentials, use of logical and emotional appeals, etc.
Emotional appeal/pathos — a method of persuasion that's designed to create an emotional response in the reader/viewer by
connecting to the audience’s values, needs, and sensibilities
Antithesis — the direct opposite; a rhetorical contrast using parallels within a sentence (e.g., give me liberty or
give me death)
Parallel structure/Parallelism — a rhetorical device in which the same grammatical structure is used within a
sentence or paragraph to show that two or more ideas have equal importance
Rhetorical shift — a change in mood usually accompanied by a change in nuance that is introduced by transitional words as
well as changes in tone and diction
Logical fallacy — an incorrect or problematic argument that is not based on sound reasoning

Note(s):
While this SE focuses on how the author’s use of language contributes to mood and voice, this SE also applies to writing.
Students should utilize the knowledge and skills gained from studying different authors and texts to their own products and
performances.
Grade Level(s):
This SE focuses on the author’s use of rhetorical devices and logical fallacies. Understanding how devices and fallacies
help and hinder the author’s ethos, pathos, and logos (rhetorical appeals) is important in both the analysis and construction
of a persuasive text. Refer to E2.7Ei for more information related to rhetorical appeals.
TxCCRS:
reader.
E2.9 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the
writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is
expected to:
E2.9A Plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of
strategies such as brainstorming, journaling, reading, or discussing.
Plan
A PIECE OF WRITING APPROPRIATE FOR VARIOUS PURPOSES AND AUDIENCES BY GENERATING IDEAS THROUGH A
RANGE OF STRATEGIES
Planning a piece of writing may include:
Annotating the prompt (if provided) or identifying a self-selected or teacher-selected topic
Identifying the purpose for writing: to inform, persuade, entertain, describe, analyze, etc.
Determining the occasion in which the writing will be read or viewed
Identifying the audience intended for the writing and determining the audience’s knowledge and interest level in the topic
Determining which genre is appropriate to the topic, purpose, and audience by evaluating the characteristics of a variety of
genres
Understanding how to utilize the genre characteristics of the appropriate genre for the writing purpose
Notetaking and journaling background knowledge and questions about the chosen topic and brainstorming ideas about
personal interests in the topic
Reading, annotating, and analyzing texts that relate to a prompt or chosen topicDiscussing potential ideas with
classmates/peers by asking and answering questions
Developing an engaging thesis, arguable claim, or theme relevant to the chosen topic
Organizing notes into a graphic organizer, map/web, or outline by categorizing ideas and details about the selected topic
and determining the best sequence to present them in the draft
Drafting and revising the thesis, arguable claim, or theme throughout the planning process
Purpose — the intended goal of a piece of writing; the reason a person writes
Brainstorming — a technique in which many ideas are generated quickly and without judgment or evaluation,
usually as part of a problem-solving process or to inspire creative thinking
Journaling — a type of writing meant to record experiences, ideas, or reflections for private or informal use
Note(s):
Although planning (or prewriting) is often referred to as the first step in the writing process, students may return to this step
anytime throughout the process due to the recursive nature of the writing process.
TxCCRS:
I. Writing — A2. Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
E2.9B Develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
Develop
DRAFTS INTO A FOCUSED, STRUCTURED, AND COHERENT PIECE OF WRITING IN TIMED AND OPEN-ENDED
SITUATIONS
Developing drafts into focused, structured, and coherent writing may include:
Revising the working outline, graphic organizer, map/web from the planning stage based on readings, thinking,
conversations, notes, and experimenting with the sequence of the organization to support the writing purpose and to appeal
to the intended audience
Writing a draft that follows the pre-planned outline, graphic organizer, or map/web
Using text structure(s) throughout the draft that is appropriate to the genre, audience, and purpose of the prompt, including
a strong introduction, detailed body, and meaningful conclusion as necessary
Determining and using an appropriate tone, voice, and diction for the work
Utilizing genre characteristics during writing, including literary/rhetorical devices
Emulating aspects of other authors’ craft in the same genre (using mentor texts)
Including embedded text evidence, ideas, or details that are strongly related and contribute to the thesis, arguable claim, or
theme
Maintaining focus on the topic to create cohesion of ideas
Elaborating on specific parts of the text to support the author’s purpose and the audience’s visualization and understanding
Using appeals and engaging hooks that will influence the intended audience throughout the draft
Choosing words that are precise and support the author’s purpose and voice as well as assist the audience in visualizing
and understanding the ideas presented
Experimenting with sentence structure to support rhythm, flow, author’s purpose, and the audience’s visualization and
understanding
Experimenting with conventions to draw the reader’s attention to the text, emphasize an idea in the text, support author’s
purpose and message, and enhance the audience’s understanding
Continuing discussion with a community of writers
Developing drafts in timed and open-ended situations may include:
Using pre-writing and writing strategies appropriate for the time allotted for a writing task
Monitoring and adjusting writing productivity according to the time remaining to complete a draft (or practicing time
management)
Practicing sustained writing for longer and shorter periods of time, depending on the writing purpose and student needs
External coherence — organization of the major components of a written composition—introduction, body,
conclusion, or, in the case of a multi-paragraph essay, the paragraphs—in a logical sequence so that they flow
easily and progress from one idea to another while still holding true to the central idea of the composition
Internal coherence — a logical organization and fluid progression of ideas and/or sentences. A piece of writing with
internal coherence does not contradict itself
Note(s):
Although drafting is often referred to as the second step in the writing process, students may return to this step anytime
throughout the process due to the recursive nature of the writing process.
Grade Level(s):
Reading and writing are reciprocal processes. As writers develop drafts, they draw ideas from texts they have read and may
apply the craft and techniques of other authors in their own writing. Refer to E2.8A-G for more information about author’s
purpose and craft.
TxCCRS:
I. Writing — A3. Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material
generated; and formulate a thesis or purpose statement.
E2.9B.i using an organizing structure appropriate to purpose, audience, topic, and context; and
Readiness Standard
Develop
drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
Using
AN ORGANIZING STRUCTURE APPROPRIATE TO PURPOSE, AUDIENCE, TOPIC, AND CONTEXT
Using an appropriate organizational structure may include:
Choosing a text structure that will allow for the best communication of the message and topic within the context of the
author’s purpose, genre, context/occasion, and the audience’s position, knowledge, and interest levels
Examples of text structures include: chronological order, sequential order, order of importance, cause and effect,
compare and contrast, problem and solution
Using meaningful transition words/phrases and sentence-to-sentence connections to enhance the flow of the work and
create cohesiveness
Examples of transitions that add include: and, furthermore, in addition to
Examples of transitions that compare include: also, likewise, as well
Examples of transitions that contrast include: but, however, alternatively
Examples of transitions that prove include: consequently, thus, therefore
Examples of transitions that show relationships in time include: first, second, third, finally, then
Examples of transitions that give an example include: for example, for instance
Examples of transitions that summarize or conclude include: finally, in conclusion
Examples of transitions that emphasize include: in fact, always, without a doubt, definitely, obviously
Including and building upon ideas and details that are strongly related and contribute to creating a focused, controlled
work
Choosing words that are purposeful and precise and support the overall meaning of the work
Ensuring there is coherence within and across paragraphs by establishing clear connections and logical order between
ideas
Shifting the order of paragraphs, sentences, and information during the writing process to improve clarity and coherence
Writing an effective introduction, detailed body paragraphs, and meaningful concluding paragraphs when appropriate for
the genre and writing purpose
Organization of a paper — the development of ideas in a coherent manner. In a well-organized paper, main points
should be supported, each idea should flow sequentially and logically to the next idea, transitions should connect
ideas, and extraneous sentences should not be included.
Note(s):
Text structures are highly dependent on the chosen genre, and not all text structures work with all genres.
The length of any draft is determined by various factors such as purpose, genre, assignment, time constraints, student ability,
publishing space/format, etc. Students should be writing drafts of varying lengths.
E2.9B.ii developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;
Readiness Standard
Develop
drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
Developing
AN ENGAGING IDEA REFLECTING DEPTH OF THOUGHT WITH SPECIFIC DETAILS, EXAMPLES, AND COMMENTARY
Strategies for developing and supporting an engaging idea (thesis/arguable claim/theme) may include:
Deepening knowledge of specific details related to the topic through various methods such as reflective writing/notetaking,
discussions, background reading/research, interviewing, etc.
Reflecting on personal, social, and/or universal implications of the topic and considering multiple perspectives on topic
details to revise the working engaging idea as necessary
Creating, narrowing, and modifying supporting ideas that maintain a focused and coherent connection to the topic,
purpose, and working engaging idea
Connecting prior knowledge, facts, and details to develop each supporting idea
Developing explanations of supporting details that move beyond a literal meaning
Selecting and utilizing specific and relevant examples, facts, analogies, and/or anecdotes to illustrate each supporting
idea
Providing meaningful and insightful commentary for each supporting idea and any examples, facts, etc. discussed therein
Ensuring all development of ideas correspond with specified genre characteristics
Utilizing research strategies when possible to assist in gaining or clarifying information needed to develop/support an
engaging idea
Details — ideas included or intentionally omitted by an author that contribute to his or her purpose
Examples — instances or explanations that demonstrate, further clarify, or prove the accuracy of a statement or idea and may
include a series of facts, interpretations, personal anecdotes, or hypothetical situations
Commentary — written/spoken explanations or interpretations that further develop an idea

Note(s):
As students develop their ideas throughout their draft, it is important to maintain a purposeful organization as addressed in
E2.9B(i).

E2.9C Revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including
use of parallel constructions and placement of phrases and dependent clauses.
Readiness Standard
Revise
DRAFTS TO IMPROVE CLARITY, DEVELOPMENT, ORGANIZATION, STYLE, DICTION, AND SENTENCE EFFECTIVENESS,
INCLUDING USE OF PARALLEL CONSTRUCTIONS AND PLACEMENT OF PHRASES AND DEPENDENT CLAUSES
Revising drafts may include:
Reviewing task or purpose of the writing assignment and ensuring all content requirements have been met and applicable
genre characteristics employed
Revising the draft for clarity by:
Assessing internal and external coherence by identifying areas lacking in sufficient detail and precision and adding relevant
details to improve clarity
Checking for unclear references such as pronoun/antecedent agreement and adding nouns as necessary to improve clarity
Evaluating the draft for strong development of ideas by:
Ensuring that the draft is developed with specific, well-chosen examples and commentary that support the key ideas and
fulfill the writing task
Modifying details to clarify meaning and ideas
Deleting extraneous, unrelated, or repetitive details/information that detract from the topic and message
Adding details to develop or explain underdeveloped key ideas, evidence, or commentary
Reordering and combining details, sentences, and paragraphs to enhance readability, flow, and coherence
Reviewing closing/concluding sentence(s) for emphasis of the overall message
Evaluating the draft for strong organization by:
Examining the chosen text structure(s) of the paper to determine if it matches the purpose of the writing task and if ideas
flow, are clear, and are effectively supported with details
Ensuring the essay has a clear introduction/hook, body, and conclusion
Determining if paragraphs are in a logical order and focused on a specific topic
Ensuring examples and evidence connect to both the topic sentence of the paragraph and the text message
Improving transitions between ideas in sentences and paragraphs to enhance flow and coherence
Evaluating the draft’s stylistic features by:
Ensuring language is appropriately formal or informal
Avoiding use of the passive voice and favoring an active voice when possible and appropriate
Ensuring a consistent point of view, voice, tone, and perspective is maintained throughout the text
Reviewing the use of literary/rhetorical devices and figurative language to enhance appeals to the audience
Improving diction by incorporating precise words that create visual images and including sensory details that enhance
meaning and are appropriate for the purpose and audience
Replacing over-used, vague, or ambiguous word choice with more appropriate and precise synonyms
Avoiding slang, euphemisms, clichés, and biased language as appropriate
Using words that best reflect the tone of the writing
Evaluating the draft for strong sentence effectiveness by:
Using sentences that contain appropriate subject-verb agreement and grammar conventions
Avoiding and correcting run-on sentences and fragments by reviewing the placement of phrases and dependent clauses
Using appropriate punctuation
Using consistent active voice or consistent passive voice without using them interchangeably
Emphasizing an important idea or tone by rearranging syntax
Using varied syntax/sentence structures that are purposeful, controlled, and enhance the effectiveness of the piece
Rearranging syntax to emphasize an important idea or tone as necessary
Employing parallel construction of phrases and dependent clauses to emphasize a point or to compare/contrast ideas
Revising — a stage in the writing process when a text is examined holistically and changes are made to improve the focus,
content, organization, sentence structure, and word choice in order to clarify the intended message, create flow, and more
successfully engage the audience
Clarity — the quality of being clear; easy to see, hear, or understand
Development — the depth of thought provided in a work as a whole by incorporating strong details, supportive examples, and
thorough commentary
Organization of a paper— the development of ideas in a coherent manner. In a well-organized paper, main points
should be supported, each idea should flow sequentially and logically to the next idea, transitions should connect
ideas, and extraneous sentences should not be included.
Style — the unique characteristics that describe a writer’s use of language; diction, syntax, sentence fluency, figurative
language, and voice all contribute to a writer’s style
Diction — choice of words in speaking or writing for clear and effective expression
Parallel structure — a rhetorical device in which the same grammatical structure is used within a sentence or paragraph to
show that two or more ideas have equal importance.
Note(s):
Revising is different from editing. Revision improves the content of the draft whereas editing corrects the grammar and
mechanics.
Revising is an important part of the writing process. Many times students will feel like they are “done” after their first draft.
Encourage students to continue re-reading their drafts through the eyes of their audience to find areas for improvement.
Although revising is often referred to as the third step in the writing process, students may return to this step anytime
TxCCRS:
I. Writing — A4. Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and
using language more precisely and effectively.
E2.9D Edit drafts using standard English conventions, including:
Supporting Standard
Edit
DRAFTS USING STANDARD ENGLISH CONVENTIONS
Editing drafts using standard English conventions may include:
Checking for and correcting sentence structure
Checking for and correcting verb tense and subject-verb agreement
Checking for and correcting parts of speech and usage, including pronoun-antecedent agreement
Checking for and correcting capitalization
Checking for and correcting punctuation
Checking for and correcting spelling
Assessing whether choices in conventions and structures support the intended message and purpose
Other considerations for editing may include:
Studying mentor texts (texts used for study and imitation) for the use of standard English conventions and authors’ choices
in conventions
Employing both standard English conventions and non-standard choices in spelling, grammar, and punctuation to craft a
written message that affects the reader for a specific purpose
Using unconventional choices intentionally to affect the reader may include:
Using fragment sentences to draw the readers’ attention to a specific point, to create a dramatic pause, to create a
rhythm in the syntax, etc.
Using unconventional grammar, spelling, and slang to convey regional dialects or speech patterns common in specific
communities
Using run-on sentences and punctuation such as dashes for emphasis, ellipses for a break/pause, etc. to vary sentence
structure, affect rhythm, or craft lyrical prose
Using other unconventional techniques such as intentional repetition or capital letters for emphasis
Using other unconventional techniques such as intentional repetition or capital letters for emphasis
Conventions — standard rules of grammar and language, including written mechanics such as punctuation, capitalization,
spelling, and paragraphs and written/oral usage such as word order, subject-verb agreement, and sentence structure
Mechanics — in writing, the use of standard rules of grammar, spelling, punctuation, and usage as opposed to
expressive or artistic considerations
Editing — a stage in the writing process when a written text is prepared for an audience by attending to and correcting
mechanics, grammar, and spelling
Note(s):
Editing is different from revising. Editing corrects the mechanics; whereas, revising improves the content of the draft.
Although editing is often referred to as the fourth step in the writing process, students may return to this step anytime
It may be overwhelming for some students to edit an entire draft at one time, so editing periodically during the process of
writing will lessen the burden at the end.
Grade Level(s):
Refer to E2.9Di-vi for information on the specific grade-level expectations for language conventions. Students should also be
responsible for previously learned conventions.
TxCCRS:
I. Writing — A5. Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American
English, when appropriate
E2.9D.i a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;
Readiness Standard
Edit
drafts using standard English conventions, including:
A VARIETY OF COMPLETE, CONTROLLED SENTENCES AND AVOIDANCE OF UNINTENTIONAL SPLICES, RUN-ONS, AND
FRAGMENTS
Editing for complete, controlled sentences may include:
Checking complex sentences for one independent clause and at least one dependent clause beginning with a
subordinate conjunction (see note below)
Example with the dependent clause first (requires a comma): Although the dog barked at the mail carrier, he
wasn’t scared.
Example with the independent clause first (no comma required): The mail carrier was not scared when the dog
barked at him.
Checking compound sentences for two independent clauses joined by a comma and a coordinating conjunction or
semicolon (addressed in previous grade level SEs)
Example: The dog barked at the mail carrier, but he wasn’t scared.
Checking simple sentences for a subject and a predicate (addressed in previous grade level SEs)
Avoiding comma splices where two independent clauses are incorrectly separated by a comma
Example: The dog barked at the mail carrier, he wasn’t scared.
Correction using period and capital letter: The dog barked at the mail carrier. He wasn’t scared.
Correction using a comma and a coordinating conjunction: The dog barked at the mail carrier, but he wasn’t
scared.
Correction using a semicolon: The dog barked at the mail carrier; he wasn’t scared.
Avoiding run-on sentences where two or more independent clauses are joined inappropriately.
Example: The dog barked at the mail carrier he wasn’t scared.
Corrections are the same as the comma splice
Avoiding fragments that are not complete sentences/independent clauses and cannot stand alone
Example with a missing subject: Wasn’t afraid of the dog barking.
Example with a missing predicate:The barking dog.
Example that has a subject and predicate but also has a subordinating conjunction that makes it a dependent
clause: When the dog barked.
Editing for subject-verb agreement may include:
Ensuring that singular subjects contain singular verbs and plural subjects contain plural verbs
Example of singular subject-verb agreement: The dog barks at the mail carrier every day.
Example of plural subject-verb agreement: The dogs bark at the mail carrier every day.
Ensuring that phrases separating the subject and verb do not affect the subject-verb agreement:
Incorrect example of subject-verb agreement affected by a phrase: The dog who has many friends bark at the mail
carrier.
Correction: change the verb to barks
Ensuring that compound subjects do not affect the subject-verb agreement:
Incorrect example of subject-verb agreement affected by a compound subject: The mail carrier and the neighbor
wasn’t scared of the barking dog.
Correction: change the verb to weren’t
Incorrect example of subject-verb agreement affected by a compound subject: The neighbors nor the mail carrier
were scared of the barking dog.
Correction: change the verb to was
Considering syntactical variety and incorporating simple, complex, and compound-complex sentences to create flow
Complete sentence — an independent clause that contains a group of words expressing a complete thought that contains a
subject (who or what) and a predicate (verb or action)
Simple sentence — a sentence with one clause
Compound sentence — a sentence composed of at least two independent clauses linked with a conjunction or
semicolon
Complex sentence — a sentence with an independent clause and at least one dependent clause
Independent clause— a group of words containing a subject and a verb that can stand alone as a complete sentence;
also called a main clause
Dependent clause— a group of words with a subject and a verb that modifies a main or independent clause to which
it is joined (e.g., until you leave in I will wait until you leave); also called a subordinate clause
Subordinate clause — a clause containing a subject and a verb that modifies a main or independent clause but cannot
stand alone; also called a dependent clause
Comma splice — an incorrect sentence structure that occurs when two independent clauses are combined using only a comma
Run-on sentence — an incorrect sentence structure that occurs when two or more independent clauses are joined without any
punctuation
Fragment — an incorrect sentence structure that occurs when a sentence is incomplete because it is missing a subject or
predicate

E2.9D.ii consistent, appropriate use of verb tense and active and passive voice;
Supporting Standard
Edit
CONSISTENT, APPROPRIATE USE OF VERB TENSE AND ACTIVE AND PASSIVE VOICE
Editing for correct use of verb tense includes:
Identifying the most appropriate tense for the genre, purpose, and context of the work and checking for consistent use
Evaluating the text for shifts in time to indicate needed shifts in verb tense
Using active over passive voice when it will create a more impactful effect
Noting and verifying the proper use of irregular verb conjugation
Ensuring consistent and appropriate use of verb tense such as simple past, present, and future; progressive past,
present, and future; perfect past, present, and future; and perfect progressive past, present, and future
Using correct simple past, present, and future tenses when appropriate
Examples include: I ate cake; I eat cake; I will eat cake.
Using correct progressive past, present, and future tenses when appropriate
Examples include: I was eating cake at the time; I am eating cake at this moment; I will be eating cake later
today.
Using correct perfect past, present, and future tenses when appropriate
Examples include: I had eaten cake by that time; I have eaten cake; I will have eaten cake.
Using correct perfect progressive past, perfect, future tenses when appropriate
Examples include: I had been eating cake all morning; I have been eating cake all my life; I will have been eating
cake for the last several days.
Consistent tense —the use of the same verb tense throughout a sentence, paragraph, or essay. Shifting from one verb
tense to another should be done only when demonstrating a shift in time
Irregular verb — a verb that does not follow the normal rules of conjugation (e.g., go, went, gone as forms of to go)
Active voice — sentence structure in which the subject performs the action of the verb (e.g., The dog bit the boy.),
rather than being acted upon (e.g., The boy was bitten by the dog.)
Passive voice —sentence structure in which the subject of the verb is being acted upon by the verb (e.g., He was hit
by the ball.)

E2.9D.iii pronoun-antecedent agreement;
Supporting Standard
Edit
PRONOUN-ANTECEDENT AGREEMENT
Editing for correct pronoun-antecedent agreement may include:
Identifying pronouns, including indefinite pronouns
Examples of pronouns include: she, he, we, mine, ourselves, us, anybody, anyone, each, everything, few, all, any,
some, who, whom, that, which, etc.
Underdeveloped concept: Students may confuse the use of I and me especially when used with the coordinating conjunction
and. I should be used when it is a subject, and me should be used when it is an object.
Ensuring correct use of a variety of pronouns, such as relative (who, whom, etc.), indefinite (nobody, anyone, etc.), reflexive
(myself, themselves, etc.), and possessive (his, hers, theirs, etc.)
Ensuring the correct pronoun usage based on the noun’s/antecedent’s gender and/or number
Occasionally substituting an overused pronoun with the noun it represents to maintain and ensure clarity
Pronoun — a part of speech that functions as a substitute for a noun
Antecedent — the noun that a pronoun refers to (e.g., Iris is the antecedent of she in the sentence, Iris tried, but she
couldn’t find the book).

E2.9D.iv correct capitalization;
Supporting Standard
Edit
CORRECT CAPITALIZATION
Capitalization skills addressed in previous grade levels include:
Proper nouns
The first word of a sentence
Professional and academic titles
The pronoun “I”
Abbreviations, initials, and acronyms
The greeting and closing of a letter
First words in a bulleted list
The first word of a direct quotation when the quote is a complete sentence and refraining from capitalizing direct
quotations that are sentence fragments or embedded within a sentence
Both words in a hyphenated word that acts as a proper noun (ex. All-American); only one word in the hyphenated word if
only one is proper (ex. mid-September); and no letter of a hyphenated word if it creates a common noun (ex: ex-
principal, sugar-free)

E2.9D.v punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as
appropriate; and
Supporting Standard
Edit
PUNCTUATION
Editing for correct comma usage addressed in previous grade levels includes:
Commas in nonrestrictive words, phrases, and clauses
Commas in compound, complex, and compound complex sentences joined by a coordinating conjunction
Commas with transitions
Commas with introductory words, phrases, and clauses
Commas to separate items in a series of three or more
Commas to separate two or more adjectives when used together
Commas in dates
Editing for correct comma usage not addressed in the TEKS includes:
Commas in nominative addresses/direct addresses (e.g., Principal Dawson, are you coming to the meeting? Sarah, will
you be at practice today?)
Commas to set off quotations from the rest of the sentence
Editing for correct use of semi-colons may include:
Ensuring if there are two independent clauses connected by a semi-colon that the two clauses are very closely related
and meant to be read together with less disrupted flow than a comma and conjunction would create
Using a semi-colon after the first independent clause if followed by a conjunctive adverb, comma, and another
independent clause
Using a semi-colon to separate a series of phrases or clauses that have punctuation, like commas, in them
Example: The winning team included three boys from the same school: Joe Smith, the catcher; Jose Martinez, the
short stop; and Dave Larsen, the right fielder.
Editing for correct use of colons may include:
Ensuring that if a list follows an independent clause, a colon is used before the list
Example: The camp instructor identified all of the supplies needed for the trip: a flashlight, matches, tent, toolkit,
and water.
Ensuring that if a quotation follows an independent clause, a colon is used before the quotation
Example: The instructor stated his reasons for disciplining the students: “Everyone signed a Code of Conduct, so
there is no excuse for your actions.”
Ensuring that if an independent clause announces more information is forthcoming in the sentence and is necessary to
complete the thought of the sentence, a colon is used before the additional information begins
Example: I have two hobbies: swimming and biking.
Ensuring that a colon is used after the salutation of a business letter
Example: To Whom it May Concern:, Dear Hiring Manager:
Editing for correct use of dashes may include:
Differentiating between a hyphen, en dash, and em dash
Hyphen - (shortest) separates words/word parts that are intimately connected, such as in compound adjectives and
numbers, with certain prefixes and suffixes
Example: thirty-five
Example: Ex-husband
Example: President-elect
En dash – (second shortest) separates dates and distances
Example: 1950 – 1954
pages 100 – 180
Em dash — (longest) creates a break, interruption, or emphasis in a sentence similar to parentheses or to indicates the
source of a quote
Example: Flowers, balloons, confetti, and cake — the room was overflowing with birthday decorations.
Example: And yet, we finally made it — 100 miles out of the way — to our destination.
Example: “To be, or not to be, that is the question.” — Shakespeare)
Editing for correct use of parentheses may include:
Placing extra information between parentheses that is helpful but causes a slight interruption in the flow of the sentence
Example: We are going out for pizza (my favorite) after soccer practice.
Example: The most popular social media sites (like Facebook and Snap Chat) encourage others to post content
and follow other users.
Placing parentheses around numbers and dates in a sentence
Example: The 20th anniversary of the organization’s opening (March 1, 1997) is tomorrow.
Example: George Washington (1732-1799) was our first president.
Example: Bring the following three things when you come to practice: (1) water, (2) your music, and (3) your
instrument.
Editing for correct punctuation not addressed in previous grade levels:
Apostrophes in contractions and possessives
Quotation marks to set off dialogue with appropriate comma use
Ending punctuation such as periods, question marks, and exclamation points
Editing for correct punctuation not addressed in the TEKS, including:
Ellipses to show an omission in a quotation or to demonstrate a pause in a narrative
Example: “Congress shall make no law prohibiting the free exercise … of freedom of speech.”
Example: “I don’t know where to turn…,” she sobbed.
Brackets to identify additional information within a part of a sentence already enclosed in parentheses or to add clarifying
words or phrases to a quote that was not part of the original quote
Example: The book (which was very long [968 pages]) was difficult to finish.
Example: The student said, “It [the baked macaroni] was my favorite dish.”
Nonrestrictive words, phrases, or clauses — details set off by commas that add extra information to the sentence with sentence
meaning unchanged if omitted; nonrestrictive words (or appositives) are typically a noun/proper noun or noun phrase;
nonrestrictive phrases are typically prepositional phrases, and nonrestrictive clauses typically begin with a relative pronoun or
adverb (who, whom, which, whose, etc.); also known as nonessential words, phrases, or clauses
Restrictive words, phrases, or clauses — details not set off by commas that add information important to the meaning of the
sentence with sentence meaning changing if omitted; also known as an essential word(s), phrases, or clauses

E2.9D.vi correct spelling; and
Supporting Standard
Edit
CORRECT SPELLING
Editing for correct spelling may include:
Proofreading and using peer editing to ensure drafts are free of spelling errors
Using online or physical resources such as a dictionary to identify misspelled words and determine the proper spelling of
words
Identifying commonly misspelled or confused words and homophones to ensure all words in draft are used and spelled
correctly
Examples include: its/it's, affect/effect, there/their/ they’re, to/two/too, here/hear, one/won, your/you’re,
capital/capitol, quiet/quite/quit, principal/principle
Applying knowledge of roots, prefixes, and suffixes to determine correct spelling
E2.9E Publish written work for appropriate audiences.
Publish
WRITTEN WORK FOR APPROPRIATE AUDIENCES
Publishing written work may include:
Finalizing an error-free draft after completing multiple revisions/drafts of a work based on self and peer editing/feedback that
incorporates appropriate genre characteristics and style guide requirements to meet the needs of an audience’s interest
level, knowledge, and attention span
Choosing a platform/format to publish a work based on the genre, purpose, occasion/context, and audience of the work
such as:
Traditional research paper or classroom essay assignment
Informal sharing or presentation with classmates, teacher, or other audience
Speech or multimodal digital presentation in a classroom or other venue such as a shared school place or public space
Submitting an original literary, informational, or argumentative text to an organization, publication/magazine/newspaper, or
contest
Posting a podcast, blog, vlog, digital portfolio/story, or other audio/visual presentations online through a web
application/digital platform
Presenting or distributing a visual display of communication such as a photo essay in a specified venue/gallery
Ensuring all submission guidelines, format, and style requirements are met for the chosen publication format
Note(s):
Planning for publication roots the writing process in authentic purposes for authentic audiences and influences each stage of
the writing process.
Students may consider their own interests and strengths for their publication style depending on the parameters of the
assignment or task.
This is the last step in the writing process and focuses on making written or composed works accessible and attractive to the
chosen audience. This includes making a handwritten work legible with good penmanship and a typed work properly
formatted.
E2.10 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre
characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
E2.10A Compose literary texts such as fiction and poetry using genre characteristics and craft.
Compose
LITERARY TEXTS USING GENRE CHARACTERISTICS AND CRAFT
Engaging in the writing process to collect ideas and develop them into an engaging work of fiction (short stories, novels,
graphic novels, etc.), drama (stage plays, screenplays, teleplays), poetry, and literary nonfiction (biographies,
autobiographies, personal narratives, etc.)
Applying characteristics and techniques employed by the authors of mentor texts in order to develop original literary texts that
demonstrate strong reading-writing connections
Applying genre characteristics and craft techniques that are common to all literary texts, including:
Imagery, word choice, figurative language, and literary devices to create vivid, expressive details and voice that enhances
mood, establishes a tone, and/or develops a theme
Various points of view depending on author’s choice and purpose
Applying genre characteristics and craft specific to works of fiction (short stories, novels, graphic novels, etc.), drama (stage
plays, screenplays, teleplays), etc., including:
Developing a plot, including a strong conflict and resolution, as well as other plot elements such as flashbacks,
foreshadowing, subplots, and parallel plot structures with scenes that progress the story, develop characterization, and
build suspense throughout the narrative
Creating interesting and believable characters, which may include archetypes
Establishing well-defined setting(s) that may contribute to characterization and plot and may have historical and cultural
significance
Developing a clear theme that is developed through various literary elements such as characterization, plot, setting, mood,
tone, point of view, and use of language
Incorporating meaningful dialogue that deepens characterization and/or moves the plot forward
Applying genre characteristics and craft specific to unique forms of fiction, such as:
For drama (stage plays), using a character list, dialogue, stage directions, acts, scenes, setting, props, etc. in a format
aligned with the publishing standards for drama
For screenplays and teleplays, using scene headings with action, character names, dialogue, parentheticals to identify
attitude or action directions, extensions such as voice overs or off screen dialogue, etc. in a format aligned with the
publishing standards for screenplays and teleplays
For graphic novels and comic books, using panels, frames, figure/graphics, text captions and bubbles, etc. in a format
aligned with the publishing standards for graphic novels and comic books
Applying genre characteristics and craft specific to literary nonfiction (creative nonfiction) such as biographies,
autobiographies, memoir, travel writing, personal essays, personal narratives, etc., including:
Creating a factually accurate narrative while using literary techniques and style that is meant to entertain as well as to
inform
Focusing on a unique or compelling personal experience such as an event, action, or decision and communicating its
importance and meaning, including changes, consequences, and/or insights that may have resulted from the experience
Applying genre characteristics and craft specific to poetry, including:
Using poetic elements such as rhyme scheme (internal, slant, eye, and end rhymes), meter, etc.
Using graphical elements such as line length, punctuation, capitalization, word position, spacing, and stanzas, etc.
Making structural decisions regarding lines, stanzas, and verses
Utilizing a variety of poetic forms such as lyric, narrative, free verse, sonnets, ballads, etc. and their corresponding
characteristics and elements
Literary text — written works that are generally recognized as having artistic value. Basic forms of literary text
include prose fiction, drama, poetry, and literary nonfiction.
Fiction — literary works written in prose based on imaginative ideas and storytelling not presented as fact
Poetry — literary works focused on the expression of feelings and ideas through a distinctive style that is often rhythmical
and may have elements such as meter, rhyme, and stanzas
Author’s craft — intentional and deliberate use of organizational patterns, text and graphic features, syntax, devices, and
diction to create an effective written work; author’s craft may vary by genre
Note(s):
Grade Level(s):
Refer to E2.9A-E for more information related to the writing process.
Refer to E2.6A-D and E2.7A-C for more information related to analyzing characteristics of literary genres.
E2.10B Compose informational texts such as explanatory essays, reports, and personal essays using genre
characteristics and craft.
Readiness Standard
Compose
INFORMATIONAL TEXTS USING GENRE CHARACTERISTICS AND CRAFT
Engaging in the writing process for details to collect ideas and develop them into an informational text, including multi-
paragraph essays
Applying characteristics and techniques employed by the authors of mentor texts in order to develop original informational
texts that demonstrate strong reading-writing connections
Applying genre characteristics and craft techniques for informational texts such as multi-paragraph essays, reports, research,
journalism, blogs/vlogs, speeches, etc. that inform, explain, describe, or define a topic, including:
Choosing a style (informal vs. formal, word choice, voice, syntax, use of language) appropriate for the intended audience,
topic, purpose, and setting/context of the text
Third-person point of view (typically) but may be written in first-person or second-person as well
Establishing a clear thesis
Creating an effective introduction that establishes the thesis
Creating focused and coherent body paragraphs that develop ideas clearly and contain compelling and accurate facts,
details, statistics, empirical data, anecdotal evidence, examples, and relevant research that support the thesis
Using text/print and graphic features that support the purpose and thesis
Utilizing logical organizational pattern(s) that suit the audience and purpose of the essay such as compare/contrast,
problem/solution, chronological order, etc.
Incorporating transitions and strong sentence-to-sentence connections to enhance the flow of the text
Choosing words, phrases, and details that create an unbiased, objective, and neutral tone in order to maintain an
informative, not persuasive, purpose
Utilizing precise academic or technical language as necessary to ensure clarity
Understanding the effect the informative text will have on the reader/recipient and ensuring diction and style reflect the
writer’s intent
Creating a concluding paragraph that provides closure to the essay and reinforces the thesis
Informational text — a text that presents information in order to explain, clarify, and/or educate
Explanatory essay — a text that describes, defines, explains, or compares/contrasts an idea, concept, procedure, event, or
person that is informational in purpose and the author refrains from stating an opinion on the subject
Report — a text that provides an account on a particular issue or topic after observation, reading, experimentation, or formal
research
Personal essay — a text that provides information about one’s past experiences, unique observations, or personal thoughts
about a person, place, or event
Note(s):
While the personal essay is referenced here, it only refers to essays with topics that may be personal in nature as opposed
to personal narratives which would fall under the literary text category. An informative personal essay is unique from literary
texts in that it is focused primarily on facts and information and is not meant to entertain with the use of literary language and
style. A personal essay that is meant to be informative should follow the guidelines of informational texts discussed herein. A
personal essay (or rather narrative) that is meant to be literary should follow the guidelines identified under literary texts in
E2.10A. Personal essays that are meant to be persuasive should follow the guidelines identified in E2.10C.
Grade Level(s):
Refer to E2.8A-E for more information related to the writing process.
Refer to E2.7Di-iii for more information related to analyzing characteristics of informational texts.
Refer to E2.8A-C for information related to author’s purpose and craft.
TxCCRS:
I. Writing — A3. Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material
generated; and formulate a thesis or purpose statement.
E2.10C Compose argumentative texts using genre characteristics and craft.
Readiness Standard
Compose
ARGUMENTATIVE TEXTS USING GENRE CHARACTERISTICS AND CRAFT
Engaging in the writing process to collect ideas and develop them into an argumentative text, including multi-paragraph
essays
Applying characteristics and techniques employed by the authors of mentor texts in order to develop original argumentative
texts that demonstrate strong reading-writing connections
Applying genre characteristics and craft techniques for argumentative texts such as essays, research, editorial journalism,
debates, speeches, blogs/vlogs, etc. may include:
Choosing a style (informal vs. formal, word choice, voice, syntax, use of language) appropriate for the intended audience,
topic, purpose, and setting/context of the text
Using third-person point of view (typically) but may be written in first or second person as well
Establishing a clear arguable claim about a problem, issue, or debate
Creating an effective introduction that establishes the arguable claim and addresses the context of the issue in question
Creating focused and coherent body paragraphs that develop ideas and powerful points clearly, provide original commentary,
and present compelling and relevant evidence that support the arguable claim such as accurate facts, details, historical
events, statistics, empirical data, anecdotal evidence, examples, interviews, and research
Ensuring fair and accurate use of directly quoted, paraphrased, and summarized text/ideas from research sources to
support the arguable claim
Ensuring fair acknowledgement of relevant counterarguments, offering concessions that cede points (if possible and
appropriate), and delivering rebuttals that ultimately destabilize opposing arguments and make them unconvincing to
establish an understanding of the complexity of the issue and enhance credibility to create a more compelling and balanced
argument
Using rhetorical devices that appeal to the audience emotionally and logically
Choosing words, phrases, and details that engage the audience on logical and emotional levels
Using precise academic or technical language as necessary to ensure clarity and enhance credibility
Establishing a captivating and convincing tone through the use of details, language, and/or rhetorical devices
Utilizing a logical organizational pattern(s) that suits the audience and purpose of the essay such as compare/contrast,
problem/solution, chronological order, etc.
Incorporating transitions and strong sentence-to-sentence connections to enhance the flow of the text
Using text features effectively to highlight important data and details such as charts, timelines, photographs, footnotes, etc.
Creating a concluding paragraph that provides a powerful closure to the essay and reaffirms the arguable claim
Understanding the effect the argumentative text will have on the reader/recipient and ensuring diction and style reflect the
writer’s intent
Argumentative text — a text in which the writer develops and defends a position or debates a topic
Claim — an assertion, position, or arguable thesis about a topic or issue
Rhetorical device — a technique that an author or speaker uses to influence or persuade an audience affects
readers
Note(s):
Grade Level(s):
Refer to E2.9A-E for information related to the writing process.
Refer to E2.7Ei-iii for more information related to recognizing characteristics of argumentative texts.
E2.10D Compose correspondence in a professional or friendly structure.
Supporting Standard
Compose
CORRESPONDENCE IN A PROFESSIONAL OR FRIENDLY STRUCTURE
Engaging in the writing process to collect ideas and develop them into professional or friendly correspondence such as cover
letters, professional/business e-mails, letters of interest, letters of acceptance, letters of inquiry, resignation letters, thank you
letters, etc.
Applying characteristics and techniques employed by the authors of mentor texts in order to develop original, professional,
and friendly correspondences
Applying genre characteristics and craft techniques for correspondence in a formal or informal typed letter, handwritten letter,
email, text message, or audio/video message may include:
Determining the best mode of correspondence for the writing purpose which may include to: request information, provide
requested information, explain an intention of action, register a complaint, reflect on an opinion, connect with friends and
family, respond to previously received correspondence, etc.
Utilizing a style (informal vs. formal, word choice, voice, syntax, use of language) appropriate for the intended audience,
topic, purpose, and setting/context of the text (avoiding slang and colloquialisms as necessary)
Using appropriate salutations, subject lines, and closures that correlate with the purpose, topic, audience, and message
Creating an effective introduction or opening that clearly establishes the purpose for the correspondence
Creating focused and coherent body paragraphs that succinctly articulate ideas and information through precise and
concise words, phrases, and details
Utilizing a logical organizational pattern that suits the audience and purpose of the correspondence
Incorporating transitions and strong sentence-to-sentence connections to enhance the flow of the correspondence
Creating a concluding paragraph when necessary that provides closure to the correspondence
Understanding the effect the correspondence will have on the reader/recipient and ensuring diction and style reflect the
writer’s tone and intent
Correspondence — any written or digital communication exchanged between two or more people in the form of a letter, e-mail,
fax, etc.
Note(s):
Grade Level(s):
Refer to E2.9A-E for information related to the writing process.
E2.11 Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both
short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
E2.11A Develop questions for formal and informal inquiry.
Develop
QUESTIONS FOR FORMAL AND INFORMAL INQUIRY
Determining the topic and central focus of the inquiry
Setting goals for the outcome of the inquiry
Using previous knowledge and experience to generate questions
Researching information as needed to develop questions
Avoiding repetitious questions
Utilizing open-ended questions to elicit multiple responses from multiple perspectives while avoiding “yes or no” questions
Aligning questions with the goals and purpose of the inquiry
Organizing questions so that the information explored deepens understanding of topic
Seeking the guidance of peers and supervisors as necessary to determine appropriate questioning for a topic
Developing questions that are suited for an in-depth, formal inquiry to support a fact-based investigation such as questions
seeking hard evidence, interview questions, polls, surveys, etc.
Developing questions that are suited for a more casual, less formal inquiry meant to identify generalized information and
answers such as conversational questions, topical searches, informal surveys, etc.
Forms of inquiry may include:
Structured inquiry – teacher controls the topic and the research question(s); students follow the lead of the teacher as the
whole class engages in the inquiry process together
Controlled inquiry – teacher chooses the topic and research question(s) and identifies the resources that will be used;
students gather information to answer the research question(s) from the selected resources
Guided inquiry – students are given an overarching topic and questions are generated together; students select the
resources they will use and gather information about the research question(s) from their resources
Open inquiry – students generate their own topic and research question(s), select resources, customize a plan, and gather
information on the research question(s) from their resources
Inquiry — an act of searching for information or knowledge about a particular subject or topic
Note(s):
Inquiry encourages students to question, conduct research, and make discoveries for authentic reasons.
Grade Level(s):
Consider how students generating questions about a specific text before, during, and after reading in E2.4B differs from
generating questions for inquiry.
TxCCRS:
V. Research — A. Formulate topic and questions.
V. Research — A1. Articulate and investigate research questions.
E2.11B Critique the research process at each step to implement changes as needs occur and are identified.
Critique
THE RESEARCH PROCESS AT EACH STEP TO IMPLEMENT CHANGES AS NEEDS OCCUR AND ARE IDENTIFIED
Critiquing each step of the research process may include:
Reviewing and critically analyzing each step of the research plan to ensure it meets the goals and purposes of the research/
assignment
Evaluating claims and ideas as new information is learned and adjusting the research question as needed
Revisiting the timeline and making sure goals will be reached within the parameters of the assignment
Evaluating and adjusting research tools/methods as needed
Maintaining a willingness to change course, rewrite, and revise as needed as research progresses
Critique — to carefully examine and analyze a work, detailing specific instances of strengths, faults, and/or ambiguities
Research process — a timeline created around the research process that identifies the initial steps needed to find accurate,
significant, and relevant sources to support the topic of inquiry or working thesis, intermediary steps of reevaluating the
research question and revising the thesis based on source analysis, and the final steps of drafting (or equivalent preparation),
revision, editing, and presenting results in an appropriate mode of delivery (written, oral, or multimodal)
Note(s):
Developing and following a research plan is a recursive process.
TxCCRS:
V. Research — A. Formulate topic and questions..
V. Research — A2. Explore and refine a research topics.
E2.11C Develop and revise a plan.
Develop
A RESEARCH PLAN
Planning the steps needed to accomplish research goals may include:
Brainstorming and choosing topics (unless one is provided) appropriate for the purpose and audience
Brainstorming ideas and questions to develop a working major research question and thesis about the topic
Identifying tools for saving, storing, and organizing sources and source material appropriate for the research purpose such
as research logs, note cards, online research tools/bookmarks, annotated bibliography, etc.
Conducting preliminary research and choosing primary and secondary sources about the topic and working thesis
Notetaking, recording, writing, outlining, etc. significant details, relevant information, and quotes from sources to answer
research questions and providing original commentary to ensure understanding of information gathered
Documenting bibliographic information from sources used on a Works Cited page
Revising original inquiry and working thesis based on initial research
Drafting an essay or presentation to explain or defend the thesis with supporting details, evidence, and commentary in an
organizational structure that enhances clarity and coherence
Revising the draft or presentation for clarity, coherence, and style considerations
Editing the draft or presentation for grammar and mechanics
Publishing an error-free final draft or presentation in an appropriate mode of delivery to present results
Creating a general timeline and assigning due dates for each step of the plan as well as checkpoints to evaluate progress
Identifying and anticipating possible obstacles in the research plan such as limited sources on a topic, personal time
commitments, etc.
Revise
A RESEARCH PLAN
Reviewing and critically analyzing each step of the research plan to ensure it meets the goals and purposes of the research/
assignment
Evaluating claims and ideas as new information is learned and adjusting the research question as needed
Revisiting the timeline and making sure goals will be reached within the parameters of the assignment
Evaluating and adjusting research tools/methods as needed
Maintaining a willingness to change course, rewrite, and revise as needed as research progresses
Research plan — a timeline created around the research process that identifies the initial steps needed to find accurate,
significant, and relevant sources to support the topic of inquiry or working thesis, intermediary steps of reevaluating the
research question and revising the thesis based on source analysis, and the final steps of drafting (or equivalent preparation),
revision, editing, and presenting results in an appropriate mode of delivery (written, oral, or multimodal)
Note(s):
Developing and following a research plan is a recursive process.
TxCCRS:
V. Research — A2. Explore and refine a research topic.
E2.11D Modify the major research question as necessary to refocus the research plan.
Modify
THE MAJOR RESEARCH QUESTION AS NECESSARY TO REFOCUS THE RESEARCH PLANS
Evaluating the research question using established criteria for effective research questions such as ensuring that the
question:
Addresses the central focus, purpose, and goals of the inquiry
Is viable and has a favorable or reasonable chance of success
Has potential to deepen understanding of the topic
Addresses the ambiguities, contradictions, or unexplained components of a topic
Maintains some originality and is not too derivative of well-established information in the public realm
Comprises a thorough examination of a topic, lends itself to investigating multiple viewpoints and perspectives, and is not
simply a “yes or no” question
Ensuring the question is suitable for the assignment, topic, and audience
Determining the type of information and sources needed to answer the research question
Reevaluating the research question after considering newly acquired background information, context, and the results of
preliminary data collection
Compiling a secondary list of questions resulting from preliminary research
Refining the details of the research question after thorough analysis of sources and after establishing answers to secondary
questions as necessary
Deciding to narrow or broaden (if applicable) the research question based on information gathered
Revising the research question based on peer and/or instructor feedback
Major research question — a clear, significant, relevant, and researchable question that is informed by preliminary research
from various sources
Note(s):
TxCCRS:
V. Research — A2. Explore and refine a research topic.
E2.11E Locate relevant sources.
Locate
RELEVANT SOURCES
Locating relevant sources may include:
Determining the type of sources needed, including a variety of primary and secondary sources that represent opposing
sides/differing perspectives and modalities
Brainstorming key words and phrases that should be used to search for sources
After preliminary research, evaluating the key words, phrases, and/or other strategies (e.g., Boolean search) that will yield
the most relevant results in ongoing searches for sources
Determining a valid connection between the source and the major research question and the purpose of the research
Annotating and evaluating relevant details within the sources to determine key ideas that relate to the major research
question and/or thesis
Identifying the date of the chosen sources publication by looking for copyright, publishing date, and “last updated”
statements in online sources in order to determine if the source provides current information on the subject
Eliminating unnecessary and unusable sources by reviewing and discarding sources and/or by utilizing database Boolean
search strategies such as “AND”, “OR”, and “NOT operators
Developing tools for saving, storing, and organizing sources and notes such as research logs, note cards, browser
bookmarks, annotated bibliography, work cited page, etc.
A variety of sources may include works that represent:
Print (books, magazines, periodicals, reference texts)
Online sources (websites, blogs, articles)
Audio sources
Video sources
Graphics and images
Live interviews and expert testimony
Experiments and observations
Note(s):
Grade Level(s):
Refer to E2.4A-I for more information related to metacognitive comprehension strategies.
Refer to E2.11Gi-ii for more information on identifying reliable sources.
TxCCRS:
I. Writing — A2. Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
V. Research — B. Locate, evaluate, and select information from a variety of sources.
V. Research — B1. Explore and collect a range of potential sources.
E2.11F Synthesize information from a variety of sources.
Synthesize
INFORMATION FROM A VARIETY OF SOURCES
Distinguishing relevant information from irrelevant information that supports the research focus and purpose
Paraphrasing and summarizing pertinent information from sources
Combining original thought with information from multiple sources to create and support a thesis or position
Identifying connections and information between sources that support a particular idea, thesis, or position
Creating new understandings based on analysis of multiple texts
Organizing information that supports a thesis or position by annotating, taking notes, and documenting ideas and evidence
Using evidence from multiple sources to support a thesis or position
A variety of sources may include works that represent:
Print (books, magazines, periodicals, reference texts)
Online sources (websites, blogs, articles)
Audio sources
Video sources
Graphics and images
Live interviews
Experiments and observations
Synthesize — to combine elements and parts to form a coherent whole
Note(s):
Grade Level(s):
Refer to E2.4A-I for more information related to metacognitive comprehension strategies.
Refer to E2.4A-G for more information related to responding to a variety of sources.
TxCCRS:
V. Research — C. Design and produce an effective produce.
V. Research — C1. Integrate and organize material effectively.
© 2022 TCMPC Page 100 of 107
E2.11G Examine sources for:
Examine
SOURCES
Evaluating sources for credibility may include:
Evaluating the author’s authority on the subject being researched such as education, knowledge, experience, and other
credentials
Evaluating the origin (or publication) of the information
Information that may relate to a source’s authority includes: the publisher, type of source, affiliations the source may
have, credentials of the source, etc.
Determining the author’s purpose, intended audience, and historical context of the source
Evaluating the source for relevance and importance of information
Characteristics that relate to a source’s relevance include: the relationship between the source’s details with the topic,
intended audience, and purpose of the research
Evaluating a source for currency of information by confirming that a source utilizes current examples and evidence and does
not rely on out-of-date information\§ Information that may relate to a source’s currency include: dates of original publication,
revisions, and updates as well as the events and examples referenced throughout the work
Evaluating the formality and professionalism of the source such as syntax, grammar, and reliable citations to attribute the
origin of paraphrased and directly quoted material
Determining if the source has been peer reviewed or utilized in other research
Evaluating the source for an objective tone by analyzing diction and selection of detail
Determining if the source relies too heavily on emotional appeals
Determining potential bias in printed resources and online databases and opting for sources from reputable organizations,
journals, universities, and publishers
Identifying author bias or prejudice such as political, ideological, cultural, religious, and/or institutional leanings by analyzing
one-sided evidence and diction
Identifying author bias by omission if it is evident that important information or additional information have been purposely
left out to influence the reader in a specific direction
Evaluating the source for logical soundness by analyzing if the author’s claims are supported by strong evidence and
rationales as well as reputable sources of information
Verifying accuracy of information by cross-referencing facts and claims with other sources
Identifying various examples of faulty reasoning and logical fallacies such as incorrect premise, hasty generalizations,
either-or, ad hominem, loaded language, slippery slope, etc.
Identifying emotionally charged language and contradictions as possible indicators of faulty reasoning and logical fallacies
© 2022 TCMPC Page 101 of 107
Seeking evidence and explanation to prove that the author’s reasoning is faulty
Analyzing the author’s motive in using faulty reasoning and logical fallacies and how their use relates to the author’s central
claim and purpose
Analyzing possible connections between the author’s use of faulty reasoning and bias
Evaluating the credibility of the source based on the author’s use of faulty reasoning
Note(s):
TxCCRS:
V. Research — B. Locate, evaluate, and select information from a variety of sources.
V. Research — B3. Assess the relevance and credibility of sources.
E2.11G.i Credibility and bias, including omission.
Examine
sources for:
CREDIBILITY AND BIAS
Reliable source — a credible or believable source. Some questions to evaluate credibility might be: Is the author a
respected authority on the subject? Does the author support opinions with strong argumentation and reasoning?
How current is the information?
Credibility — the quality of having reliable and trustworthy characteristics which may be influenced by an author having expertise
on a topic, using unbiased and accurate reasoning, evidence, and sources to support ideas, and providing current and up-to-date
information
Bias — a particular inclination, feeling, or opinion about a subject that is often preconceived or unreasoned
© 2022 TCMPC Page 102 of 107
E2.11G.ii Faulty reasoning such as incorrect premise, hasty generalizations, and either-or.
Examine
sources for:
FAULTY REASONING
Faulty reasoning — a logically incorrect argument, or fallacy, that contains a conclusion that is not supported by data, has
limited information, and/or includes personal opinion or bias
Incorrect premise — a faulty idea that is used as the foundation of an argument (e.g. If the road is wet, then it has rained
recently).
Hasty generalization — a conclusion drawn from limited or insufficient evidence and often the result of bias
Either-or fallacy — a logical fallacy that oversimplifies the argument by reducing it to only two sides or choices when more
actually exist; also known as a false dilemma
Note(s):
Grade Level(s):
Identification of specific logical fallacies will differ between English I-IV, and a review of previously taught fallacies may be
necessary in each grade level.
Refer to E2.8G for more information on logical fallacies.
TxCCRS:
II. Reading — A5. Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and
coherence of evidence and reasoning.
E2.11H Display academic citations, including for paraphrased and quoted text, and use source materials ethically to
avoid plagiarism.
Display
ACADEMIC CITATIONS
Use
SOURCE MATERIALS ETHICALLY TO AVOID PLAGIARISM
© 2022 TCMPC Page 103 of 107
Citing sources referenced in a text is required for:
Paraphrased text from a source
Direct quotes from a source
Summarized ideas, arguments, or conclusions from a source
References to facts, information, and data from a source
Ethical use of sources includes:
Citing all material that is not one’s original idea through in-text citations and corresponding works cited or bibliography
entries
Representing others’ work accurately and maintaining the integrity of the author’s original words and meaning
Using source material without misinterpreting or misrepresenting its content or context
Creating an accurate and correctly formatted works cited or bibliography
Creating academic citations may include:
Ensuring properly formatted (per identified style guide) parenthetical citations at the end of paraphrased, summarized,
referenced, or directly quoted material to attribute content origin that corresponds to a bibliography or works cited page at
the end of the document
Embedding the author’s name and/or source title into the sentence containing paraphrased, summarized, referenced, or
directly quoted material to attribute content origin and ensure the reader understands the context of the source material
Compiling, tracking, and modifying bibliographical information throughout the research process
Using MLA, APA, or another standard format to cite the bibliographic information of sources used for research
Books
MLA example: Willard, Nancy. Cyber-Safe Kids, Cyber-Savvy Teens: Helping Young People Learn To Use the Internet.
John Wiley & Sons, 2007.
APA example: Willard, N. (2007). Cyber-Safe Kids, Cyber-Savvy Teens: Helping Young People Learn To Use the Internet.
John Wiley & Sons.
Magazines
MLA example: Coiro, Julie, and Jay Fogleman. “Using Websites Wisely.” Educational Leadership, Feb. 2011, pp. 34–38.
APA example: Coiro, J., & Fogleman, J. (2011, February). Using Websites Wisely. Educational Leadership, 68(5), 34-38.
Websites
MLA example: “Internet Safety.” Edited by Steven Dowshen, KidsHealth, The Nemours Foundation, Jan. 2015,
kidshealth.org/en/parents/net-safety.html.
APA example: Dowshen, S. (Ed.). (2015, January). Internet Safety. Retrieved from http://kidshealth.org/en/parents/net-
safety.html
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Paraphrase — to restate the meaning of something in different words. Paraphrasing alters the exact wording of the
source and transmits its ideas or information without evaluation or interpretation.
Summarize — to reduce large sections of text to their essential points and main ideas. Note: It is still important to
attribute summarized ideas to the original source.
Plagiarize — to present the ideas or words of another as one’s own without crediting the source
Citation — a reference to the author’s name, title of work, date published, publisher, and/or page numbers of quoted or
paraphrased text in a shortened in-text notation or in a longer bibliographic entry
Standard format for citations — a uniform way in which citations are recorded and listed. A standard format for
citation depends on the stylebook the writer uses (e.g., APA, MLA, Turabian, or Chicago).
Bibliographic information— the locating information about a source (i.e., book, journal, periodical, or website). For
example, a book’s bibliographic information consists of author, title, place of publication, publisher, and date of
publication. See a style guide for specific formatting rules (e.g., MLA, Chicago, APA).
Note(s):
Teachers should indicate and teach which style guide students will use in research (e.g., MLA, Chicago, APA) as students
begin collecting sources and bibliographic information.
A bibliography includes all the sources that were referred to during the research process whereas a works cited page only
lists those sources that are directly referenced in the essay or presentation.
A bibliography is referred to as a reference list in APA format.
TxCCRS:
V. Research — C. Design and produce an effective produce.
V. Research — C2. Use and attribute source material ethically.
V. Research — C3. Follow relevant rules governing attribution.
© 2022 TCMPC Page 105 of 107
E2.11I Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
Use
AN APPROPRIATE MODE OF DELIVERY, WHETHER WRITTEN, ORAL, OR MULTIMODAL, TO PRESENT RESULTS
Determining an appropriate mode of delivery to present research results may include:
Assessing the information discussed in one’s research to identify which format(s) will be best suited for the final
publication/presentation of one’s work
Gauging the intended audience’s knowledge level and interest in the research topic and information
Considering one’s own interests and strengths in presenting information
Identifying available resources to use for publication/presentation
Considering specific requirements that may be associated with the assignment or location of the final
publication/presentation
Modes of delivery may include:
Written texts (both physical and digital)
Examples include: essay, news article, poem, comic/graphic depiction, poster, brochure, pamphlet, newsletter
Oral presentations
Examples include: formal speech, discussion, debate, informal or formal presentation
Multimodal presentations that contain two or more modes to share information
Examples include: written texts, oral presentations, live performance, audio, video, visual and graphic elements/images,
software displays (powerpoint, prezi, etc.) games, blogs, vlogs, web pages, animation, simulations, modeling, etc.
Multimodal — the strategic integration of two or more modes of communication to create meaning, including written and
spoken texts, images, gestures, music, digital texts and media, and live performances
Note(s):
Grade Level(s):
Refer to E2.5H for more information on written and oral presentation skills.
Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
© 2022 TCMPC Page 106 of 107
Student Expectations (TEKS) identified by TEA are in bolded, black text.
Student Expectations (TEKS) are labeled Readiness as identified by TEA of the assessed curriculum.
Student Expectations (TEKS) are labeled Supporting as identified by TEA of the assessed curriculum.
Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
Definitions from Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency /
University of Texas System are in bolded, blue text.
Information from Texas Education Agency (TEA) is labeled.
© 2022 TCMPC Page 107 of 107

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