Language Arts Curriculum Standards
3005 - English IV

Apply a variety of strategies to correct sentence fragments and run-on sentences.
3005.1.1

Know and apply a variety of sentence-combining techniques.
3005.1.2

Know and use correctly Standard English conventions for punctuation, capitalization, and spelling.
3005.1.3

Be aware of the power of language well-used as a reflection and change agent of its time and culture (e.g., political correctness, ethnic identity, persuasion).
3005.1.4

Use roots and affixes to determine or clarify the meaning of specialized vocabulary across the content areas (e.g., antecedent, antebellum, circumference, millimeter, amphibian, heterogeneous).
3005.1.5

Use the origins, history, and evolution of words and concepts to enhance understanding.
3005.1.6

Demonstrate understanding of phrases taken from other languages (e.g., ad hoc, enfant terrible, cause celebre).
3005.1.7

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Language Arts Curriculum Standards
3005 - English IV

Follow multi-tasked or multi-dimensional spoken instructions to perform a specific role in a task, answer difficult questions, and solve challenging problems.
3005.2.1

Identify the thesis of a complex speech in which ideas may be abstract, theoretical, and philosophical and in which the organization is not necessarily linear,
but may proceed from point to point; distinguish the essential and less important
details that may subtly elaborate it.
3005.2.2

Summarize concisely information presented orally by others including the purposes, major ideas, and supporting details or evidence, and demonstrate the ability to distinguish more important from less important details.
3005.2.3

Paraphrase accurately multiple, challenging ideas and information presented orally by others.
3005.2.4

Analyze the ways in which the style, structure, and rhetorical devices of a challenging speech support or confound its meaning or purpose, taking into account
the speaker’s nonverbal gestures, credibility, and point of view.
3005.2.5

Listen actively in group discussions by asking clarifying, elaborating, and synthesizing questions and by managing internal (e.g., emotional state, prejudices)
and external (e.g., physical setting, difficulty hearing, recovering from distractions)
barriers to aid comprehension.
3005.2.6

Include abstract and theoretical ideas, valid arguments, substantive and relevant details, and sound evidence to support complex points effectively.
3005.2.7

Organize oral presentation on a complex topic by breaking the topic into parts accessible to listeners, emphasizing key concepts or points, and closing with a
recommendation or observation on the relevance of the subject to a wider context.
3005.2.8

Provide a coherent and effective conclusion that reinforces the presentation in a powerful way; presents the topic in a new light (e.g., as a call to action, placing
the topic in context to emphasize its importance) and brings the talk to a clear and logical close.
3005.2.9

3005.2.10 Use effective rhetorical devices such as:

• rhetorical question to engage the audience;

• parallelism and repetition to reinforce ideas;

• analogies to convey complex ideas;

• metaphors and similes to develop ideas on multiple levels;

• alliteration to call attention to ideas and fix them in the audience’s mind;

• hyperbole or understatement for humor or impact;

• antithesis to establish contrasting relationships;

Employ presentation skills including good eye contact, correct enunciation, appropriate rate and volume, effective gestures.
3005.2.11

Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision).
3005.2.12

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Language Arts Curriculum Standards
3005 - English IV

Write in a variety of modes (e.g., a summary; an explanation; a description; a creative expression; a literary analysis, informational, research, or argumentative
essay).
3005.3.1

3005.3.2 Create sophisticated, complex work-related texts (e.g., instructions, directions, letters, bios, memos, proposals, project plans, work orders, reports) that employ the following strategies:

• Select a medium or format appropriate to purpose for writing.

• Vary strategies to achieve complex purposes.

• Sustain consistent and effective focus on audience through format, ideas, and word choice.

• Anticipate potential problems, mistakes, and misunderstandings and respond
to counterarguments.

• Translate technical language into non-technical English when necessary.

• Provide specific ideas, extended examples, and appropriate comparisons to
support the main points in the text.

• Use an organizational strategy appropriate for medium, purpose, and audience.

• Follow customary formats (e.g., use salutation, closing and signature for
business letters, and format for memos).

• Format text purposefully and effectively to support comprehension and enable
the reader to find information quickly and easily (e.g., format by designing
graphics to convey complex information).

• Employ formatting and varied visual elements to guide the reader (e.g.,
headings, bulleted lists, effective use of white space on the page).

• Include clear and purposeful illustrative material to support ideas effectively
in the text.

Develop topics that address unfamiliar and abstract removed from students’ personal experiences and require in-depth analysis.
3005.3.3

Use a variety of strategies when appropriate (e.g., comparisons, anecdotes,
detailed descriptions) to provide facts, details, reasons, and examples that support the thesis.
3005.3.4

Develop and elaborate on ideas as appropriate to audience and anticipate and respond to readers’ potential questions and counterarguments.
3005.3.5

Include relevant, specific, and compelling details.
3005.3.6

Employ organizational structures and support, and incorporate multiple patterns when appropriate (e.g., combine question-answer and compare-contrast and
utilize cause-and-effect as one example of comparison).
3005.3.7

Create text features (e.g., headings subheadings, formatting) as appropriate to signal important points.
3005.3.8

Use transitions to signal organizational patterns and to connect and contrast, and ideas.
3005.3.9

Use precise language appropriate to audience and purpose (e.g., connotative words in essays, exact terminology in technical writing).
3005.3.10

Use compelling verbs and a variety of figurative language (e.g., irony, caricature, symbols, allusions) to meet the needs of audience and purpose.
3005.3.11

Use clear sentence structure in developing increasingly complex syntax. (e.g., combining short sentences, varying sentence beginnings, using a variety of
sentence types, incorporating parallel structures).
3005.3.12

Demonstrate control of Standard English through correct application of grammar, usage, and mechanics.
3005.3.13

Employ grammar, usage, and mechanics as rhetorical tools, using incorrect structures as appropriate for effect (e.g., utilize short sentences or fragments for effect or have a single-sentence paragraph for effect).
3005.3.14

3005.3.15 When other sources are used or referenced (e.g., in research, informational, or literary essays), adhere to the following:

• Skillfully acknowledge source material (create a reliable bibliography, list of
works cited, and/or works consulted).

• Cite sources using a standard format appropriate to the discipline (e.g., MLA,
APA), with a high degree of accuracy.

• Strategically and skillfully quote, paraphrase, or summarize text, ideas, or
other information taken from print or other electronic sources.

• Incorporate ideas and quotations effectively and correctly within text.

• Embed quotations and graphics from other sources, when appropriate.

Generate notes while collecting information.
3005.3.16

Create a detailed outline based on research, note-taking, or other method of generating content.
3005.3.17

Edit writing for mechanics (e.g., punctuation, capitalization), spelling, grammar (e.g., pronoun-antecedent relationship, use of modifying phrases), style (e.g., eliminating verbiage), and tone and mood as appropriate to audience, purpose, and context.
3005.3.18

Drawing on reader’s comments, revise papers to focus on the thesis, develop ideas, address potential objections, employ effective transitions, identify a
clear beginning and ending, correct logic errors, and identify areas for further
development.
3005.3.19

Use software (e.g., Photoshop, Acrobat, Dreamweaver, Pagemaker) to incorporate both basic and specialized effects into writing.
3005.3.20

Determine how and when to employ technology effectively in written communication.
3005.3.21

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Language Arts Curriculum Standards
3005 - English IV

Focus on a complex topic that is sufficiently narrow to examine in depth and that has adequate information available.
3005.4.1

Take and organize notes on relevant knowledge, identifying multiple perspectives and areas for research.
3005.4.2

Focus on relevant data that are complex and theoretical, as well as factual.
3005.4.3

Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by authorities to a well-informed audience.
3005.4.4

Select reliable resources using appropriate criteria and avoiding the overuse of any one source.
3005.4.5

Collect evidence in varied ways to answer the research question (e.g., gathering relevant, reasons, examples, and facts; defining key terms; setting up
comparisons; analyzing relationships such as cause and effect).
3005.4.6

Craft an introductory section including the limits of a research question, the perspective of the paper, a definition of terms, and a statement of the thesis.
3005.4.7

Maintain coherence through the consistent and effective use of connective
transitions.
3005.4.8

Create an effective organizing structure based on complex research information, sometimes using multiple organizing structures within the essay.
3005.4.9

Craft an effective conclusion, answering the research question, explaining the significance of the research findings, making appropriate recommendations, and
suggesting future research needs.
3005.4.10

Skillfully acknowledge source material (create a reliable bibliography or list of works cited and/or works consulted).
3005.4.11

Cite sources using a standard format appropriate to the discipline (e.g., MLA, APA), with a high degree of accuracy.
3005.4.12

Skillfully and strategically quote, paraphrase, or summarize text, ideas, or other information taken from print or other electronic sources.
3005.4.13

Accurately and skillfully embed graphics and quotations, when appropriate.
3005.4.14

Use a consistent and effective format, including a title, an abstract, a contents page, numbered pages, and a bibliography.
3005.4.15

Use graphics and illustrative material effectively to support and enhance
research ideas.
3005.4.16

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Language Arts Curriculum Standards
3005 - English IV

Describe the structure of a multi-faceted argument with an unstated main claim and explicit or implicit premises.
3005.5.1

Evaluate the relevance, quality, and sufficiency of evidence used to support or oppose an argument.
3005.5.2

Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions.
3005.5.3

Distinguish between evidence which is directly stated and evidence which is implied within an argument.
3005.5.4

Identify false premises and explain the role they play in argumentation.
3005.5.5

Analyze common logical fallacies (e.g., the appeal to pity, the personal attack, the appeal to common opinion, and the false dilemma).
3005.5.6

Explain and the differences among evidence, inferences, assumptions, and claims in argumentation (e.g., explain and evaluate op-eds, commercials, political
cartoons, philosophical arguments).
3005.5.7

Analyze and explain how a variety of logical arguments reach different and possibly conflicting conclusions on the same topic.
3005.5.8

Identify and analyze the stylistic and rhetorical devices that are used to persuade in written and oral communication. Recognize that these devices accompany
arguments but are not necessarily logically connected to them (e.g., loaded terms,
caricature, leading questions, false assumptions).
3005.5.9

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Language Arts Curriculum Standards
3005 - English IV

Recognize clear or subtle and implied relationships among ideas (e.g., cause-effect, comparative, sequential) in complex informational texts.
3005.6.1

Summarize in a concise and well-organized way the main ideas, supporting details, and relationships among ideas in complex informational and technical texts.
3005.6.2

Synthesize information across multiple complex informational and technical texts.
3005.6.3

Evaluate the ways in which a complex text’s unconventional organizational structure supports or confounds its meaning.
3005.6.4

Comprehend and evaluate complex information presented graphically.
3005.6.5

Evaluate complex informational and technical texts for their clarity, simplicity, and coherence and for the appropriateness of their graphics and visual appeal.
3005.6.6

Follow extended multi-tasked or multi-dimensional instructions in complex informational or technical texts.
3005.6.7

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Language Arts Curriculum Standards
3005 - English IV

Analyze and evaluate the effects on the audience of the sounds, visuals, and language used in a wide array of media.
3005.7.1

Identify, analyze, and evaluate the effectiveness of the relationship between visual elements (e.g., media images, painting, film, and graphic arts) and
verbal messages in virtually any media, emphasizing the cultural context,
audience, and purpose.
3005.7.2

Evaluate the effectiveness of conventional and unconventional visual and sound techniques and design elements (e.g., special effects, camera angles, lighting, and music in television or film; layout, pictures, and typeface in newspapers, magazines, and print advertisements; layout, navigation, and links interactive features on Web sites) to achieve specific purposes and deliver specific messages.
3005.7.3

Demonstrate consistent and effective audience focus through purposeful
choice of medium; compelling images, words, and sounds; and focused
supporting ideas.
3005.7.4

Understand the transactional nature of media by considering audience in preparing productions.
3005.7.5

Employ conventional and unconventional visual images, text, graphics, music, and/or sound effects to achieve the purposes in complex media presentations.
3005.7.6

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Language Arts Curriculum Standards
3005 - English IV

Analyze a literary work, using the characteristics of the literary time period that it represents.
3005.8.1

Compare and contrast the elements (e.g., form, language, plot, and characters) of two works representing different literary periods (e.g., Beowulf and Paradise Lost).
3005.8.2

Analyze how plot developments determine characters’ conflicts and dilemmas.
3005.8.3

Analyze function and effect of plot structure in complex literary texts.
3005.8.4

Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in complex literary texts.
3005.8.5

Analyze the narration and point of view in complex literary texts, in which the narrator and point of view may shift with multiple characters acting as narrators and/or with some characters serving as unreliable narrators.
3005.8.6

Consider the characteristics of genre and the limitations of form when interpreting complex texts.
3005.8.7

Identify, analyze, and evaluate the effect and use of metrics, rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in complex poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry).
3005.8.8

Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epic, sonnet, dramatic poetry, ballad)
3005.8.9

Identify and analyze elements of literary drama (e.g., dramatic irony, dialogue, soliloquy, monologue, aside).
3005.8.10

Identify elements of literary drama and evaluate they ways in which they articulate a playwright’s vision (e.g., dramatic irony, soliloquy, stage direction, dialogue) in complex plays.
3005.8.11

Identify, analyze, and explain the multiple levels of theme(s) within a complex literary text and of similar or contrasting themes across two or more texts.
3005.8.12

Analyze works of literature as reflections of the historical period in which they were written.
3005.8.13

Analyze texts to identify the author’s attitudes, viewpoints, and beliefs and to critique how these relate to the larger historical, social, and cultural context
of the texts.
3005.8.14

Identify and analyze the use of literary elements, such as irony, paradox, symbol, and foreshadowing.
3005.8.15

Use prior knowledge and explicit study to identify the meaning of biblical, classical, historical, and literary allusions, especially those which may be more obscure or extended (e.g., references to Phaeton and Icarus in Dante’s Inferno).
3005.8.16

Identify the meaning of metaphors based on common literary allusions and conceits (e.g., the dogs of war, a face that could launch a thousand ships, flying close to the sun).
3005.8.17

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