Writing and Grammar, Grade 10, 8th Edition ©...

Prentice Hall Writing and Grammar,Grade 10, 8th Edition © 2008

C O R R E L A T E D T O

Mississippi Language Arts Frameworks 2006English 2

E n g l i s h 2

Prentice Hall Writing and Grammar, Grade 10, 8E © 2008Correlated to:

Mississippi Language Arts Frameworks 2006(English 2)

Mississippi Language Arts Frameworks 2006PAGE(S) WHERE TAUGHT

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a. The student will analyze the relationshipsof pairs of words in analogical statements (e.g., synonyms and antonyms) and infer word meanings from these relationships.

SE/TE: Analogies, 367, 771, 801, 830, 831; also see: Synonyms/Antonyms, 770

TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal AssessmentTECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

b. The student will analyze word choice and diction, including formal and informal language, to determine the author’s purpose.

SE/TE: Evaluating language use, 802–803; also see: Response to Literature, 276–297; Diction, 42; Language, formal vs. informal, 43, 141, 284, 292; Revising Word Choice: highlighting repeated words, 21, color–coding personal pronouns, 63, evaluating tag words, 89, replacing vague words, 112, revising informal language, 141, replacing dull words, 162, adding transitions, 186, reading aloud, 186, underlining repeated words, 210, highlighting to change tone, 234, deleting empty words, 263, reading and replacing, 292, deleting "empty" and "hedging" words, 311

TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal Assessment

TENTH GRADEGrade 10; One Year CourseEach competency and objective assumes the student has mastered the competencies and objectives in grades K-9.

While competencies for grades 9-12 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is appropriate text complexity. This complexity is indicated by such elements as sophistication of language, content, and syntax. As students move from grade 9 to grade 12, texts should require a greater cognitive involvement for the student to appreciate and comprehend the literal aspects, along with figurative subtleties and nuances.With a high-stakes graduation exit exam required of grade 10 students, the Mississippi Language Arts high school framework committee purposefully has designed similar objectives in grades 9 and 10.

The student will read accurately instructional level materials (texts in which no more than approximately 1 in 10 words are difficult to the reader) with an appropriate reading rate. (The high school student should read minimally 250 words per minute).

COMPETENCIES and Objectives1. The student will develop and apply expansive knowledge of words and word meanings to communicate.

Objectives:

1SE = Student Edition TE = Teacher’s Edition TR = Teaching Resources TECH = Technology





TECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

c. The student will analyze authors’ uses of figurative language (e.g., metaphors, similes, hyperboles, personification, oxymoron, idioms, etc.) in multiple texts in the creation of setting, tone, atmosphere, characterization, and mood.

Opportunities to address this standard appear on the following pages: SE/TE: Figurative Language, types of, 108; Poems, 118–119; Response to Literature, 276–297; Reading Literary Writing, 804–807; also see: Onomatopoeia, 103

TE: Poetry, figurative language, 807



d. The student will analyze text to determine authors’ purposes for using connotative or denotative words.

SE/TE: Identifying an Author's Purpose and Evaluating Language Use, 802–803; Connotation, 156, vs. denotation, 769, in critical reading, 802



a. The student will apply understanding of text features (e.g., introduction, foreword, bibliography, prologue, charts, graphics, footnotes,preface, afterward, sidebars, etc.) to verify, support, or clarify meaning.

SE/TE: Interpreting Maps and Graphs, 752–754; Reading Skills: Reading Methods and Tools, 790; 797, including Reading Textbooks, 791–792, Use Question-Answer Relationships, 793, Use the SQ4R Method, 794, Outlining What You Read, 795, Using Graphic Organizers, 796–797; Reading From Varied Sources, 808–809;also see: Model from Literature, 50–53, 78–79, 102–103, 126–129, 154, 174–175, 198–199, 222–223, 246–249, 278–281, 306–307

TE: Reading–Writing Connections, 50, 78, 102, 126, 154, 174, 198, 222, 246

2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of difficulty.

Objectives:






TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment


b. The student will apply understanding of electronic text features to gain information or research a topic using electronic libraries (e.g., MAGNOLIA) to produce or present a summary of findings from multiple sources.

SE/TE: Using Technology to Find Answers, 241; Electronic Bulletin Boards, 301; Internet Library Catalogs, 816; Electronic Indexes, 819; Electronic Dictionaries, 820, 821; Electronic Maps, 825, 827; Internet Research Handbook, 887–891; Using the Internet and Other Media Resources, 826–827; also see: Making Technology Work for You, 9, Technology Tip, 203



c. The student will recognize text organizational structures (e.g., description, comparison and contrast, sequential order, cause and effect, order of importance, spatial order, process/procedural, problem/solution) and analyze their effect on theme, author’s purpose, etc.

SE/TE: Models From Literature: Description, 102–103; Persuasive Essay, 126–129; Comparison–and–Contrast Essay, 174—175; Cause–and–Effect Essay, 198–199; Problem–and–Solution Essay, 222–223; Research Writing, 246–249; Description, 101, 109; Comparison-and-Contrast Essay, 173–180; Cause-and-Effect Essay, 197, 204; Problem-and-Solution Essay, 221, 228–230; also see: Reading Skills: Reading Methods and Tools, 790–791; Reading Textbooks, 791–792; Use Question-Answer Relationships, 793; Use the SQ4R Method, 794; Outlining What You Read, 795; Using Graphic Organizers, 796–797; Reading Nonfiction Critically, 798–804; Reading From Varied Sources, 808–809; Study, Reference, and Test-Taking Skills: Basic Study Skills, 813–814, Reference Skills, 815–828; Standardized Test Preparation Workshop: reading informational texts, 846–847








d. The student will make inferences based on textual evidence of details, organization, and language to predict, draw conclusions, or determine author’s purpose.

SE/TE: Inferences: in nonfiction, 798, drawing, in fiction, 805, test items for making, 810–811



e. The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts from a variety of genres and media for their effect on meaning.

SE/TE: Response to Literature, 276–297; Reading Literary Writing, 804–807; Models From Literature: Autobiographical Writing, 50–53; Short Stories, 78–79; Description, 102–103; Persuasive Essay, 126–129, Advertisement, 154–155, Comparison-and-Contrast Essay, 174–175, Cause-and-Effect Essay, 198–199, Problem-and-Solution Essay, 222–223, Research Writing, 246–249, Response to Literature, 278–281; also see: Gathering Details: for characters, 57, 83; Choosing your Topic Sources: characters and settings, sketching, 80; Characters, developing, 82, 98, dialogue for, 85, sketches of, 101; Providing Elaboration, Mood and Figurative Language, 108; Student Work in Progress: Revising color–coding characters, 290; Irony, 803, 905








-Short stories, novels, biographies, autobiographies, narrative essays (e.g., character, setting, plot, conflict, theme, mood, tone, point of view, allusion, figurative language, irony, symbolism, imagery, language/word choice, foreshadowing, flashback, etc.)

SE/TE: Reading Literary Writing, 804–807; Models From Literature: Autobiographical Writing, 50–53; Short Stories, 78–79; Description, 102–103; Response to Literature, 278–281; also see: Gathering Details: for characters, 57, 83; Choosing your Topic Sources: characters and settings, sketching, 80; Characters, developing, 82, 98, dialogue for, 85, sketches of, 101; Providing Elaboration, Mood and Figurative Language, 108; Student Work in Progress: Revising color–coding characters, 290; Irony, 803, 905



-Poetry (e.g., structure, language, theme, setting, persona, conflict, irony, symbolism, allusion, figurative language, imagery, language/word choice, etc.)

SE/TE: Response to Literature, 276–297; Reading Poetry, 807; also see Mood and Figurative Language, 108



-Drama (e.g., character, structure, techniques [e.g., soliloquy], mood, tone, conflict, imagery, allusion, figurative language, language/word choice, foreshadowing, etc.)

SE/TE: Response to Literature, 276–297; Reading Drama, 806; also see Mood and Figurative Language, 108



1) Literary Text and Literary Non-fiction






-Exposition, argumentation (e.g., language, point of view, structure, irony, symbolism, allusion, figurative language, imagery, language/word choice, etc.)

SE/TE: Response to Literature, 276–297; Models From Literature: Advertisements, 154, Persuasive Essay, 126–129, Problem–and–Solution Essay, 222–223; Reading Nonfiction Critically, 798–804; also see Comparison-and-Contrast Essay, 180–181; Cause-and-Effect Essay, 204, PersuasiveEssay, 133–138; Problem-and-Solution Essay, 226–230



f. The student will analyze or evaluate texts to synthesize responses for summary, précis, explication, etc.

SE/TE: Summary Statements, dashes in, 698; Summaries, 814, crediting sources of, 882



1) TV ads SE/TE: Recognizing Persuasion in Media, 149; Information Media, 755–756; facts vs. opinions, 799; also see: Persuasion: in advertising, 152–156; Bias: in nonfiction, 798, on Web sites, 826–827



2) Informational Texts

g. The student will distinguish fact from opinion in different media.






Opportunities to address this standard may be found on the following pages: SE/TE: Recognizing Persuasion in Media, 149; Persuasion: in advertising, 152–156; Viewing Information Media Critically, 755–756; facts vs. opinions, 799TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment


3) Essays SE/TE: Model from Literature: Persuasive Essay, 126–129; evaluating and critiquing persuasive techniques, 756; Bias: in nonfiction, 798; Reading Nonfiction Critically, 798–803, including Facts, vs. opinions, 799; see also Persuasive Essay, 125, 130–145TE: Find Unbiased Research, 134; Fact and opinion, examples of differing opinions, 808



4) Editorials SE/TE: Models From Literature: Persuasive Essay, 126–129; evaluating and critiquing persuasive techniques, 756; Bias: in nonfiction, 798; Reading Nonfiction Critically, 798–803, including Facts, vs. opinions, 799; see also Persuasive Essay, 125, 130–145 and Editorial, 146–147; Problem-and-Solution Essay, 220–238



2) Billboards






5) TV commentary SE/TE: Information Media, television news program, 755–756; Models From Literature: Persuasive Essay, 126–129; evaluating and critiquing persuasive techniques, 756; Bias: in nonfiction, 798; also see: Reading Nonfiction Critically, 798–803, including Facts, vs. opinions, 799; Persuasive Essay, 125, 130–145 and Editorials, 146–147; ; Problem-and-Solution Essay, 220–238TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment


Opportunities to address this standard may be found on the following pages: SE/TE: Listening Skills: evaluating speeches, 748; also see: Language for effective speeches, 746; Speeches: giving and getting feedback, 747; Bias: in nonfiction, 798; see also Editorials, 125, 146–147; Models From Literature: Persuasive Essay, 126–129; evaluating and critiquing persuasive techniques, 756; Reading Nonfiction Critically, 798–803, including Facts, vs. opinions, 799; Persuasive Essay, 125, 130–145; Problem-and-Solution Essay, 220–238



7) Literary non-fiction SE/TE: Model from Literature: Persuasive Essay, 126–129; Persuasion: in advertising, 156, evaluating and critiquing persuasive techniques, 756; also see: Bias: in nonfiction, 798; Reading Nonfiction Critically, 798–803, including Facts, vs. opinions, 799; see also Persuasive Essay, 125, 130–145


6) Political speeches






TECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web SiteOpportunities to address this standard may be found on the following pages: SE/TE: Editorials, 125, 146–147; Models From Literature: Persuasive Essay, 126–129; see also Persuasive Essay, 124–145, including Publishing and Presenting: Letter to the Editor, 143



• Determine audience SE/TE: Considering your audience: creating profile for, 16, choosing tone for, 106, basing arguments on, 133, persuading, 156, evaluating topic for, 178, plan for identifying, 202, impressing, in assessment, 307, choosing details for, 56, 106, 252, 284, choosing language for, 226, 252, 284TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment


• Determine purpose SE/TE: Considering your purpose, 16, 56, 82, 106, 106, 133, 156, 178, 202, 252, 252, 284,

284, 307

TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment


8) Letters to the Editor

3. The student will produce, analyze, and evaluate effective communication.Objectives:

a. The student will utilize, analyze, or evaluate the composing process (planning, drafting, revising, editing, publishing).1) Planning:






• Generate ideas SE/TE: Prewriting, 14, 15, 17, 54–57, 80–83, 104–107, 130–134, 155–157, 176, 177, 179, 200–203, 224–227, 250–255, 282–285, 306



• Address prompt/topic SE/TE: Choosing Your Topic, 14–17, 54–57, 80–83, 104–107, 130–134, 155–157, 176–179, 200–203, 224–227, 250–255, 282–285, 306; see also Unity, 37, 60, 109, 207, 259.



• Organize ideas SE/TE: Autobiographical Writing, 58; Short Story, 84; Persuasive Essay, 83; Advertisement, 158; Comparison-and-Contrast Essay, 180; Cause-and-Effect Essay, 204; Problem-and-Solution Essay, 228, 229; Research Writing, 256–257; Response to Literature, 286; Writing for Assessment, 308; see also Revising Overall Structure, Strategies for: color–coding support for main points, 19, deleting unrelated details, 60, using plot analyzers, 86, outlining details, 109, color–coding supporting details, 137, placement of main ideas, 159, color–coding by subject, 182, circling relationships, 206, connecting ideas, 230, marginal notes, 259, underlining details, 288, listing main points, 310








• Compose a clearly stated thesis SE/TE: The Parts of a Composition, 39; Response to Literature, thesis statements for, 286; also see: Main Ideas: topic sentences and, 33–34, placement of, 159, developing single, 231, locating and ranking, 310

TR: Teaching Resources: Reading Support Practice Book, Assessment; Workbooks: Reading Support; Transparencies

TECH: Test Bank CD-ROM; Writer’s at Work Videotape; Writing and Grammar Companion Web Site

• Formulate introduction, body, and conclusion

SE/TE: The Parts of a Composition, 39, strengthening, 206, matching conclusions to, 288, 310; also see Drafting, 18, 58–59, 84–85, 108, 135–136, 158, 180–181, 204–205, 228–229, 256–258, 286–287, 308–309



• Create paragraphs (minimally five paragraphs)

SE/TE: Paragraphs, writing effective, 33–38; Paragraphs, in essays and other compositions, 39–41; Paragraphs, structuring, with TRI/PS/QA, 135, also see: Revising Paragraphs: steps, stacks, chains, and balances, 20, forming functional, 61, using contractions, 86, color–coding for unity, 109, creating parallelism, 138, circling important details, 159, using TRI/PS/QA, 183, color–coding related details, 207, questioning choices in, 231, coding to identify structure, 260, checklists, 289, locating and ranking main ideas, 310



2) Drafting:






• Use various sentence structures SE/TE: Varying Sentences, 350–352; see also Revising Sentences, Strategies for: bracketing sentence openers, 20, color–coding for variety, 62, color–coding passive sentences, 87, adding modifiers, 110, color–coding clues, 140, color–coding end marks, 160, extending ideas, 161, using conjunctions, 184, clarifying relationships, 208, naming verb tenses, 232, color–coding subject–verb patterns, 261, color–coding subjects, 290, checking beginnings, 311



• Use paraphrasing for reports and documented text

SE/TE: Research Writing: Providing Elaboration, 164; Paraphrases, crediting sources of, 882



• Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]

SE/TE: Coherence, 38; Revising, 19–21, 60–65, 86–89, 109–113, 137–141, 159–162, 182–186, 206–210, 230–234, 259–263, 288–292, 310–311



3) Revising:






• Add and delete information and details (for audience, for purpose, for unity)

SE/TE: Unity, 37; Revising Your Paragraphs, 61, 109, 138, 159, 207, 231, 260, 289; also see Considering your audience: creating profile for, 16, purpose planner and, 82, choosing tone for, 106, basing arguments on, 133, persuading, 156, evaluating topic for, 178, plan for identifying, 202, impressing, in assessment, 307, choosing details for, 56, 106, 252, 284, choosing language for, 226, 252, 284TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment


• Use precise language (appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers, etc.)

[NOTE: figurative language (simile, metaphor, personification, hyperbole, symbolism, imagery, irony, oxymoron, paradox, etc.), stylistic devices (alliteration, assonance, onomatopoeia, rhyme, rhythm, repetition, etc.) used with appropriate (or specific) mode/audience].



SE/TE: Revising Word Choice: highlighting repeated words, 21, evaluating tag words, 89, replacing vague words, 112, revising informal language, 141, replacing dull words, 162, reading aloud, 186, highlighting to change tone, 234, deleting empty words, 263, reading and replacing, 292, deleting "empty" and "hedging" words, 311; see also Figurative language, 108






• Use available resources (reference materials, technology, etc.)

SE/TE: Research Writing, 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269, 270, including Sharing Research Writing on the Internet, 266; Reading From Varied Sources, 808–809; Reference Skills, 815–828; Standardized Test Preparation Workshop: reading informational texts, 846–847; also see: Internet: Making Technology Work for You, 9, printing information from, 203, search engines on, 241, sharing research writing on, 266, art museums on, 757, evaluating material on, 798, catalogs on, 816, finding and evaluating information on, 826–827, learning to use, 845; Electronic Bulletin Boards, 301; Electronic Indexes, 819; Electronic Dictionaries, 820, 821; Electronic Maps, 825, 827; also see: Internet Research Handbook: researching on, 887–891

TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal AssessmentTECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

• Proofread to correct errors SE/TE: Grammar in Your Writing & Editing and Proofreading: pronoun cases, 64, punctuating dialogue, 66, active and passive voice, 88, formatting and punctuating dialogue, 90, dangling and misplaced modifiers, 111, commas, 114, parallel clauses, 139, –ance, –ence words, 142, sentence functions, 161, homophones, 163, conjunctions, 185, compound sentences, 187, transitional phrases, 209, use of since, because, then, than, 211, verb tenses, 233, restrictive and nonrestrictive clauses, 235, agreement, 262, citing sources, 265, pronouns and antecedents, 291, styling titles, 293, use of ie, ei, 312



4) Editing:






• Apply tools to judge quality (rubric, checklist, feedback, etc.)

SE/TE: Rubric for Self-Assessment/Reflecting on Your Writing, 23, 67, 91, 115, 137, 164, 188, 212, 236, 266, 294; Peer Review, 21, 65, 89, 113, 141, 186, 210, 234, 263, 292



• Proofread final text SE/TE: Grammar in Your Writing & Editing and Proofreading: pronoun cases, 64, punctuating dialogue, 66, active and passive voice, 88, formatting and punctuating dialogue, 90, dangling and misplaced modifiers, 111, commas, 114, parallel clauses, 139, –ance, –ence words, 142, sentence functions, 161, homophones, 163, conjunctions, 185, compound sentences, 187, transitional phrases, 209, use of since, because, then, than, 211, verb tenses, 233, restrictive and nonrestrictive clauses, 235, agreement, 262, citing sources, 265, pronouns and antecedents, 291, styling titles, 293, use of ie, ei, 312



• Prepare final text (PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal, classroom wall, etc.)

SE/TE: Publishing and Presenting: A Walk Through the Writing Process, 23, Autobiographical Writing, 67, Short Story, 91, Description, 115, Persuasive Essay, 137, Persuasion Advertisement, 164, Comparison-and Contrast Essay, 188, Cause-and-Effect Essay, 212, Problem and Solution Essay, 236, Research Writing, 266, Response to Literature, 294; Speeches, giving and getting feedback, 747–748TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment

5) Publishing:







b. The student will compose a response in the narrative mode clearly relating an event, telling explicitly what happened within a time frame defined by the event.

SE/TE: Autobiographical Writing, 48–71; Short Story, 76–93; also see: Writing for Assessment pages 304–305, 306–307, 308–309, 310–311, 312, 313–315, 316, 317



c. The student will compose responses to literature, position papers, and expository essays in the informative mode clearly expressing a main idea thoroughly developed by relevant supporting details, which are well-elaborated and sufficient in number.

SE/TE: Persuasive Essay, 124–125, 126–129, 130–134, 135–136, 137–141, 142, 143, Comparison-and Contrast Essay, 172–173, 174–175, 176–179, 180–181, 182–186, 187, 188–190, 191, Cause-and-Effect Essay, 196–197, 198–199, 200–203, 204–205, 206–210, 211, 212–214, 215, Problem and Solution Essay, 220–221, 222–223, 224–227, 228–229, 230–234, 235, 236–238, 239, Response to Literature, 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297, 298 , Writing for Assessment, 304–305, 306–307, 308–309, 310–311, 312, 313–315, 316; also see: also see: Main Ideas: topic sentences and, 33–34, placement of, 159, developing single, 231, locating and ranking, 310; Shaping Your Writing: thesis statements for, 286








1) TV ads SE/TE: Persuasion Advertisement, 152–153, 154, 155–157, 158, 159–162, 163, 164–165, 166; also see Viewing Information Critically, 755–756; Working With Multimedia, 761; Producing a Video, 762



2) Commercials SE/TE: Persuasion Advertisement, 152–153, 154, 155–157, 158, 159–162, 163, 164–165, 166; also see Recognizing Persuasion in the Media, 149; Viewing Information Critically, 755–756; Working With Multimedia, 761; Producing a Video, 762



Opportunities to address this standard may be found on the following pages: SE/TE: Advertisement, 152–167; Viewing Information Media Critically, 756; Creating Visual Aids, 758–759; Using Formatting, 760; Standardized Test Preparation Workshop: analyzing persuasive texts, 170–171



d. The student will compose persuasive texts for different audiences using facts and opinions.

3) Billboards






Opportunities to address this standard may be found on the following pages: SE/TE: Advertisement, 152–167; Creating Visual Aids, 758–759; Using Formatting, 760



5) Editorials SE/TE: Editorials, 125, 146–147; also see: Persuasive Essay, 124, 126–129, 130–134, 135–136, 137–141, 142, 143; Problem and Solution Essay, 220–221, 222–223, 224–227, 228–229, 230–234, 235, 236–238, 239



e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings.

SE/TE: Research Writing, 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269, 270; Reading From Varied Sources, 808–809; Reference Skills, 815–828; Standardized Test Preparation Workshop: reading informational texts, 846–847; also see: Internet: Making Technology Work for You, 9, printing information from, 203, search engines on, 241, sharing research writing on, 266, art museums on, 757, evaluating material on, 798, catalogs on, 816, finding and evaluating information on, 826–827, learning to use, 845; Electronic Bulletin Boards, 301; Electronic Indexes, 819; Electronic Dictionaries, 820, 821; Electronic Maps, 825, 827; also see: Internet Research Handbook: researching on, 887–891


4) Catalog descriptions







1) Progressive tense SE/TE: Progressive Tenses, 233, 520–522, conjugations for, 529–530

TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


2) Active and passive voice SE/TE: Active and passive voice, 87, 88, 534–537



3) Avoiding ambiguous pronoun SE/TE: Antecedents, of pronouns, 291, 344, 349, 350, pronoun agreement with, 577–583; also see: Pronoun cases, 64; Pronouns and antecedents, 291; Pronoun Usage, 542–543, 544–551, 552–563



a. The student will analyze text to justify the appropriate use of advanced grammar in composing or editing.

4. The student will use standard English grammar, mechanics, and sentence structure to communicate.Objectives:






1) Capitalize regions of countries SE/TE: Capitalization, proper nouns, 635–638, 643, proper adjectives, 639



2) Commas with parenthetical expressions as interrupters

SE/TE: Commas, rules for, 114, 654–670, including Commas with Parenthetical and Nonessential Expressions, 660–663



3) Commas to clarify meaning SE/TE: Commas, rules for, 114, 654–670, including For Clarity, 667; run–ons and, 506, semicolons and, 673, 674, with expressions, 683, 684, quotation marks and, 686, vs. dashes, 699, parentheses and, 702



b. The student will analyze the appropriate use of advanced mechanics in composing or editing.






1) Parallel structure of sentences using participial and infinitive phrases and adverb and adjective clauses as modifiers; noun clauses as subjects, direct and indirect objects, predicate nominatives, or objects of the preposition

SE/TE: Parallel structure, 138–139, 161; also see Using Subordination, 32; Infinitive Phrases, 209, 461; Participial Phrases, 452–453: essential vs. nonessential, 662, semicolons with, 674, defined, 209, 452; Adjective Clauses, 465–470; Adverb Clauses, 470–473



2) Avoiding misplaced modifiers to ensure clarity

SE/TE: Modifiers, dangling and misplaced, 111, misplaced, 507–510



3) Using subordination to express the relationship between two unequal ideas within a single sentence

SE/TE: Using Subordination, 32; Revising Your Sentences: Complex Sentences, 62; Conjunctions, subordinating, 185, 398, 399, 470, 909; Subordinate Clauses, 464–465, 909



c. The student will manipulate sentence structure to achieve a purpose such as clarification, definition, or emphasis in composing or editing.






4) Correct and appropriate placement of correlative conjunctions

SE/TE: Conjunctions, correlative, 185, 397, 398, 903




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