School Improvement in Maryland

Using the Core Learning Goals: English

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  • English Goals 8/2004
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CLG Toolkit

Tools aligned to CLG expectations and/or indicators.

  • Public Release Items
    HSA items and annotated student responses as appropriate
  • Sample Assessments
    Items and annotated student responses as appropriate

Goal 2: Composing in a Variety of Modes

The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.

Expectation

2.1 The student will compose oral, written, and visual presentations that inform, persuade, and express personal ideas.

Indicator

  • 2.1.1 The student will compose to inform by using appropriate types of prose.

Assessment limits:
  • Composing to explain an idea or examine a topic
    • using description to support the writing purpose
    • using personal ideas to support the writing purpose
  • Composing to meet the criteria of the ECR rubric
    • fulfilling the writing purpose as stated in the prompt
    • including relevant and complete support of ideas
    • organizing appropriately for the writing purpose
    • using language carefully and correctly
    • demonstrating attention to audience understanding and interest
    • having no errors in usage or conventions that interfere with meaning

Indicator

  • 2.1.2 The student will compose to describe, using prose and/or poetic forms.

Indicator

  • 2.1.3 The student will compose to express personal ideas, using prose and/or poetic forms.

Indicator

  • 2.1.4 The student will compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies.

Assessment limits:
  • Composing to state and support, refute, or modify a position
    • using description to support the writing purpose
    • using personal ideas to support the writing purpose
  • Composing to meet the criteria of the ECR rubric
    • fulfilling the writing purpose as stated in the prompt
    • including relevant and complete support of ideas
    • organizing appropriately for the writing purpose
    • using language carefully and correctly
    • demonstrating attention to audience understanding and interest
    • having no errors in usage or conventions that interfere with meaning

Expectation

2.2 The student will compose texts using the prewriting, drafting, revising, and editing strategies of effective writers and speakers.

Indicator

  • 2.2.1 The student will use a variety of prewriting strategies to generate and develop ideas.

Assessment limits:
  • Identifying an appropriate prewriting strategy for a specific purpose or topic
  • Identifying relevant sources of information

Indicator

  • 2.2.2 The student will select and organize ideas for specific audiences and purposes.

Assessment limits:
  • Selecting a logical sequence of ideas or sentences
  • Determining an appropriate organizational structure emphasizing purpose and/or audience
  • Selecting or deleting information to suit a given purpose or audience
  • Identifying the logical placement of a sentence or paragraph within a text

Indicator

  • 2.2.3 The student will revise and edit texts for clarity, completeness, and effectiveness.

Assessment limits:
  • Completing or expanding ideas
    • logical coordination of ideas
    • subordination to replace excessive coordination
    • logical or succinct subordination
    • subordination to show space or time, cause or effect, condition, or concession
    • sequence of ideas in a sentence for effectiveness and emphasis
    • conciseness (eliminating redundancy, superfluous words and phrases, and awkward constructions)
  • Attending to audience
    • elaboration or support sentences
    • transitional devices between sentences and paragraphs
    • coherence (focusing on a central idea)
    • clear connectors
    • word choice
    • inverted word order for effectiveness
  • Controlling language structures
    • clear placement of modifiers
    • shifts in person, number, and tone
    • misplaced and dangling modifiers

Indicator

  • 2.2.4 The student will rehearse oral texts for effective application of diction, intonation, and rhetorical strategies, such as introductions, sequence, illustrations, and conclusions.

Indicator

  • 2.2.5 The student will use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions.

Assessment limit:

Using resources to select and use appropriate language

  • avoiding the use of trite expressions and clichés
  • using smooth and informative transitions
  • arranging parallel elements appropriately and effectively
  • selecting appropriate use of active or passive voice
  • selecting an appropriate word for a given purpose

Indicator

  • 2.2.6 The student will prepare the final product for presentation to an audience.

Expectation

2.3 The student will locate, retrieve, and use information from various sources to accomplish a purpose.

Indicator

  • 2.3.1 The student will identify sources of information on a self-selected and/or given topic and assess their appropriateness to accomplish a purpose.

Assessment limit:

Determining the appropriateness of a resource to accomplish a purpose

  • dictionary
  • thesaurus
  • encyclopedia
  • magazines
  • newspapers
  • fiction and nonfiction books
  • card catalogue (traditional and electronic)
  • on-line websites and electronic resources

Indicator

  • 2.3.2 The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others.

Indicator

  • 2.3.3 The student will use a systematic process for recording and documenting information.

Assessment limits:
  • Assessing the advantages, disadvantages, or limitations of sources of information (e.g., comprehensiveness, honesty, reliability, bias, accuracy, availability, variety, currency, multiple points of view)
  • Identifying information to include or exclude in a reference citation when using either traditional or electronic sources of information
  • Determining information that should be documented

Indicator

  • 2.3.4 The student will take a position and support it with documented information from an authoritative source.

Indicator

  • 2.3.5 The student will synthesize information from two or more sources to fulfill a self-selected or given purpose.