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
Evaluating Content, Organization, & Language Use of Texts

Goal 4: Evaluating the Content, Organization, and Language Use of Texts

The student will demonstrate the ability to evaluate the content, organization, and language use of texts.

Expectation

4.1 The student will describe the effect that a given text, heard or read, has on a listener or reader.

Indicator

  • 4.1.1 The student will state and explain a personal response to a given text.

Assessment limits:
  • Explaining the effectiveness of text(s) in accomplishing a purpose
  • Explaining connections within or between texts
  • Selecting and explaining appropriate textual evidence that supports a personal response
    • specific words and phrases
    • details
    • scenes
    • images
    • symbols

Expectation

4.2 The student will assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices.

Indicator

  • 4.2.1 The student will assess the effectiveness of diction that reveals an author’s purpose.

Assessment limit:

Evaluating author's choice of words, phrases, sentences, and word order

  • for a particular audience or effect
  • for a given purpose
  • to extend meaning in a context
  • to provide emphasis

Indicator

  • 4.2.2 The student will explain how the specific language and expression used by the writer or speaker affects reader or listener response.

Indicator

  • 4.2.3 The student will evaluate the use of transitions and their effectiveness in a text.

Indicator

  • 4.2.4 The student will explain how repetitions of words, phrases, structural features, and ideas affect the meaning and/or tone of a text.

Expectation

4.3 The student will evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose.

Indicator

  • 4.3.1 The student will alter the tone of a text by revising its diction.

Assessment limit:

Selecting appropriate revisions of words and phrases

  • tone (e.g., humorous, urgent, official, authoritative, more or less critical, commanding, diplomatic, detached, resentful, sympathetic, formal, informal)
  • purpose (inform, persuade, express personal ideas)
  • audience (e.g., peer, adult, child, official authority)

Indicator

  • 4.3.2 The student will justify revisions in syntax and diction from a previous draft of a text by explaining how the change affects meaning.

Indicator

  • 4.3.3 The student will alter a text to present the same content to a different audience via the same or different media.

Indicator

  • 4.3.4 The student will compare the differences in effect of two texts on a given subject.