# data[].attributes.headline
Question Stem by Standard and Complexity 

# data[].attributes.subject
Question Stem by Standard and Complexity 

# data[].attributes.headline
Analyze how an author’s choices concerning how to structure a text, orderevents within it (e.g., parallel plots), and manipulate time (e.g., pacing,flashbacks) create such effects as mystery, tension, or surprise.

# data[].attributes.subject
Analyze how an author’s choices concerning how to structure a text, orderevents within it (e.g., parallel plots), and manipulate time (e.g., pacing,flashbacks) create such effects as mystery, tension, or surprise.

# data[].attributes.headline
Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the cumulative impactof specific word choices on meaning and tone (e.g., how the language evokesa sense of time and place; how it sets a formal or informal tone).

# data[].attributes.subject
Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the cumulative impactof specific word choices on meaning and tone (e.g., how the language evokesa sense of time and place; how it sets a formal or informal tone).

# data[].attributes.body
“Figurative” and “connotative” are two words that almost never come up in conversation - but they stand for two concepts that almost always come up in conversation. Both terms describe words that “stand in” for an image, an idea, or some related concept that is larger than the mere dictionary definition of the word. The figurative and connotative meanings of words, because they imply something larger than themselves, create the feel, meaning, and tone of a text. This is the reason that some words can also evoke a sense of time or place; using words that have obsolete connotations indicates that a text or a piece of dialogue “comes from” some time other than here and now.

# data[].attributes.headline
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters,and advance the plot or develop the theme.

# data[].attributes.subject
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters,and advance the plot or develop the theme.

# data[].attributes.body
Real people often have conflicting motivations, which pull a person in two directions. For instance: Sure, it’d be great to go to prom with the captain of the football team - but are you doing it because he’s an awesome person, or to get back at a former friend who has a crush on him? And is it more important to be seen on the arm of the most popular person in school, or to go to prom with the person you’re really in love with even though nobody would look twice in that geek’s direction?

Some literary characters also have multiple or conflicting motivations. The ones who do are by far the most interesting and are in the best stories. The third Common Core Standard for Literature challenges readers to figure out how characters are thinking and feeling - what they want, what they’re afraid of, and what they won’t admit even to themselves.

# data[].attributes.headline
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

# data[].attributes.subject
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

# data[].attributes.body
This second standard for ninth- and tenth-grade literature requires skills that are similar to those required for the first standard in this group. Instead of requiring students to support their own interpretations of the text by using textual details, however, this standard requires students to figure out what the author’s point is, and then examine the details and summarize the text. An “objective” summary is merely one that describes the text (see also “expository writing”) without commenting on the author’s point, his or her ability to support it, and whether or not the reader agrees.

# data[].attributes.headline
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

# data[].attributes.subject
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

# data[].attributes.body
In plain English, “You can say anything you want about what’s in a book or story as long as you back it up.”

This standard contains several words that students may have to look up in order to make any sense of it at all - so it’s going to help keep them on track with their language standards, too! According to this standard, students are expected not only to “get” what a text says, but to also be able to explain, using examples from the text itself, how and why they reached their conclusions and why they are plausible. There are several ways to read any text; this standard isn’t so much about figuring out what the “right” one is as it is about explaining why whichever one the reader chooses seems right to him or her.

# data[].attributes.body
Great books get considerably less great when the plot is rushed, dragged out, scrambled, or not broken into chapters at appropriate places. And, just like a well-paced plot makes for better reading, knowing how to pace a plot makes for better writing. This Standard deals with plot, including how a plot’s structure and order keep the reader guessing - and reading.

# data[].attributes.headline
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

# data[].attributes.subject
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

# data[].attributes.body
Cultures vary widely throughout the world, so it’s no surprise that literature does as well. Being able to understand different points of view or cultural experiences within a text gives readers the tools to understand them in real life.