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Section VII: Research Support Bibliography

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Section VII: Research Support Bibliography

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My bibliography is attached as an MS Word Document.

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Our librarian at Eldorado High School, LuAnn Shipman, is also an English teacher for part of the day. She spends three periods teaching sophomore English and one period teaching Yearbook. The rest of the time, she is in the library. She often relies on the Junior Library Guild to help her chose books due to her busy schedule the last two years. She does look at lists of recent award winners released by the ALA, Horn Books and (for elementary) Bluebonnet. She places the newest book on their own shelves for a year. She does not feature award winners, except the Bluebonnet books in elementary. As far as circulation goes, Mrs. Shipman has noticed that the most popular books are realistic fiction and dystopian fiction. She also mentioned that students really love series.

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I spoke with Eldorado High School's senior English teacher, Taylor Haworth. She keeps a small library of about 30 books available for students. They are mostly young adult novels and are both fiction and nonfiction. If students cannot find what they are looking for, she often sends them to my classroom where I have a more extensive (400+ books, also mostly YA) library available. She has them read daily for 10 minutes and then write about it using sentence stems. To choose books for her small library, she found a list on Facebook in a group for teachers. As for choosing what she teaches in class, she tries to make sure the books are relevant and connected to the TEKS (Brit Lit for seniors in Texas under the current TEKS) when choosing whole class novels. She believes it's important to use YA in the classroom because it helps students be more aware of important topics and different cultures.

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I spoke with two students about this novel. One of them (15) had read the novel for her independent reading choice in my class this year and one (17) read it in her honors English class with another teacher.
Student A (17 years old, read in her honors English class): Student A really liked the book because it showed two different races colliding but still connecting. She enjoyed that it was something that was going on in today's world, but she felt that it wasn't necessarily fair because the white officer's perspective wasn't really given. The part that most stood out to her was how Starr's father didn't want her to date outside her race. She didn't think parents still acted like that.
Student B (15, read as an independent reading choice): Student B absolutely loved the book and was very eager to talk about it. She enjoyed it because it's a topic people don't really talk about, but the book approached it in an honest way and wasn't afraid of it. She would gladly read it in class because it's very real and has language/slang that students can understand. This student read To Kill A Mockingbird in class this year and did notice that there were similarities and differences. She liked this book better because it had an actual character who is a Person of Color and finds her voice/fights back. When asked about the activities above, she thought she'd most enjoy learning about the other people named at the end of the book and connecting it to real life.

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Section IV: Applications to the Classroom, Activity 4

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Section IV: Applications to the Classroom, Activity 4

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In this activity, students will read the attached article about code-switching and, specifically, how it impacts the African American community. Students will then discuss the different personalities Starr has in the novel and how she often code-switches while trying to juggle these personalities. They will search the novel for examples of when she does this. Then, students will list the different personalities they have - who they are at school vs. at home vs. with their friends and other times. A teacher could model this: Students will then be given a writing assignment and will write it from at least two of their different "personalities." After, students will reflect on how they code-switch in their everyday lives.

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Julie Washington’s Quest to Get Schools to Respect African-American English

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The speech pathologist believes that helping kids switch seamlessly between dialects is a key to their success.

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Sections IV: Applications to the Classroom, Activity 3

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Sections IV: Applications to the Classroom, Activity 3

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This brings in song lyrics to the classroom, which is one of many ways to get students more engaged. Since Tupac Shakur is referenced heavily in the novel, one activity to do with students would be to analyze a Tupac song (for example "Changes"). Students could also analyze and discuss "The Rose that Grew from the Concrete," Tupac's poem (using poem annotation techniques and/or TPCASTT). Students could discuss the symbolism and any figurative language applying what they have learned from studying poetry. After annotating and discussing the poem, students would discuss how it relates to the theme of the novel and how the narrator and/or the author may have been influenced by the work of Tupac.

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Section IV: Applications to the Classroom, Activity 2

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Section IV: Applications to the Classroom, Activity 2

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This requires another text: To Kill A Mockingbird. While in recent years, it has been removed from some classrooms as problematic because of the issue of the "white savior," I think it might be interesting to look at it from that perspective and discuss why it's now considered to be problematic. In doing so, students could then read, in groups, novels such as The Hate U Give or All American Boys and discuss what these novels got right that To Kill A Mockingbird got wrong (the African American characters not having agency is one major discussion point here). I also think both To Kill A Mockingbird and The Hate U Give would allow for some good discussion of narrators and how a narrator's age impacts what we understand and how we connect to a novel. Using this, students could do a POV eyeball. Basically, a student is given a blank paper with a large drawing of an open eyeball. They are assigned a character and have to draw what they are seeing at some point in the novel as though we are looking through their eyes.

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Section IV: Applications to the Classroom, Activity 1

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Section IV: Applications to the Classroom, Activity 1

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This is an activity that I believe would work best before reading the novel. At the end of the novel, the narrator names many people who have been killed as a result of racism/police violence, including Trayvon Martin, Eric Garner, Tamir Rice and Sandra Bland. Depending on class size, each student (or pair/group) would get the name of one of the people mentioned at the end. They would then do a presentation on this person and what happened to them. They could create a poster or some form of digital presentation. It must include: when it happened, personal details about the person (age, family life, job, etc.), a photo of the person, news articles from several different sources, a description of the public outcry/response from the African American community, whether the officer involved was tried/punished and how. This would give the students a context for what is happening, as well as giving them time to look at different biases from different sources and letting them work on speaking/presentation skills. This would be useful to bring non-fiction text/news articles into the classroom. Posters would, in a way, be best, because they could be hung in the classroom while students are discussing and reading the novel.

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This is ReadWriteThink lesson plan (written by NCTE) for building background knowledge. It has them read articles about the Black Lives Matter movement as well as do a short research project. It could be useful for doing small group literature circles, as well. It mentions several other texts that the lesson could be modified for (All American Boys, How It Went Down), which would make it great for literature circles about social justice. It also brings in several nonfiction texts (from James Baldwin’s essay “Letter from a Region in My Mind” and Ta-Nehisi Coates’ “Letter to My Son").

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Grades

9 - 12

Lesson Plan Type

Standard Lesson

Estimated Time

Eight 50-minute sessions, plus additional time for reading and discussing the rest of the novel

Lesson Author

Publisher

Featured Resources From Theory to Practice
OVERVIEW

As part of their study of Angela Thomas' novel The Hate U Give, students build background knowledge of the Black Lives Matter movement by listening to radio interviews and examining the network's official website. They then take an interest and knowledge survey to help select the topic for a short directed research project designed to establish context and depth around several aspects of the novel: double consciousness/codeswitching, the Black Panther movement, Tupac Shakur as activist, media portrayal of police violence, and the complexity of gang culture. Students share their learning at key moments during reading and discussion of the novel, followed by work with excerpts from James Baldwin's essay "Letter from a Region in My Mind" and Ta-Nehisi Coates' "Letter to My Son."

Though this lesson focuses on The Hate U Give, a similar approach may be taken with titles such as All-American Boys by Jason Reynolds and Brendan Kielyor How It Went Down by Kekla Magoon, with the specific social issues students research modified accordingly.
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FEATURED RESOURCES
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Knowledge and Interest Survey: Students use this survey to become familiar with the background topics for research and to indicate their preference for group work.

Research Topics and Sources Page: This categorized list of links to articles, videos, and other resources provides students with sources for their inquiry into the background research topics.

Cross-Text Analysis Handout: Students use this handout to begin thinking about how The Hate U Give, the Baldwin essay, and the Coates essay relate to each other thematically.

FROM THEORY TO PRACTICE

In Teaching Reading with YA Literature: Complex Texts, Complex Lives, Jennifer Buehler offers a three-part conceptual framework for "an approach to teaching YA lit that promotes love of reading, improving skills in reading, and connecting reading to real-world contexts" (9). She identifies as the crucial elements, first, "social interactions [that] create more complex readings of YA literature," second, books that are chosen "strategically" and "framed...in ways that satisfy the demands...of the latest standards movement," and last, tasks that develop "the same reading and writing skills they would acquire" reading any other literature, but with a special focus on "connecting their reading to real-world contexts" and supporting them "with tools they can use to continue reading closely, actively, and critically on their own" (9).
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This lesson, featuring a high-interest text with an engaging narrator and storyline interwoven with contemporary headlines, allows students to work together to generate deeper background knowledge necessary to set the novel in its complex contemporary context and combines careful reading of multiple, varied nonfiction texts with the centerpiece text of YA.

Buehler, Jennifer. Teaching Reading with YA Literature: Complex Texts, Complex Lives. Urbana, IL: NCTE, 2016.

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Developing Critical Consciousness through Angie Thomas' The Hate U Give - ReadWriteThink

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As part of their study of Angela Thomas' novel The Hate U Give, students build background knowledge of the Black Lives Matter movement by listening to radio interviews and examining the official website.

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Section III: Web-Based Justification/Classroom Applications (Cult of Pedagogy)

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Section III: Web-Based Justification/Classroom Applications (Cult of Pedagogy)

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This is the Cult of Pedagogy's main link for their summer 2017 study of this book. It includes links to articles on important topics in the book like code-switching. It also discusses some things the book could do better and has a video reflection. It discusses how this book takes characters that are often stereotyped and makes them real, which does back up the strong characterization in the novel.

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The first of five selections for our summer 2017 study of Young Adult books, The Hate U Give by Angie Thomas is an up-close look at how one 16-year-old girl and her community are impacted when her friend is killed by a police officer.

This page contains Amazon Affiliate links; if you purchase from Amazon after going through these links, Cult of Pedagogy receives a small commission at no extra cost to you.

Here is my video reflection, followed by a few notes:

I think this is an incredibly important book that can be used as a springboard for talking about race relations, law enforcement, and the Black Lives Matter movement.

I appreciated the fact that we get to know characters who are so often represented by stereotypes. I appreciated the opportunity to get to know people like DeVante and Khalil and hear the stories of how they ended up getting involved with gangs and selling drugs, which painted a much more complex, nuanced picture of how some young people end up doing these things.

I wish there could have been more discussion of the rioting, and of the characters' understanding of it. Thomas helps us understand other complex issues by having the adult characters explain things to Starr, but I felt like the riots weren't explored enough, and this is an issue that I think white America still needs help understanding.

I wonder how teachers might address concerns from students and families who see the book as biased, or who feel more sympathetic to officer one-fifteen? Some students (and teachers) may relate more to characters like Hailey...how do we address this in our classrooms in a way that helps everyone grow?

I would also like to know how you would address the profanity and sex in the book, which was not graphic but still present? How do you all handle this in regard to letting students read these books and responding to objections from parents? What age would be appropriate for reading this book?

Other Resources
Please share your thoughts in the comments below. Be respectful of other people's opinions; the subject matter of this book will bring up strong opinions and feelings, and everyone is encouraged to share honestly, but any comments that are abusive toward other commenters will be removed.

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The first of five selections for our summer 2017 study of Young Adult books, The Hate U Give by Angie Thomas is an up-close look at how one 16-year-old girl and her community are impacted when her friend is killed by a police officer. This page contains Amazon Affiliate links; if you purchase from Amazon ...

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This is an article on the National Council of Teachers of English website discussing the book being banned. Within the article, they also link several more useful links discussing why the book has educational merit and why it should not be banned. A school here in Texas removed it from middle school and high school library shelves. This could be useful in handling any challenges to the book or discussing it as part of a banned books unit.

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You read the tweet and mutter to yourself, "So it's true."

Recently a school district in Katy, Texas, decided to pull Angie Thomas' award-winning book The Hate You Give off the middle and high school library shelves. One parent had attended a school board meeting where he read an excerpt from the book and the next day the library copies of the novel were gone!

Soon Abby Berner's tweet found its way to author Angie Thomas and news of the banning went viral.

As an educator in this district, what do you do? You don't think the book should be banned from the school libraries and, in fact, maybe you were thinking about putting it on your classroom library shelves. But you are new in this district or in the second year of your two-year contract (No tenure in Katy, just one and two-year contracts) and you worry-rightfully so-that if you take a stand against the district's action, you might find yourself in disfavor or even lose your job.

What to do is the first and biggest decision you need to make when a book is challenged, whether in your own classroom, in the district, or elsewhere. Following are a few suggestions:

* Make sure you have all the facts about the incident.
* Know your district's policies for selection of texts and reconsideration of texts. You should be able to find these on your district's website under School Board and School Board Policies.
* Learn about The Students' Right to Read
* Talk to your colleagues in the district and in your affiliate both about the issue and about how they are thinking about responding to it.
* Contact NCTE's Intellectual Freedom Center and talk through the challenge.
* Make your decision about next steps. Make the decision that you can live with.

In Katy, it turns out that the district removed THUG from the libraries without following its own policies for review, including keeping the novels on the shelves during the review. The publicity about the banning at least caused the review to begin, albeit after the fact.

* Many books are removed from school libraries and classrooms without following the district policy for the removal.
* One action you might take is to remind your principal, superintendent, board that they need to follow their own policy.

Often books are challenged or removed because someone doesn't approve of some of the language or behaviors in the text. This happened in Katy.

* But the language or behaviors in the book aren't being advocated by the school. They are simply the realistic language and behaviors of the fictional characters.

The text is usually chosen for library or classroom use because of its theme, its appeal for students, and for what students might learn from it. This is " Why a Texas School District's Decision to Ban "The Hate U Give" Is So Dangerous. "

"Whether it was language, implied sex, or the fact that the book's main theme is police brutality doesn't matter. Teenagers need to have the option to read this book...

"But the main issue isn't language or teen makeout sessions. So many victims of police brutality are teenagers themselves, whether they are actually shot or their parents and loved ones are. Banning the book from a classroom's library or curriculum doesn't change that or make it go away. Michael Brown was 18 when he was killed, Trayvon Martin was 17, and Tamir Rice was 12."

In support of following school district policies and of providing students with award-winning, deep-issue reading, NCTE joined other First Amendment Groups in a letter asking Katy ISD to follow its policy and retain book.

As of January 2, THUG still remains "under review." The American Library Association Intellectual Freedom Blog suggests some ways you might help get the book back into the school libraries where it belongs.

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What Do I Do? They've Taken the Books Away - NCTE

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You read the tweet and mutter to yourself, "So it's true." Recently a school district in Katy, Texas, decided to pull Angie Thomas' award-winning book The Hate You Give off the middle and high school library shelves.

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Section III: Justification for Use, The TEKS (Adopted 2017, High School English I)

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Section III: Justification for Use, The TEKS (Adopted 2017, High School English I)

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110.36.E1.c.6D
"analyze how the setting influences the theme"
The Hate U Give has two main settings: Garden Heights, where the main character lives - a mostly African American and somewhat impoverished community - and Williamson Prep, the private (mostly white) school that Starr attends. These offer juxtaposition as well as develop several themes in the novel, such as systemic racism. It also shows us how little we truly know about what anyone else is going through until we've truly experienced it. Even the main character's friends had no idea what was going on with Starr because they lived in such truly separate settings.

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Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading
Subchapter C. High School

Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, §§7.102(c)(4), 28.002, and 28.025, unless otherwise noted.

§110.35. Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, High School, Adopted 2017.

(a) The provisions of §§110.36-110.39 of this subchapter shall be implemented by school districts.

(b) No later than August 31, 2019, the commissioner of education shall determine whether instructional materials funding has been made available to Texas public schools for materials that cover the essential knowledge and skills for English language arts and reading as adopted in §§110.36-110.39 of this subchapter.

(c) If the commissioner makes the determination that instructional materials funding has been made available under subsection (b) of this section, §§110.36-110.39 of this subchapter shall be implemented beginning with the 2020-2021 school year and apply to the 2020-2021 and subsequent school years.

(d) If the commissioner does not make the determination that instructional materials funding has been made available under subsection (b) of this section, the commissioner shall determine no later than August 31 of each subsequent school year whether instructional materials funding has been made available. If the commissioner determines that instructional materials funding has been made available, the commissioner shall notify the State Board of Education and school districts that §§110.36-110.39 of this subchapter shall be implemented for the following school year.

(e) Sections 110.31-110.34 of this subchapter shall be superseded by the implementation of §§110.36-110.39 of this subchapter.

Source: The provisions of this §110.35 adopted to be effective November 12, 2017, 42 TexReg 6148.

§110.36. English Language Arts and Reading, English I (One Credit), Adopted 2017.

(a) General requirements. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.

(2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, and writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

(A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

(C) give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

(D) participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

(A) use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

(B) analyze context to distinguish between the denotative and connotative meanings of words; and

(C) determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo.

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

(4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts;

(B) generate questions about text before, during, and after reading to deepen understanding and gain information;

(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

(D) create mental images to deepen understanding;

(E) make connections to personal experiences, ideas in other texts, and society;

(F) make inferences and use evidence to support understanding;

(G) evaluate details read to determine key ideas;

(H) synthesize information from two texts to create new understanding; and

(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

(A) describe personal connections to a variety of sources, including self-selected texts;

(B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;

(C) use text evidence and original commentary to support a comprehensive response;

(D) paraphrase and summarize texts in ways that maintain meaning and logical order;

(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

(F) respond using acquired content and academic vocabulary as appropriate;

(G) discuss and write about the explicit or implicit meanings of text;

(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;

(I) reflect on and adjust responses when valid evidence warrants; and

(J) defend or challenge the authors' claims using relevant text evidence.; and

(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

(A) analyze how themes are developed through characterization and plot in a variety of literary texts;

(B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

(C) analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and

(D) analyze how the setting influences the theme.

(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

(A) read and respond to American, British, and world literature;

(B) analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms;

(C) analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

(D) analyze characteristics and structural elements of informational texts such as:

(i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

(ii) multiple organizational patterns within a text to develop the thesis;

(E) analyze characteristics and structural elements of argumentative texts such as:

(i) clear arguable claim, appeals, and convincing conclusion;

(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

(iii) identifiable audience or reader; and

(F) analyze characteristics of multimodal and digital texts.

(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

(A) analyze the author's purpose, audience, and message within a text;

(B) analyze use of text structure to achieve the author's purpose;

(C) evaluate the author's use of print and graphic features to achieve specific purposes;

(D) analyze how the author's use of language achieves specific purposes;

(E) analyze the use of literary devices such as irony and oxymoron to achieve specific purposes;

(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

(G) explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.; and

(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

(i) using an organizing structure appropriate to purpose, audience, topic, and context; and

(ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

(C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

(D) edit drafts using standard English conventions, including:

(i) a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

(ii) consistent, appropriate use of verb tense and active and passive voice;

(iii) pronoun-antecedent agreement;

(iv) correct capitalization;

(v) punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate; and

(vi) correct spelling; and

(E) publish written work for appropriate audiences.

(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

(A) compose literary texts such as fiction and poetry using genre characteristics and craft;

(B) compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

(C) compose argumentative texts using genre characteristics and craft; and

(D) compose correspondence in a professional or friendly structure.

(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

(A) develop questions for formal and informal inquiry;

(B) critique the research process at each step to implement changes as needs occur and are identified;

(C) develop and revise a plan;

(D) modify the major research question as necessary to refocus the research plan;

(E) locate relevant sources;

(F) synthesize information from a variety of sources;

(G) examine sources for:

(i) credibility and bias, including omission; and

(ii) faulty reasoning such as ad hominem, loaded language, and slippery slope;

(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

(I) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Source: The provisions of this §110.36 adopted to be effective November 12, 2017, 42 TexReg 6148; amended to be effective August 1, 2019, 44 TexReg 3835.

§110.37. English Language Arts and Reading, English II (One Credit), Adopted 2017.

(a) General requirements. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.

(2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, and writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

(A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

(C) give a formal presentation that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

(D) participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

(A) use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

(B) analyze context to distinguish among denotative, connotative, and figurative meanings of words; and

(C) determine the meaning of foreign words or phrases used frequently in English such as pas de deux, status quo, déjà vu, avant-garde, and coup d'état.

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

(4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts;

(B) generate questions about text before, during, and after reading to deepen understanding and gain information;

(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

(D) create mental images to deepen understanding;

(E) make connections to personal experiences, ideas in other texts, and society;

(F) make inferences and use evidence to support understanding;

(G) evaluate details read to determine key ideas;

(H) synthesize information from multiple texts to create new understanding; and

(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

(A) describe personal connections to a variety of sources, including self-selected texts;

(B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;

(C) use text evidence and original commentary to support an interpretive response;

(D) paraphrase and summarize texts in ways that maintain meaning and logical order;

(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

(F) respond using acquired content and academic vocabulary as appropriate;

(G) discuss and write about the explicit or implicit meanings of text;

(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;

(I) reflect on and adjust responses when valid evidence warrants; and

(J) defend or challenge the authors' claims using relevant text evidence.; and

(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

(A) analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures;

(B) analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events;

(C) analyze isolated scenes and their contribution to the success of the plot as a whole; and

(D) analyze how historical and cultural settings influence characterization, plot, and theme across texts.

(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

(A) read and analyze world literature across literary periods;

(B) analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;

(C) analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

(D) analyze characteristics and structural elements of informational texts such as:

(i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

(ii) the relationship between organizational design and thesis;

(E) analyze characteristics and structural elements of argumentative texts such as:

(i) clear arguable claim, appeals, and convincing conclusion;

(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

(iii) identifiable audience or reader; and

(F) analyze characteristics of multimodal and digital texts.

(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

(A) analyze the author's purpose, audience, and message within a text;

(B) analyze use of text structure to achieve the author's purpose;

(C) evaluate the author's use of print and graphic features to achieve specific purposes;

(D) analyze how the author's use of language informs and shapes the perception of readers;

(E) analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;

(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

(G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.

(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

(i) using an organizing structure appropriate to purpose, audience, topic, and context; and

(ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

(C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

(D) edit drafts using standard English conventions, including:

(i) a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

(ii) consistent, appropriate use of verb tense and active and passive voice;

(iii) pronoun-antecedent agreement;

(iv) correct capitalization;

(v) punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate; and

(vi) correct spelling; and

(E) publish written work for appropriate audiences.

(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

(A) compose literary texts such as fiction and poetry using genre characteristics and craft;

(B) compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

(C) compose argumentative texts using genre characteristics and craft; and

(D) compose correspondence in a professional or friendly structure.

(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

(A) develop questions for formal and informal inquiry;

(B) critique the research process at each step to implement changes as needs occur and are identified;

(C) develop and revise a plan;

(D) modify the major research question as necessary to refocus the research plan;

(E) locate relevant sources;

(F) synthesize information from a variety of sources;

(G) examine sources for:

(i) credibility and bias, including omission; and

(ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

(I) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Source: The provisions of this §110.37 adopted to be effective November 12, 2017, 42 TexReg 6148; amended to be effective August 1, 2019, 44 TexReg 3835.

§110.38. English Language Arts and Reading, English III (One Credit), Adopted 2017.

(a) General requirements. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.

(2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, and writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

(A) engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax;

(B) follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;

(C) give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

(D) participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.

(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

(A) use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;

(B) analyze context to draw conclusions about nuanced meanings such as in imagery; and

(C) determine the meaning of foreign words or phrases used frequently in English such as ad hoc, faux pas, non sequitur, and modus operandi.

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

(4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts;

(B) generate questions about text before, during, and after reading to deepen understanding and gain information;

(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

(D) create mental images to deepen understanding;

(E) make connections to personal experiences, ideas in other texts, and society;

(F) make inferences and use evidence to support understanding;

(G) evaluate details read to understand key ideas;

(H) synthesize information from a variety of text types to create new understanding; and

(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down.

(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

(A) describe personal connections to a variety of sources, including self-selected texts;

(B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;

(C) use text evidence and original commentary to support an analytic response;

(D) paraphrase and summarize texts in ways that maintain meaning and logical order;

(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

(F) respond using acquired content and academic vocabulary as appropriate;

(G) discuss and write about the explicit and implicit meanings of text;

(H) respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;

(I) reflect on and adjust responses when valid evidence warrants; and

(J) defend or challenge the authors' claims using relevant text evidence.

(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

(A) analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;

(B) analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;

(C) evaluate how different literary elements shape the author's portrayal of the plot; and

(D) analyze how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.

(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

(A) read and analyze American literature across literary periods;

(B) analyze relationships among characteristics of poetry, including stanzas, line breaks, speaker, and sound devices in poems across a variety of poetic forms;

(C) analyze how the relationships among dramatic elements advance the plot;

(D) analyze characteristics and structural elements of informational texts such as:

(i) clear thesis, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and

(ii) the relationship between organizational design and author's purpose;

(E) analyze characteristics and structural elements of argumentative texts such as:

(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;

(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

(iii) identifiable audience or reader; and

(F) analyze the effectiveness of characteristics of multimodal and digital texts.

(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

(A) analyze the author's purpose, audience, and message within a text;

(B) evaluate use of text structure to achieve the author's purpose;

(C) evaluate the author's use of print and graphic features to achieve specific purposes;

(D) evaluate how the author's use of language informs and shapes the perception of readers;

(E) evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;

(F) evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

(G) analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.

(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

(i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and

(ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;

(C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;

(D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and

(E) publish written work for appropriate audiences.

(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

(A) compose literary texts such as fiction and poetry using genre characteristics and craft;

(B) compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;

(C) compose argumentative texts using genre characteristics and craft;

(D) compose correspondence in a professional or friendly structure;

(E) compose literary analysis using genre characteristics and craft; and

(F) compose rhetorical analysis using genre characteristics and craft.

(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

(A) develop questions for formal and informal inquiry;

(B) critique the research process at each step to implement changes as needs occur and are identified;

(C) develop and revise a plan;

(D) modify the major research question as necessary to refocus the research plan;

(E) locate relevant sources;

(F) synthesize information from a variety of sources;

(G) examine sources for:

(i) credibility, bias, and accuracy; and

(ii) faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;

(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

(I) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Source: The provisions of this §110.38 adopted to be effective November 12, 2017, 42 TexReg 6148; amended to be effective August 1, 2019, 44 TexReg 3835.

§110.39. English Language Arts and Reading, English IV (One Credit), Adopted 2017.

(a) General requirements. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.

(2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, and writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

(A) engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction, syntax, and rhetorical strategies;

(B) follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;

(C) formulate sound arguments and present using elements of classical speeches such as introduction, first and second transitions, body, conclusion, the art of persuasion, rhetorical devices, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

(D) participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.

(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

(A) use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;

(B) analyze context to draw conclusions about nuanced meanings such as in imagery; and

(C) determine the meaning of foreign words or phrases used frequently in English such as ad nauseum, in loco parentis, laissez-faire, and caveat emptor.

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

(4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts;

(B) generate questions about text before, during, and after reading to deepen understanding and gain information;

(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

(D) create mental images to deepen understanding;

(E) make connections to personal experiences, ideas in other texts, and society;

(F) make inferences and use evidence to support understanding;

(G) evaluate details read to analyze key ideas;

(H) synthesize information from a variety of text types to create new understanding; and

(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down.

(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

(A) describe personal connections to a variety of sources, including self-selected texts;

(B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;

(C) use text evidence and original commentary to support an evaluative response;

(D) paraphrase and summarize texts in ways that maintain meaning and logical order;

(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

(F) respond using acquired content and academic vocabulary as appropriate;

(G) discuss and write about the explicit and implicit meanings of text;

(H) respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice;

(I) reflect on and adjust responses when valid evidence warrants; and

(J) defend or challenge the authors' claims using relevant text evidence.

(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

(A) analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;

(B) analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;

(C) critique and evaluate how complex plot structures such as subplots contribute to and advance the action; and

(D) evaluate how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.

(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

(A) read and analyze British literature across literary periods;

(B) analyze the effects of sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods and cultures;

(C) analyze and evaluate how the relationships among the dramatic elements advance the plot;

(D) critique and evaluate characteristics and structural elements of informational texts such as:

(i) clear thesis, effective supporting evidence, pertinent examples, commentary, summary, and conclusion; and

(ii) the relationship between organizational design and author's purpose;

(E) critique and evaluate characteristics and structural elements of argumentative texts such as:

(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;

(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

(iii) identifiable audience or reader; and

(F) critique and evaluate the effectiveness of characteristics of multimodal and digital texts.

(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

(A) evaluate the author's purpose, audience, and message within a text;

(B) evaluate use of text structure to achieve the author's purpose;

(C) evaluate the author's use of print and graphic features to achieve specific purposes;

(D) critique and evaluate how the author's use of language informs and shapes the perception of readers;

(E) evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;

(F) evaluate how the author's diction and syntax contribute to the effectiveness of a text; and

(G) analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.

(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

(i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and

(ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;

(C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;

(D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and

(E) publish written work for appropriate audiences.

(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

(A) compose literary texts such as fiction and poetry using genre characteristics and craft;

(B) compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;

(C) compose argumentative texts using genre characteristics and craft;

(D) compose correspondence in a professional or friendly structure;

(E) compose literary analysis using genre characteristics and craft; and

(F) compose rhetorical analysis using genre characteristics and craft.

(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

(A) develop questions for formal and informal inquiry;

(B) critique the research process at each step to implement changes as needs occur and are identified;

(C) develop and revise a plan;

(D) modify the major research question as necessary to refocus the research plan;

(E) locate relevant sources;

(F) synthesize information from a variety of sources;

(G) examine sources for:

(i) credibility, bias, and accuracy; and

(ii) faulty reasoning such as straw man, false dilemma, faulty analogies, and non-sequitur;

(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

(I) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Source: The provisions of this §110.39 adopted to be effective November 12, 2017, 42 TexReg 6148; amended to be effective August 1, 2019, 44 TexReg 3835.

§110.46. Independent Study in English (One-Half to One Credit).

(a) Introduction.

(1) Students enrolled in Independent Study in English will focus on a specialized area of study such as the work of a particular author or genre. Students will read and write in multiple forms for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written compositions on a regular basis and carefully examine their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English.

(2) If this course is being used to satisfy requirements for the Distinguished Achievement Program, a student research/product must be presented before a panel of professionals or approved by the student's mentor.

(3) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(4) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(5) The essential knowledge and skills as well as the student expectations for Independent Study in English are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student inquires through reading literature and researching self-selected and assigned topics. The student is expected to:

(A) read widely for further study;

(B) generate relevant, interesting, and researchable questions with instructor guidance and approval; and

(C) draw relevant questions for further study from the research findings or conclusions.

(2) The student uses writing as a tool for learning and research. The student produces visual representations that communicate with others. The student is expected to:

(A) produce research projects and reports in multiple forms for a variety of audiences from primary and secondary sources using available technology;

(B) conduct a research project(s), producing an original work in print or another medium with a demonstration of advanced skill;

(C) use writing to organize and support what is known and needs to be learned about a topic, including discovering, recording, reviewing, and learning;

(D) compile written ideas and representations; interpret information into reports, summaries, or other formats; and draw conclusions; and

(E) use writing as a tool such as to reflect, explore, or problem solve.

Source: The provisions of this §110.46 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.47. Reading I, II, III (One-Half to Three Credits).

(a) Introduction.

(1) Reading I, II, III offers students reading instruction to successfully navigate academic demands as well as attain life-long literacy skills. Specific instruction in word recognition, vocabulary, comprehension strategies, and fluency provides students an opportunity to read with competence, confidence, and understanding. Students learn how traditional and electronic texts are organized and how authors choose language for effect. All of these strategies are applied in instructional-level and independent-level texts that cross the content areas.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Reading I, II, III, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student uses a variety of word recognition strategies. The student is expected to:

(A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words; and

(B) use reference guides such as dictionaries, glossaries, and available technology to determine pronunciations of unfamiliar words.

(2) The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:

(A) expand vocabulary by reading, viewing, listening, and discussing;

(B) determine word meanings through the study of their relationships to other words and concepts such as content, synonyms, antonyms, and analogies;

(C) recognize the implied meanings of words such as idiomatic expressions, homonyms, puns, and connotations;

(D) apply the knowledge of roots, affixes, and word origins to infer meanings; and

(E) use available reference guides such as dictionary, glossary, thesaurus, and available technology to determine or confirm the meanings of new words and phrases.

(3) The student reads for a variety of purposes with multiple sources, both narrative and expository. The student is expected to:

(A) read functional texts to complete real-world tasks such as job applications, recipes, and product assembly instructions;

(B) read to complete academic tasks;

(C) read using test-taking skills such as highlighting, annotating, previewing questions, noticing key words, employing process of elimination, allotting time, and following directions;

(D) read to gain content/background knowledge as well as insight about oneself, others, or the world; and

(E) read for enjoyment.

(4) The student comprehends texts using effective strategies. The student is expected to:

(A) use prior knowledge and experience to comprehend;

(B) determine and adjust purpose for reading;

(C) self-monitor reading and adjust when confusion occurs by using appropriate strategies;

(D) summarize texts by identifying main ideas and relevant details;

(E) construct visual images based on text descriptions;

(F) use study skills such as previewing, highlighting, annotating, note taking, and outlining; and

(G) use questioning to enhance comprehension before, during, and after reading.

(5) The student draws complex inferences and analyzes and evaluates information within and across texts of varying lengths. The student is expected to:

(A) find similarities and differences across texts such as explanations, points of view, or themes;

(B) identify explicit and implicit meanings of texts;

(C) support inferences with text evidence and experience;

(D) analyze text to draw conclusions, state generalizations, and make predictions supported by text evidence; and

(E) distinguish facts from simple assertions and opinions.

(6) The student reads critically to evaluate texts in order to determine the credibility of the sources. The student is expected to:

(A) identify and analyze the audience, purpose, and message of the text;

(B) evaluate the credibility and relevance of informational sources;

(C) analyze the presentation of information and the strength of quality of the evidence used by the author; and

(D) evaluate the author's motivation, stance, or position and its effect on the validity of the text.

(7) The student reads with fluency and understanding in increasingly demanding and varied texts. The student is expected to:

(A) read silently or orally such as paired reading or literature circles for sustained periods of time; and

(B) adjust reading rate based on purposes for reading.

(8) The student formulates and supports responses to a wide variety of texts. The student is expected to:

(A) respond actively to texts in both aesthetic and critical ways;

(B) respond to text in multiple ways such as discussion, journal writing, performance, and visual/symbolic representation;

(C) support responses with prior knowledge and experience; and

(D) support responses with explicit textual information.

(9) The student reads and responds to informational texts. The student is expected to:

(A) generate relevant and interesting questions;

(B) use text features and graphics to form an overview to determine where to locate information;

(C) analyze the use of common expository text structures such as sequence, description, compare/contrast, cause/effect, and problem/solution;

(D) organize and record new information in systematic ways such as outlines, charts, and graphic organizers; and

(E) communicate information gained from reading.

(10) The student reads to increase knowledge of one's own culture, the culture of others, and the common elements of cultures. The student is expected to:

(A) compare text events with personal and other readers' experiences; and

(B) recognize literary themes and connections that cross cultures.

Source: The provisions of this §110.47 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.48. College Readiness and Study Skills (One-Half Credit).

(a) Introduction.

(1) High school students that require or request additional honing of the study skills, especially as the students prepare for the demands of college, may enroll in the one semester course College Readiness and Study Skills. In this course, students acquire techniques for learning from texts, including studying word meanings, identifying and relating key ideas, drawing and supporting inferences, and reviewing study strategies. In all cases, interpretations and understandings will be presented through varying forms, including through use of available technology. Students accomplish many of the objectives through wide reading as well as use of content texts in preparation for post-secondary schooling.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for College Readiness and Study Skills, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student reads widely for a variety of purposes from numerous sources and cultures. The student is expected to:

(A) read self-selected and assigned texts from varied sources such as literature, literary non-fiction, expository, electronic texts, and other media; and

(B) read for various purposes such as to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models for writing.

(2) The student builds an extensive vocabulary through reading and systematic word study. The student is expected to:

(A) expand vocabulary through wide reading, viewing, listening, and discussion;

(B) apply knowledge of affixes and roots to comprehend;

(C) investigate word origins to understand meanings, derivations, and spellings;

(D) distinguish between the connotative and denotative meanings and interpret the connotative power of words;

(E) use reference material to determine precise meaning and usage such as glossary, dictionary, thesaurus, and available technology; and

(F) use context to determine meanings of words and phrases such as figurative language, idiomatic expressions, homonyms, and technical vocabulary.

(3) The student comprehends texts using a variety of strategies. The student is expected to:

(A) use self-monitoring reading strategies to make modifications when understanding breaks down;

(B) activate and draw upon prior knowledge and experience;

(C) establish purposes for reading such as to discover, to understand, to interpret, to enjoy, and to solve problems;

(D) construct images based on text descriptions; and

(E) create graphic organizers to represent textual information.

(4) The student reads critically to evaluate texts and the authority of sources. The student is expected to:

(A) analyze audience, purpose, and message of text;

(B) evaluate the credibility and relevance of information sources;

(C) evaluate the author's motivation, stance, or position and its effect on the validity of the text;

(D) analyze aspects of texts such as organizational patterns, diction, format, and tone for their effect on audiences;

(E) identify explicit and implicit textual information in text;

(F) support complex inferences with text evidence and experience; and

(G) recognize persuasive techniques in texts such as bandwagon, glittering generalities, and testimonials.

(5) The student uses study strategies to learn from a variety of texts. The student is expected to:

(A) use effective reading strategies to recall material from text such as previewing, skimming, scanning, rereading, and asking relevant questions;

(B) summarize information from text such as outlines, study guides, annotating, and two-columned note taking;

(C) use text features and graphics such as headings, tables, sidebars, photographs, and captions to form an overview of informational texts and to determine where to locate information; and

(D) use effective test-taking strategies for different types of tests.

(6) The student expresses and supports responses to various types of texts. The student is expected to:

(A) respond to literary and informational texts through various modes of communication such as discussions, further reading, presentations, journals, written responses, or visual arts;

(B) formulate and defend a position with support synthesized from multiple texts; and

(C) evaluate personal responses to reading for evidence of growth.

Source: The provisions of this §110.48 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.49. Visual Media Analysis and Production (One-Half Credit).

(a) Introduction.

(1) High school students enrolled in Visual Media Analysis and Production will interpret various media forms for a variety of purposes. In addition, students will critique and analyze the significance of visual representations and learn to produce media messages that communicate with others.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Visual Media Analysis and Production, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student recognizes/interprets visual representations as they apply to visual media. The student is expected to:

(A) identify the historical development of visual media;

(B) distinguish the purposes of various media forms such as information, entertainment, and persuasion; and

(C) recognize strategies used by media to inform, persuade, entertain, and transform culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

(2) The student analyzes and critiques the significance of visual representations. The student is expected to:

(A) evaluate the persuasive techniques of media messages such as glittering generalities, associations with personalities, logical fallacies, and use of symbols;

(B) compare and contrast media with other art forms;

(C) analyze techniques used in visual media;

(D) explore the emotional and intellectual effects of visual media on viewers; and

(E) recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

(3) The student produces visual representations that communicate with others. The student is expected to:

(A) use a variety of forms and technologies to communicate specific messages;

(B) use a range of techniques to create a media text and reflect critically on the work produced; and

(C) study the relationship between subject matter and choice of media for presenting that subject.

Source: The provisions of this §110.49 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.50. Contemporary Media (One Credit).

(a) Introduction.

(1) Students enrolled in Contemporary Media will understand how media influence tastes, behavior, purchasing, and voting decisions. Students who are media literate understand television, radio, film, and other visual images and auditory messages.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Contemporary Media, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student identifies the history and evolution of media used for mass communication. The student is expected to:

(A) examine the development of the technologies that influence each medium; and

(B) analyze the historical contributions made by various media personnel.

(2) The student recognizes the types and functions of mass media. The student is expected to:

(A) identify the types of mass media such as television, radio, Internet, podcast, YouTube, newspaper, periodicals, blogs, social networking, emailing, texting, search engines, and music; and

(B) analyze the roles of media as sources of information, entertainment, persuasion, and education.

(3) The student identifies and analyzes regulations that govern media. The student is expected to:

(A) identify the appropriate government agencies that regulate media; and

(B) analyze government regulatory issues regarding censorship, political campaigns, news, ethics, and responsibilities.

(4) The student analyzes the influence of media. The student is expected to:

(A) analyze the influence of viewing and listening habits on individuals;

(B) analyze the influence of media in shaping governmental decisions, social choices, and cultural norms;

(C) evaluate standards for "quality programming"; and

(D) analyze possible ways to improve mass media.

(5) The student analyzes, creates, and evaluates visual and auditory messages. The student is expected to:

(A) develop skills for organizing, writing, and designing media messages for specific purposes and effects;

(B) develop technical and communication skills needed by various media personnel; and

(C) plan, organize, produce, and present media messages.

Source: The provisions of this §110.50 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.51. Literary Genres (One-Half to One Credit).

(a) Introduction.

(1) Students enrolled in Literary Genres will spend time analyzing the fictional and poetic elements of literary texts and read to appreciate the writer's craft. High school students will discover how well written literary text can serve as models for their own writing. High school students respond to oral, written, and electronic text to connect their knowledge of the world.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Literary Genres, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student builds an extensive vocabulary through reading and systematic word study. The student is expected to:

(A) expand vocabulary through wide reading, listening, and discussion;

(B) investigate word origins as an aid to understanding meanings, derivations, and spellings as well as influences on the English language; and

(C) discriminate between connotative and denotative meanings and interpret the connotative power of words.

(2) The student analyzes fictional and poetic elements focusing on how they combine to contribute meaning in literary texts. The student is expected to:

(A) compare and contrast varying aspects of texts such as themes, conflicts, and allusions;

(B) propose and provide examples of themes that cross texts;

(C) connect literature to historical context, current events, and his/her own experiences;

(D) analyze relevance of setting and time frame to text's meaning;

(E) identify basic conflicts;

(F) describe the development of plot and how conflicts are addressed and resolved;

(G) analyze characters' traits, motivations, changes, and stereotypical features;

(H) describe how irony, tone, mood, style, and sound of language contribute to the effect of the text;

(I) determine and explain purposes and effects of figurative language, particularly symbolic and metaphoric;

(J) identify and analyze text structures;

(K) recognize archetypes, motifs, and symbols across texts;

(L) analyze distinctive features of text genre such as biography, historical fiction, science fiction, political writing, fantasy fiction, short story, dramatic literature, or poetry;

(M) identify how authors create suspense; and

(N) tell how points of view affect tone, characterization, and credibility.

(3) The student reads critically to evaluate texts and the authority of sources. The student is expected to:

(A) analyze the characteristics of well-constructed texts;

(B) describe how a writer's point of view may affect text credibility, structure, or tone;

(C) analyze aspects of texts such as patterns of organization and choice of language for their effect on audiences; and

(D) examine strategies that writers in different fields use to compose.

(4) The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

(A) compare text events with personal and other readers' experiences;

(B) recognize and discuss themes and connections that cross cultures; and

(C) recognize how writers represent and reveal their cultures and traditions in texts.

(5) The student uses writing as a tool for learning and researching literary genres. The student is expected to:

(A) use writing to discover, record, review, and learn; and

(B) link related information and ideas from a variety of sources.

Source: The provisions of this §110.51 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.52. Creative Writing (One-Half to One Credit).

(a) Introduction.

(1) The study of creative writing allows high school students to earn one-half to one credit while developing versatility as a writer. Creative Writing, a rigorous composition course, asks high school students to demonstrate their skill in such forms of writing as fictional writing, short stories, poetry, and drama. All students are expected to demonstrate an understanding of the recursive nature of the writing process, effectively applying the conventions of usage and the mechanics of written English. The students' evaluation of their own writing as well as the writing of others ensures that students completing this course are able to analyze and discuss published and unpublished pieces of writing, develop peer and self-assessments for effective writing, and set their own goals as writers.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Creative Writing, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student writes for a variety of audiences and purposes to develop versatility as a writer. The student is expected to:

(A) write expressive, informative, and persuasive literary texts effectively;

(B) demonstrate the distinguishing characteristics of various written forms such as fictional writing, short stories, poetry, and drama in his/her own writing;

(C) elaborate writing when appropriate such as using concrete images, figurative language, sensory observation, dialogue, and other rhetorical devices to enhance meaning;

(D) employ various points of view to communicate effectively;

(E) choose topics and forms to develop fluency and voice;

(F) use word choice, sentence structure, and repetition to create tone; and

(G) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(2) The student selects and uses recursive writing processes for self-initiated and assigned writing. The student is expected to:

(A) select and apply prewriting strategies to generate ideas, develop voice, and plan;

(B) develop drafts by organizing ideas such as paragraphing, outlining, adding, and deleting;

(C) use vocabulary, sentence structure, organization, and rhetorical devices appropriate to audience and purpose;

(D) use effective sequence and transitions to achieve coherence and meaning;

(E) revise drafts by rethinking content, organization, and style;

(F) frequently refine selected pieces to publish for general and specific audiences; and

(G) write both independently and collaboratively.

(3) The student applies the conventions of usage and the mechanics of written English to communicate clearly and effectively. The student is expected to:

(A) use correct capitalization and punctuation;

(B) spell with accuracy in the final draft; and

(C) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, and verb forms in the final draft.

(4) The student evaluates his/her own writing and the writings of others. The student is expected to:

(A) analyze and discuss published pieces as writing models such as use of suspense, repetition for emphasis, various points of view, literary devices, and figurative language;

(B) generate and apply peer and self-assessment; and

(C) accumulate, review, and evaluate his/her own written work to determine its strengths and weaknesses and to set goals as a writer.

Source: The provisions of this §110.52 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.53. Research and Technical Writing (One-Half to One Credit).

(a) Introduction.

(1) The study of technical writing allows high school students to earn one-half to one credit while developing skills necessary for writing persuasive and informative texts. This rigorous composition course asks high school students to skillfully research a topic or a variety of topics and present that information through a variety of media. All students are expected to demonstrate an understanding of the recursive nature of the writing process, effectively applying the conventions of usage and the mechanics of written English. The students' evaluation of their own writing as well as the writing of others ensures that students completing this course are able to analyze and discuss published and unpublished pieces of writing, develop and apply criteria for effective writing, and set their own goals as writers.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Research and Technical Writing, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student writes for a variety of purposes and audiences. The student is expected to:

(A) write informative and persuasive texts, including essays, reports, and proposals;

(B) use the distinguishing characteristics of various written forms, including essays, scientific reports, speeches, and memoranda;

(C) write in voice and style appropriate to audience and purpose; and

(D) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(2) The student selects and uses recursive writing processes for self-initiated and assigned writing. The student is expected to:

(A) apply prewriting strategies to generate ideas and plan;

(B) employ precise language and technical vocabulary to communicate ideas clearly and concisely;

(C) use sentence structure, organization, and rhetorical devices appropriate to audience and purpose;

(D) use effective sequence and transitions to achieve coherence and meaning;

(E) revise drafts by rethinking content, organization, and style to better accomplish the task;

(F) edit as appropriate for the conventions of standard written English;

(G) use resources such as texts and other people for editing;

(H) use available technology for aspects of creating, revising, editing, and publishing texts; and

(I) write both independently and collaboratively.

(3) The student writes to investigate self-selected and assigned topics. The student is expected to:

(A) use writing to formulate questions, refine topics, and clarify ideas; and

(B) organize all types of information from multiple sources, including primary and secondary resources, using available technology such as audio, video, print, non-print, graphics, maps, and charts.

(4) The student applies the conventions of usage and mechanics of written English. The student is expected to:

(A) use correct capitalization and punctuation;

(B) use correct spelling in the final draft;

(C) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, and verb forms in final drafts;

(D) use appropriate technical vocabulary; and

(E) consistently use a documentation manual or form consistent with the student's field of study such as Modern Language Association (MLA), American Psychological Association (APA), and The Chicago Manual of Style (CMS).

(5) The student evaluates his/her own writing and the writing of others. The student is expected to:

(A) analyze and discuss published pieces as writing models;

(B) apply criteria to evaluate writing; and

(C) accumulate, review, and evaluate his/her own written work to determine its strengths and weaknesses and to set goals as a writer.

Source: The provisions of this §110.53 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.54. Practical Writing Skills (One-Half to One Credit).

(a) Introduction.

(1) The study of writing allows high school students to earn one-half to one credit while developing skills necessary for practical writing. This course emphasizes skill in the use of conventions and mechanics of written English, the appropriate and effective application of English grammar, the reading comprehension of informational text, and the effective use of vocabulary. Students are expected to understand the recursive nature of reading and writing. Evaluation of students' own writing as well as the writing of others ensures that students completing this course are able to analyze and evaluate their writing.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Practical Writing Skills, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student uses the conventions and mechanics of written English to communicate clearly. The student is expected to:

(A) employ written conventions appropriately such as capitalizing and punctuating for various forms;

(B) use correct spelling;

(C) produce error-free writing by demonstrating control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, and appropriate verb forms;

(D) use varied sentence structures to express meanings and achieve desired effect; and

(E) use appropriate vocabulary.

(2) The student uses recursive writing processes as appropriate for self-initiated and assigned writing. The student is expected to:

(A) apply prewriting strategies to generate ideas and plan;

(B) develop drafts by organizing ideas such as paragraphing, outlining, adding, and deleting;

(C) use vocabulary, sentence structure, organization, and rhetorical devices appropriate to audience and purpose;

(D) use effective sequence and transitions to achieve coherency;

(E) revise drafts by rethinking content, organization, and style to better accomplish the task;

(F) edit as appropriate for the conventions of standard written English such as grammar, spelling, punctuation, capitalization, and sentence structure in the final draft;

(G) use resources such as texts and other people as needed for proofreading, editing, and revising; and

(H) use available technology for creating, revising, editing, and publishing texts.

(3) The student reads and writes for a variety of audiences and purposes. The student is expected to:

(A) read a variety of informational text;

(B) write informational text; and

(C) practice effective, efficient note taking.

(4) The student evaluates his/her own writing and the writing of others. The student is expected to:

(A) evaluate how well writing achieves its purposes;

(B) analyze and discuss published pieces as writing models; and

(C) review written work to determine its strengths and weaknesses and to set goals as a writer.

(5) The student analyzes informational text. The student is expected to:

(A) use effective reading strategies to determine a written work's purpose and intended audience;

(B) identify explicit and implicit textual information, including main ideas and author's purpose;

(C) draw and support complex inferences from text to distinguish facts from opinions;

(D) analyze the author's quality of evidence for an argument;

(E) evaluate the use of both literal and figurative language;

(F) analyze the audience and purpose of informational and persuasive text;

(G) analyze how an author's use of language creates imagery and mood; and

(H) analyze insights gained from text to text, text to self, and text to world.

(6) The student understands new vocabulary and concepts and uses them accurately in reading, speaking, and writing. The student is expected to:

(A) apply knowledge of roots and affixes to infer the meanings of new words; and

(B) use reference guides to confirm the meanings of new words and concepts.

Source: The provisions of this §110.54 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.55. Humanities (One-Half to Two Credits).

(a) Introduction.

(1) Humanities is an interdisciplinary course in which students recognize writing as an art form. Students read widely to understand how various authors craft compositions for various aesthetic purposes. This course includes the study of major historical and cultural movements and their relationship to literature and the other fine arts. Humanities is a rigorous course of study in which high school students respond to aesthetic elements in texts and other art forms through outlets such as discussions, journals, oral interpretations, and dramatizations. Students read widely to understand the commonalities that literature shares with the fine arts. In addition, students use written composition to show an in-depth understanding of creative achievements in the arts and literature and how these various art forms are a reflection of history. All students are expected to participate in classroom discussions and presentations that lead to an understanding, appreciation, and enjoyment of critical, creative achievements throughout history. Understanding is demonstrated through a variety of media.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Humanities, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student reads and views varied literary and art forms. The student is expected to:

(A) recognize the major historical and cultural movements as reflected in various art forms; and

(B) read widely to see connections (commonalities) that literature shares with fine arts and historical and/or philosophical writings.

(2) The student expresses and supports responses to various types of texts and compositions. The student is expected to:

(A) respond to aesthetic elements in texts and other art forms through various outlets such as discussions, journals, oral interpretations, and enactments;

(B) use elements of text and other art forms to defend his/her own responses and interpretations;

(C) compare reviews of literature, film performance, and other art forms with his/her own responses; and

(D) develop and use assessments for evaluating literary work and other art forms as a reflection of history such as political, social, and philosophical movements.

(3) The student uses writing as a tool for learning and research. The student speaks and writes clearly and presents effectively to audiences for a variety of purposes. The student is expected to:

(A) show an in-depth understanding of creative achievements in literature and the arts through writing;

(B) describe how personal creativity is expressed within the requirements of an art form; and

(C) describe and analyze the relationship between form and expression.

(4) The student understands and interprets creativity. The student is expected to participate in discussions that lead to understanding, appreciation, and enjoyment of creative achievements such as:

(A) discuss how personal creativity is expressed within the requirements of an art form;

(B) discuss conditions that encourage creativity;

(C) discuss the relationship between form and expression; and

(D) discuss the major historical and cultural movements as reflected in various art forms.

(5) The student analyzes and critiques the significance of visual representations. The student is expected to:

(A) recognize and evaluate how literature and various other art forms convey messages; and

(B) examine the impact of literature and various other art forms.

Source: The provisions of this §110.55 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.57. Public Speaking I, II, III (One-Half to One Credit).

(a) Introduction.

(1) In order to have full participation in the civic process, students must have a good understanding of public dialogue. Students must learn the concepts and skills related to preparing and presenting public messages and to analyzing and evaluating the messages of others. Within this process, students will gain skills in reading, writing, speaking, listening, and thinking and will examine areas such as invention, organization, style, memory, and delivery.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Public Speaking I, II, III, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) Rhetoric. The student traces the development of the rhetorical perspective. The student is expected to:

(A) recognize the influence of classical rhetoric in shaping Western thought;

(B) explain and use the classical rhetorical canons of invention, organization, style, memory, and delivery;

(C) analyze how modern public address influences public opinion and policy in a democratic republic;

(D) analyze the ethical responsibilities that accompany freedom of speech;

(E) develop and use critical, deliberative, empathic, and appreciative listening skills to analyze and evaluate speeches; and

(F) apply knowledge and understanding of rhetoric to analyze and evaluate oral or written speeches.

(2) Speech forms. The student recognizes and analyzes varied speech forms. The student is expected to:

(A) identify and analyze the traditional elements of speech form, including introduction, body, and conclusion;

(B) identify and analyze logical patterns of organization for specific speech forms;

(C) identify and analyze the characteristics of a speech to inform;

(D) identify and analyze the characteristics of a speech to persuade, including propositions of fact, value, problem, and/or policy;

(E) identify and analyze characteristics of speeches for special occasions; and

(F) analyze and evaluate the rhetorical elements in models of speeches that inform, persuade, or inspire.

(3) Invention. The student plans speeches. The student is expected to:

(A) identify and analyze the audience and occasion as a basis for choosing speech strategies;

(B) select and limit topics for speeches considering his/her own interests, timeliness, and the importance of the topic;

(C) select and limit purposes for speeches;

(D) research topics using primary and secondary sources, including electronic technology; and

(E) analyze oral and written speech models to evaluate the topic, purpose, audience, and occasion.

(4) Organization. The student organizes speeches. The student is expected to:

(A) apply knowledge of speech form to organize and design speeches;

(B) organize speeches effectively for specific topics, purposes, audiences, and occasions;

(C) choose logical patterns of organization for bodies of speech;

(D) prepare outlines reflecting logical organization; and

(E) analyze and evaluate the organization of oral or written speech models.

(5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The student is expected to:

(A) analyze the implications of the audience, occasion, topic, and purpose as a basis for choosing proofs and appeals for speeches;

(B) choose logical proofs and appeals that meet standard tests of evidence;

(C) use logical, ethical, and emotional proofs and appeals to support and clarify claims in speeches;

(D) choose proofs and appeals that enhance a specific topic, purpose, and tone;

(E) choose and develop appropriate devices for introductions and conclusions;

(F) choose or produce effective visual supports; and

(G) analyze and evaluate the proofs and appeals used in oral or written speech models.

(6) Style. The student develops skills in using oral language in public speeches. The student is expected to:

(A) distinguish between oral and written language styles;

(B) write manuscripts to facilitate language choices and enhance oral style;

(C) use rhetorical and stylistic devices to achieve clarity, force, and aesthetic effect;

(D) use informal, standard, and technical language appropriately;

(E) employ previews, transitions, summaries, signposts, and other appropriate rhetorical strategies to enhance clarity; and

(F) evaluate a speaker's style in oral or written speech models.

(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The student is expected to:

(A) employ techniques and strategies to reduce communication apprehension, develop self-confidence, and facilitate command of information and ideas;

(B) rehearse and employ a variety of delivery strategies;

(C) develop verbal, vocal, and physical skills to enhance presentations;

(D) use notes, manuscripts, rostrum, visual aids, and/or electronic devices; and

(E) interact with audiences appropriately.

(8) Evaluation. The student analyzes and evaluates speeches. The student is expected to:

(A) use critical, deliberative, and appreciative listening skills to evaluate speeches; and

(B) critique speeches using knowledge of rhetorical principles.

Source: The provisions of this §110.57 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.58. Communication Applications (One-Half Credit).

(a) Introduction.

(1) Understanding and developing skills in communication are fundamental to all other learning and to all levels of human interaction. For successful participation in professional and social life, students must develop effective communication skills. Rapidly expanding technologies and changing social and corporate systems demand that students send clear verbal messages, choose effective nonverbal behaviors, listen for desired results, and apply valid critical-thinking and problem-solving processes. Students enrolled in Communication Applications will be expected to identify, analyze, develop, and evaluate communication skills needed for professional and social success in interpersonal situations, group interactions, and personal and professional presentations.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Communication Applications are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) Communication process. The student demonstrates knowledge of various communication processes in professional and social contexts. The student is expected to:

(A) explain the importance of effective communication skills in professional and social contexts;

(B) identify the components of the communication process and their functions;

(C) identify standards for making appropriate communication choices for self, listener, occasion, and task;

(D) identify the characteristics of oral language and analyze standards for using informal, standard, and technical language appropriately;

(E) identify types of nonverbal communication and their effects;

(F) recognize the importance of effective nonverbal strategies such as appearance, a firm handshake, direct eye contact, and appropriate use of space and distance;

(G) identify the components of the listening process;

(H) identify specific kinds of listening such as critical, deliberative, and empathic;

(I) recognize the importance of gathering and using accurate and complete information as a basis for making communication decisions;

(J) identify and analyze ethical and social responsibilities of communicators; and

(K) recognize and analyze appropriate channels of communication in organizations.

(2) Interpersonal. The student uses appropriate interpersonal communication strategies in professional and social contexts. The student is expected to:

(A) identify types of professional and social relationships, their importance, and the purposes they serve;

(B) employ appropriate verbal, nonverbal, and listening skills to enhance interpersonal relationships;

(C) use communication management skills to develop appropriate assertiveness, tact, and courtesy;

(D) use professional etiquette and protocol in situations such as making introductions, speaking on the telephone, and offering and receiving criticism;

(E) send clear and appropriate requests, provide clear and accurate directions, ask appropriate and purposeful questions, and respond appropriately to the requests, directions, and questions of others;

(F) participate appropriately in conversations;

(G) communicate effectively in interviews;

(H) identify and use appropriate strategies for dealing with differences, including gender, ethnicity, and age; and

(I) analyze and evaluate the effectiveness of one's own and others' communication.

(3) Group communication. The student communicates effectively in groups in professional and social contexts. The student is expected to:

(A) identify kinds of groups, their importance, and the purposes they serve;

(B) analyze group dynamics and processes for participating effectively in groups;

(C) identify and analyze the roles of group members and their influence on group dynamics;

(D) demonstrate understanding of group roles and their impact on group effectiveness;

(E) use appropriate verbal, nonverbal, and listening skills to promote group effectiveness;

(F) identify and analyze leadership styles;

(G) use effective communication strategies in leadership roles;

(H) use effective communication strategies for solving problems, managing conflicts, and building consensus in groups; and

(I) analyze the participation and contributions of group members and evaluate group effectiveness.

(4) Presentations. The student makes and evaluates formal and informal professional presentations. The student is expected to:

(A) analyze the audience, occasion, and purpose when designing presentations;

(B) determine specific topics and purposes for presentations;

(C) research topics using primary and secondary sources, including electronic technology;

(D) use effective strategies to organize and outline presentations;

(E) use information effectively to support and clarify points in presentations;

(F) prepare scripts or notes for presentations;

(G) prepare and use visual or auditory aids, including technology, to enhance presentations;

(H) use appropriate techniques to manage communication apprehension, build self-confidence, and gain command of the information;

(I) use effective verbal and nonverbal strategies in presentations;

(J) make group presentations to inform, persuade, or motivate an audience;

(K) make individual presentations to inform, persuade, or motivate an audience;

(L) participate in question-and-answer sessions following presentations;

(M) apply critical-listening strategies to evaluate presentations; and

(N) evaluate effectiveness of his/her own presentation.

Source: The provisions of this §110.58 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.59. Oral Interpretation I, II, III (One to Three Credits).

(a) Introduction.

(1) Literature and its presentation are integral to understanding the cultural aspects of a society. Students in Oral Interpretation I, II, III will select, research, analyze, adapt, interpret, and perform literary texts as a communication art. Students focus on intellectual, emotional, sensory, and aesthetic levels of texts to attempt to capture the entirety of the author's work. Individual or group performances of literature will be presented and evaluated.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Oral Interpretation I, II, III, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) Definition and theory. The student recognizes oral interpretation as a communication art. The student is expected to:

(A) explain definitions and theories of oral interpretation as a communication art;

(B) analyze the role of the interpreter and the ethical responsibilities to the author, the literary text, and the audience; and

(C) develop and use a workable theory of interpretation as a basis for performance choices.

(2) Selection. The student selects literature for performance. The student is expected to:

(A) select literature appropriate for the reader, the audience, and the occasion;

(B) apply standards of literary merit when selecting literature for individual or group performance;

(C) choose literature that can be appropriately adapted; and

(D) select performance materials from a variety of literary genre.

(3) Research. The student uses relevant research to promote understanding of literary works. The student is expected to:

(A) read the text to grasp the author's meaning, theme, tone, and purpose; and

(B) research the author, author's works, literary criticism, allusions in the text, and definitions and pronunciations of words to enhance understanding and appreciation of the chosen text.

(4) Analysis. The student analyzes the chosen text to assess its implications for adaptation, interpretation, and performance. The student is expected to:

(A) identify and analyze the literary form or genre;

(B) identify and analyze structural elements in the chosen text;

(C) identify and analyze the narrative voice and/or other speakers such as personae in the literature;

(D) identify and analyze the time, place, and atmosphere;

(E) analyze the shifts or transitions in speaker, time, and place to determine who is speaking, to whom they are speaking, where they are speaking, when they are speaking, and for what reason they are speaking;

(F) analyze individual units such as paragraphs, verses, sentences, and lines for meaning and specificity;

(G) identify descriptive phrases, figures of speech, stylistic devices, and word choices to analyze the imagery in the text;

(H) trace the emotional progression of the text; and

(I) recognize literal and symbolic meanings, universal themes, or unique aspects of the text.

(5) Adaptation. The student adapts written text for individual or group performance based on appropriate research and analysis. The student is expected to:

(A) maintain ethical responsibility to author, text, and audience when adapting literature;

(B) apply appropriate criteria for lifting scenes and cutting literary selections;

(C) use effective strategies for planning and organizing programs focused on a specific theme, author, or central comment; and

(D) write appropriate introductions, transitions, and/or conclusions to supplement the text.

(6) Interpretation. The student applies research and analysis to make appropriate performance choices. The student is expected to:

(A) justify the use or nonuse of manuscript or other aids;

(B) justify strategies for the use of focus, gesture, and movement;

(C) justify the use of vocal strategies such as rate, pitch, inflection, volume, and pause;

(D) justify the use of dialect, pronunciation, enunciation, or articulation; and

(E) use research, analysis, personal experiences, and responses to the literature to justify performance choices.

(7) Rehearsal and performance. The student uses insights gained from research and analysis to rehearse and perform literature for a variety of audiences and occasions. The student is expected to:

(A) use effective rehearsal strategies to promote internalization and visualization of the text;

(B) use appropriate rehearsal strategies to develop confidence and enhance effective communication of the text to an audience in individual and group performance;

(C) participate in effective group decision-making processes to prepare and present group performances; and

(D) present individual and group performances.

(8) Evaluation. The student uses critical and appreciative listening to evaluate individual and group performances. The student is expected to:

(A) listen critically and appreciatively and respond appropriately to the performances of others;

(B) analyze and evaluate various performance styles;

(C) use a variety of techniques to evaluate and critique one's own and others' performances; and

(D) set goals for future performances based on evaluation.

Source: The provisions of this §110.59 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.60. Debate I, II, III (One to Three Credits).

(a) Introduction.

(1) Controversial issues arise in aspects of personal, social public, and professional life in modern society. Debate and argumentation are widely used to make decisions and reduce conflict. Students who develop skills in argumentation and debate become interested in current issues, develop sound critical thinking, and sharpen communication skills. They acquire life-long skills for intelligently approaching controversial issues.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Debate I, II, III, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) Role in society. The student examines the historical and contemporary contributions of debate in decision-making and democratic processes. The student is expected to:

(A) identify the historical and contemporary use of debate in social, political, and religious arenas;

(B) examine the role of the forensic progression of discussion, persuasion, and debate in dealing with controversial issues; and

(C) recognize the role of argumentation and debate as an effective means of analyzing issues, discovering truth, finding solutions to problems, and understanding opposing viewpoints.

(2) Analysis of issues. The student analyzes controversial issues. The student is expected to:

(A) use appropriate standards to analyze and interpret propositions of fact, value, problem, and policy;

(B) accurately phrase and define debatable propositions;

(C) analyze and evaluate propositions and related issues presented in academic and public settings; and

(D) recognize, analyze, and use various debate formats to support propositions.

(3) Propositions of value. The student develops and demonstrates skills for debating propositions of value. The student is expected to:

(A) explain the concept of a value as it applies to a debate;

(B) analyze the role of value assumptions in formulating and evaluating argument;

(C) analyze the works of classical and contemporary philosophers;

(D) apply various standards for evaluating propositions of value;

(E) apply value assumptions and/or classical and contemporary philosophies appropriately in formulating arguments;

(F) develop and use valid approaches to construct affirmative and negative cases;

(G) use valid proofs appropriately to support claims in propositions of value;

(H) construct briefs for value propositions; and

(I) apply voting criteria to value propositions.

(4) Propositions of policy. The student develops and demonstrates skills for debating propositions of policy. The student is expected to:

(A) evaluate implications of stock issues in affirmative and negative case construction and refutation;

(B) use and evaluate a variety of valid strategies to construct affirmative and negative cases;

(C) construct debate briefs for policy propositions; and

(D) analyze and adapt approaches to accommodate a variety of judging paradigms.

(5) Logic. The student applies critical thinking, logic, and reasoning in debate. The student is expected to:

(A) analyze and create arguments using various forms of logic such as inductive and deductive reasoning, syllogisms, traditional models of logic, and cause-effect;

(B) identify fallacies in reasoning and apply standards of validity and relevancy in analyzing and constructing argument; and

(C) analyze the role of value assumptions in personal, social, and political conflicts.

(6) Proof. The student utilizes research and proof in debate. The student is expected to:

(A) locate and use a variety of reliable technological and print sources;

(B) identify and apply standard tests of evidence for choosing appropriate logical proofs;

(C) demonstrate skill in recording and organizing information; and

(D) utilize ethical guidelines for debate research and use of evidence.

(7) Case construction. The student identifies and applies the basic concepts of debate case construction. The student is expected to:

(A) identify the roles and responsibilities of the affirmative and negative positions;

(B) explain and apply the distinctive approaches to prima facie case construction; and

(C) use a variety of approaches to construct logical affirmative and negative cases.

(8) Refutation. The student identifies and applies the basic concepts of argumentation and refutation. The student is expected to:

(A) listen critically to formulate responses;

(B) take accurate notes during argumentation such as flow a debate;

(C) analyze and apply a variety of approaches for refuting and defending arguments;

(D) recognize and use effective cross-examination strategies; and

(E) extend cross-examination responses into refutation.

(9) Delivery. The student uses effective communication skills in debating. The student is expected to:

(A) use precise language and effective verbal skills in argumentation and debate;

(B) use effective nonverbal communication in argumentation and debate;

(C) use effective critical-listening strategies in argumentation and debate;

(D) demonstrate ethical behavior and courtesy during debate; and

(E) develop extemporaneous speaking skills.

(10) Evaluation. The student evaluates and critiques debates. The student is expected to:

(A) use a knowledge of debate principles to develop and apply evaluation standards for various debate formats; and

(B) provide valid and constructive written and/or oral critiques of debates.

Source: The provisions of this §110.60 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.61. Independent Study in Speech (One-Half to One Credit).

(a) Introduction.

(1) Communication skills are important in all aspects of life. Students who have mastered concepts and developed skills in introductory courses should be provided with opportunities to extend their knowledge and expand their skills in more advanced study. Independent Study in Speech provides opportunities for advanced students to plan, organize, produce, perform, and evaluate a project that enables them to develop advanced skills in communication, critical thinking, and problem solving.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Independent Study in Speech, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) Propose. The student plans and designs an independent study project. The student is expected to:

(A) select a topic and define a purpose for an independent study project focused on a specific aspect of communication;

(B) review the research related to the topics identified;

(C) develop a formal proposal for the project; and

(D) plan the format and develop the timelines for production and presentation.

(2) Research. The student conducts research to support and develop the approved project. The student is expected to:

(A) locate and gather information from a variety of primary and secondary sources, including electronic technology;

(B) use systematic strategies to organize and record information; and

(C) analyze the research data and develop conclusions to provide a basis for the project.

(3) Produce. The student produces the final product for the project. The student is expected to:

(A) limit the chosen topic, purpose, and format for the presentation;

(B) develop systematic strategies to document the project;

(C) develop appropriate evaluation strategies for each aspect of the production and presentation of the project;

(D) organize and outline the text for the presentation;

(E) choose appropriate proofs, literary texts, and/or scenes to develop and support the text;

(F) produce a written text of superior quality; and

(G) review and revise plans, outlines, and scripts with the teacher.

(4) Rehearse and present. The student presents the final product. The student is expected to:

(A) use rehearsal strategies to gain command of the text and enhance the communication and staging of the presentation;

(B) demonstrate appropriate verbal and nonverbal communication skills to enhance and enliven the presentation;

(C) use appropriate visual and auditory aids to support, create interest, and/or add aesthetic appeal to the final presentation; and

(D) document the progress of the project and submit the final written text or script.

(5) Evaluate. The student and designated individuals evaluate the project. The student is expected to:

(A) use strategies to evaluate the project and the presentation; and

(B) analyze problems related to the project and assess implications for future projects.

Source: The provisions of this §110.61 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.62. Journalism (One-Half to One Credit).

(a) Introduction.

(1) Students enrolled in Journalism write in a variety of forms for a variety of audiences and purposes. High school students enrolled in this course are expected to plan, draft, and complete written compositions on a regular basis, carefully examining their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English. In Journalism, students are expected to write in a variety of forms and for a variety of audiences and purposes. Students will become analytical consumers of media and technology to enhance their communication skills. Published work of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Journalism will learn journalistic traditions, research self-selected topics, write journalistic texts, and learn the principles of publishing.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Journalism, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student demonstrates an understanding of media development, press law, and responsibility. The student is expected to:

(A) identify the history and development of American journalism through people and events;

(B) identify the foundations of press law, including copyright law, the fair use exemption, and the ownership of intellectual property;

(C) identify the foundations of journalistic ethics;

(D) distinguish between responsible and irresponsible media action; and

(E) understand the consequences of plagiarism.

(2) The student demonstrates an understanding of the different forms of media and the different types of journalistic writing. The student is expected to:

(A) distinguish the similarities and differences of print, broadcast, and online media; and

(B) distinguish the similarities and differences of news, feature, and opinion writing.

(3) The student reports and writes for a variety of audiences and purposes and researches self-selected topics to write journalistic texts. The student is expected to:

(A) demonstrate an understanding of the elements of news;

(B) select the most appropriate journalistic format to present content;

(C) locate information sources such as persons, databases, reports, and past interviews; gather background information; and research to prepare for an interview or investigate a topic;

(D) plan and write relevant questions for an interview or in-depth research;

(E) gather information through interviews (in person or telephone);

(F) evaluate and confirm the validity of background information from a variety of sources such as other qualified persons, books, and reports;

(G) write copy synthesizing direct and indirect quotes and other research;

(H) use journalistic style to write copy;

(I) revise and edit copy using appropriate copy editing symbols;

(J) rewrite copy;

(K) create different forms of journalistic writing such as reviews, ad copy, columns, news, features, and editorials to inform, entertain, and/or persuade;

(L) write captions; and

(M) demonstrate an understanding of the function of headlines through the writing of headlines.

(4) The student demonstrates understanding of the principles of publishing through design using available technologies. The student is expected to:

(A) identify the appropriate form of journalistic publication to present content such as newspapers, newsmagazines, online media, broadcasts, and newsletters;

(B) design elements into an acceptable presentation;

(C) use illustrations or photographs that have been cropped to communicate and emphasize a topic;

(D) use graphic devices such as lines, screens, and art to communicate and emphasize a topic; and

(E) prepare a layout for publication.

(5) The student demonstrates an understanding of the economics of publishing. The student is expected to:

(A) understand general salesmanship in selling professional or student-produced publications;

(B) differentiate between advertising appeals and propaganda;

(C) differentiate between the various types of advertising such as classified, display, public service, and online advertising; and

(D) design an advertisement for a particular audience.

Source: The provisions of this §110.62 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.63. Independent Study in Journalism (One-Half to One Credit).

(a) Introduction.

(1) Students enrolled in Independent Study in Journalism write in a variety of forms for a variety of audiences and purposes. High school students enrolled in this course are expected to plan, draft, and complete written communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the conventions and mechanics of written English. Students will become analytical consumers of media and technology to enhance their communication skills. Published work of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Independent Study in Journalism will refine and enhance their journalistic skills, research self-selected topics, plan, organize, and prepare a project(s).

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Independent Study in Journalism, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student refines and enhances journalistic skills. The student is expected to:

(A) formulate questions, refine topics, and clarify ideas;

(B) organize and support what is known and what needs to be learned about a topic;

(C) compile information from primary and secondary sources using available technology;

(D) organize information from multiple sources, including primary and secondary sources;

(E) link related information and ideas from a variety of sources;

(F) evaluate product based on journalistic standards;

(G) understand and apply press law and journalistic ethics, including copyright law, the fair use exemption, and the ownership of intellectual property; and

(H) understand the consequences of plagiarism.

(2) The student produces visual representations that communicate with others. The student is expected to:

(A) conduct a research project(s) with instructor guidance and produce an original work in print or another medium demonstrating advanced skill; and

(B) use a range of techniques in planning and creating projects.

Source: The provisions of this §110.63 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.64. Advanced Broadcast Journalism I, II, III (One-Half Credit to One Credit).

(a) Introduction.

(1) Students need to be critical viewers, consumers, and producers of media. The ability to access, analyze, evaluate, and produce communication in a variety of forms is an important part of language development. High school students enrolled in this course will apply and use their journalistic skills for a variety of purposes. Students will learn the laws and ethical considerations that affect broadcast journalism; learn the role and function of broadcast journalism; critique and analyze the significance of visual representations; and learn to produce by creating a broadcast journalism product.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Advanced Broadcast Journalism I, II, III, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to:

(A) identify the historical development of broadcasting from early radio to present-day formats, including radio, television, and online media;

(B) identify the function and role in society of broadcast media, including radio, television, and online broadcasts;

(C) understand and apply the laws affecting broadcast journalism, including copyright law, the fair use exemption, and the ownership of intellectual property;

(D) understand and apply ethical considerations affecting broadcast journalism;

(E) understand the consequences of plagiarism;

(F) explore the impact of broadcast formats on society;

(G) seek viewer opinions on the broadcast to determine its impact on future programming; and

(H) identify the strategies of broadcasting to reach certain audiences, including programming decisions.

(2) The student understands how broadcast productions are created and disseminated. The student is expected to:

(A) understand the role of various personnel, including producers, station managers, technical directors, camera operators, webmasters, and news anchors, in broadcast journalism;

(B) understand the economics of broadcasting such as advertising and public funds;

(C) consider finances in making decisions, including air time, length of program, and content;

(D) create and execute a financial plan for programming; and

(E) identify technical elements of broadcast production used to create and deliver broadcast programming such as school cable systems and live web streaming.

(3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to:

(A) determine which events and issues are newsworthy for an audience and write appropriate copy for the content;

(B) select the most appropriate journalistic format to present content such as school cable systems and websites;

(C) apply pre-production skills such as storyboarding, scriptwriting, and scheduling;

(D) apply skills in reporting and writing to produce programs required to meet entry-level professional expectations;

(E) create programs that involve skills such as camera angles and movements, audio, lighting, and incorporation of graphics;

(F) deliver content that addresses tone, facial expressions, appearance, emphasis on key ideas, fluency, and rate;

(G) deliver content that demonstrates the development of a professional identity in the community;

(H) apply post-production skills such as editing, voice-overs, and transitions;

(I) demonstrate knowledge of new and emerging technologies that may affect the field; and

(J) critique the broadcast to find its strengths and weaknesses to improve products based on those critiques.

(4) The student demonstrates leadership and teamwork abilities. The student is expected to:

(A) determine roles for which different team members will assume responsibility;

(B) work cooperatively and collaboratively through a variety of staff assignments;

(C) listen actively and critically and then respond appropriately to team members;

(D) develop a deadline schedule and a regular means of monitoring progress;

(E) submit work for editing and critiquing and make appropriate revisions; and

(F) edit and critique work of others.

Source: The provisions of this §110.64 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.65. Photojournalism (One-Half to One Credit).

(a) Introduction.

(1) Students enrolled in Photojournalism communicate in a variety of forms for a variety of audiences and purposes. High school students are expected to plan, interpret, and critique visual representation, carefully examining their product for publication. Students will become analytical consumers of media and technology to enhance their communication skills. High school students will study the laws and ethical considerations that impact photography. Published photos of professional photojournalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, and produce effective visual representations. Students enrolled in this course will refine and enhance their journalistic skills and plan, prepare, and produce photographs for a journalistic publication, whether print, digital, or online media.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Photojournalism, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student interprets/critiques visual representations. The student is expected to:

(A) recognize the major events in the development of modern-day photography;

(B) recognize composition principles and their impact on photography;

(C) recognize and apply ethical and legal standards to all aspects of photojournalism, including copyright law, the fair use exemption, and the ownership of intellectual property;

(D) recognize the impact of electronic technology and future trends in digital imaging on the traditional field of photojournalism; and

(E) understand the consequences of plagiarism.

(2) The student produces visual representations that communicate with others. The student is expected to:

(A) identify the basic parts of a camera and their functions;

(B) manipulate shutter speed, ISO, and aperture/F-stop to produce different effects in photos;

(C) produce a properly exposed photo where the subject is sharply focused;

(D) produce photos that apply the composition principles;

(E) use lighting and be aware of its qualities such as direction, intensity, color, and the use of artificial light;

(F) stop action by determining appropriate shutter speed or use panning or hand holding with slower shutter speeds;

(G) evaluate technical qualities of photos;

(H) use appropriate equipment to download images and make prints or upload images; and

(I) improve photo quality by using appropriate technology.

(3) The student incorporates photographs into journalistic publications. The student is expected to:

(A) plan photo layouts;

(B) illustrate events with appropriate photos and captions;

(C) plan photographs in relation to assignments from an editor;

(D) create a system for organizing deadlines and camera equipment and for filing photos for publication;

(E) create and publish slideshow packages using available technology; and

(F) publish photos in both print and online formats.

Source: The provisions of this §110.65 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.66. Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine (One-Half to One Credit).

(a) Introduction.

(1) Students enrolled in Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine communicate in a variety of forms such as print, digital, or online media for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written and/or visual communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the conventions and mechanics of written English. In Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine, students are expected to become analytical consumers of media and technology to enhance their communication skills. In addition, students will apply journalistic ethics and standards. Published works of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine will refine and enhance their journalistic skills, research self-selected topics, and plan, organize, and prepare a project(s) in one or more forms of media.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student understands individual and staff responsibilities of coverage appropriate for the publication's audience. The student is expected to:

(A) understand the role and responsibilities of each staff member and the purpose of the publication;

(B) use the skills necessary to plan and produce a publication;

(C) read both professional publications and other student-produced publications to generate story and design ideas for the local publication;

(D) conduct research using a variety of sources such as interviews with primary sources, databases, or published reports; and

(E) conceive coverage ideas for packaged presentations of material, including, but not limited to, copy, infographics, sidebars, photos, art, and multimedia components.

(2) The student understands media law and journalistic ethics and standards and the responsibility to cover subjects of interest and importance to the audience. The student is expected to:

(A) find a variety of credible sources to provide balanced coverage;

(B) compose the story accurately keeping his/her own opinion out of non-editorial coverage;

(C) provide editorial coverage to inform and encourage the reader to make intelligent decisions;

(D) critique the publication to find its strengths and weaknesses to improve products based on those critiques;

(E) seek non-staff opinion on the publication to determine its impact on future publications;

(F) understand the consequences of plagiarism; and

(G) understand and apply copyright law, the fair use exemption, and the ownership of intellectual property.

(3) The student understands all aspects of a publication and the means by which that publication is created. The student is expected to:

(A) identify elements used to create publications;

(B) create and execute a financial plan for supporting publications such as sales and advertising; and

(C) consider finances in making decisions, including number of pages and cost-incurring extras such as color, paper quality, and number of copies for print publications.

(4) The student produces publications. The student is expected to:

(A) determine which events and issues are newsworthy for the audience;

(B) select the most appropriate journalistic format to present content;

(C) apply skills in reporting and writing to produce publications;

(D) design pages for publications;

(E) plan and produce photographs for publications;

(F) incorporate graphics into publications;

(G) write and design headlines for publications;

(H) research and write captions for publications;

(I) produce publications using available technology; and

(J) evaluate stories and coverage for balance and readability.

(5) The student demonstrates leadership and teamwork abilities. The student is expected to:

(A) determine roles for which different team members will assume responsibility;

(B) work cooperatively and collaboratively through a variety of staff assignments;

(C) determine coverage and concepts for publications;

(D) develop a deadline schedule and a regular means of monitoring progress;

(E) listen actively and critically and then respond appropriately to team members;

(F) submit work for editing and critiquing and make appropriate revisions; and

(G) edit and critique work of others.

Source: The provisions of this §110.66 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

For additional information, email rules@tea.state.tx.us.

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Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading Subchapter C. High School Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, §§7.102(c)(4), 28.002, and 28.025, unless otherwise noted. §110.35. Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, High School, Adopted 2017.

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Section III: Justification for Use, The TEKS (Adopted 2017, High School English I)

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Section III: Justification for Use, The TEKS (Adopted 2017, High School English I)

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110.36.E1.c4E "make connections to personal experiences, ideas in other texts and society"
The Hate U Give would be a great piece to bring in other texts, specifically informational and persuasive texts from current events in society (i.e. the Black Lives Matter movement and issues of police violence). Since the book touches on such a current and controversial issue, it also generates a great amount of discussion and connection. News articles and political speeches would be great to use in a unit along with this book.
110.36.EI.c6A-B "analyze how themes are developed through characterization and plot in a variety of literary texts" and "analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils"
The Hate U Give offers some great characterization. The main character realistic and true. The author uses character foils as well as pop culture allusions to make this young woman come to life. It offers great opportunity for discussion and analysis. By giving us a fully realized young African American woman, the author places us in her shoes to develop her message and theme about police violence against the African American community in America.

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Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading
Subchapter C. High School

Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, §§7.102(c)(4), 28.002, and 28.025, unless otherwise noted.

§110.35. Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, High School, Adopted 2017.

(a) The provisions of §§110.36-110.39 of this subchapter shall be implemented by school districts.

(b) No later than August 31, 2019, the commissioner of education shall determine whether instructional materials funding has been made available to Texas public schools for materials that cover the essential knowledge and skills for English language arts and reading as adopted in §§110.36-110.39 of this subchapter.

(c) If the commissioner makes the determination that instructional materials funding has been made available under subsection (b) of this section, §§110.36-110.39 of this subchapter shall be implemented beginning with the 2020-2021 school year and apply to the 2020-2021 and subsequent school years.

(d) If the commissioner does not make the determination that instructional materials funding has been made available under subsection (b) of this section, the commissioner shall determine no later than August 31 of each subsequent school year whether instructional materials funding has been made available. If the commissioner determines that instructional materials funding has been made available, the commissioner shall notify the State Board of Education and school districts that §§110.36-110.39 of this subchapter shall be implemented for the following school year.

(e) Sections 110.31-110.34 of this subchapter shall be superseded by the implementation of §§110.36-110.39 of this subchapter.

Source: The provisions of this §110.35 adopted to be effective November 12, 2017, 42 TexReg 6148.

§110.36. English Language Arts and Reading, English I (One Credit), Adopted 2017.

(a) General requirements. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.

(2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, and writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

(A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

(C) give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

(D) participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

(A) use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

(B) analyze context to distinguish between the denotative and connotative meanings of words; and

(C) determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo.

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

(4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts;

(B) generate questions about text before, during, and after reading to deepen understanding and gain information;

(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

(D) create mental images to deepen understanding;

(E) make connections to personal experiences, ideas in other texts, and society;

(F) make inferences and use evidence to support understanding;

(G) evaluate details read to determine key ideas;

(H) synthesize information from two texts to create new understanding; and

(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

(A) describe personal connections to a variety of sources, including self-selected texts;

(B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;

(C) use text evidence and original commentary to support a comprehensive response;

(D) paraphrase and summarize texts in ways that maintain meaning and logical order;

(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

(F) respond using acquired content and academic vocabulary as appropriate;

(G) discuss and write about the explicit or implicit meanings of text;

(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;

(I) reflect on and adjust responses when valid evidence warrants; and

(J) defend or challenge the authors' claims using relevant text evidence.; and

(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

(A) analyze how themes are developed through characterization and plot in a variety of literary texts;

(B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

(C) analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and

(D) analyze how the setting influences the theme.

(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

(A) read and respond to American, British, and world literature;

(B) analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms;

(C) analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

(D) analyze characteristics and structural elements of informational texts such as:

(i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

(ii) multiple organizational patterns within a text to develop the thesis;

(E) analyze characteristics and structural elements of argumentative texts such as:

(i) clear arguable claim, appeals, and convincing conclusion;

(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

(iii) identifiable audience or reader; and

(F) analyze characteristics of multimodal and digital texts.

(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

(A) analyze the author's purpose, audience, and message within a text;

(B) analyze use of text structure to achieve the author's purpose;

(C) evaluate the author's use of print and graphic features to achieve specific purposes;

(D) analyze how the author's use of language achieves specific purposes;

(E) analyze the use of literary devices such as irony and oxymoron to achieve specific purposes;

(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

(G) explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.; and

(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

(i) using an organizing structure appropriate to purpose, audience, topic, and context; and

(ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

(C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

(D) edit drafts using standard English conventions, including:

(i) a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

(ii) consistent, appropriate use of verb tense and active and passive voice;

(iii) pronoun-antecedent agreement;

(iv) correct capitalization;

(v) punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate; and

(vi) correct spelling; and

(E) publish written work for appropriate audiences.

(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

(A) compose literary texts such as fiction and poetry using genre characteristics and craft;

(B) compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

(C) compose argumentative texts using genre characteristics and craft; and

(D) compose correspondence in a professional or friendly structure.

(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

(A) develop questions for formal and informal inquiry;

(B) critique the research process at each step to implement changes as needs occur and are identified;

(C) develop and revise a plan;

(D) modify the major research question as necessary to refocus the research plan;

(E) locate relevant sources;

(F) synthesize information from a variety of sources;

(G) examine sources for:

(i) credibility and bias, including omission; and

(ii) faulty reasoning such as ad hominem, loaded language, and slippery slope;

(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

(I) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Source: The provisions of this §110.36 adopted to be effective November 12, 2017, 42 TexReg 6148; amended to be effective August 1, 2019, 44 TexReg 3835.

§110.37. English Language Arts and Reading, English II (One Credit), Adopted 2017.

(a) General requirements. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.

(2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, and writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

(A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

(C) give a formal presentation that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

(D) participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

(A) use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

(B) analyze context to distinguish among denotative, connotative, and figurative meanings of words; and

(C) determine the meaning of foreign words or phrases used frequently in English such as pas de deux, status quo, déjà vu, avant-garde, and coup d'état.

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

(4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts;

(B) generate questions about text before, during, and after reading to deepen understanding and gain information;

(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

(D) create mental images to deepen understanding;

(E) make connections to personal experiences, ideas in other texts, and society;

(F) make inferences and use evidence to support understanding;

(G) evaluate details read to determine key ideas;

(H) synthesize information from multiple texts to create new understanding; and

(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

(A) describe personal connections to a variety of sources, including self-selected texts;

(B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;

(C) use text evidence and original commentary to support an interpretive response;

(D) paraphrase and summarize texts in ways that maintain meaning and logical order;

(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

(F) respond using acquired content and academic vocabulary as appropriate;

(G) discuss and write about the explicit or implicit meanings of text;

(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;

(I) reflect on and adjust responses when valid evidence warrants; and

(J) defend or challenge the authors' claims using relevant text evidence.; and

(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

(A) analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures;

(B) analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events;

(C) analyze isolated scenes and their contribution to the success of the plot as a whole; and

(D) analyze how historical and cultural settings influence characterization, plot, and theme across texts.

(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

(A) read and analyze world literature across literary periods;

(B) analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;

(C) analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

(D) analyze characteristics and structural elements of informational texts such as:

(i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

(ii) the relationship between organizational design and thesis;

(E) analyze characteristics and structural elements of argumentative texts such as:

(i) clear arguable claim, appeals, and convincing conclusion;

(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

(iii) identifiable audience or reader; and

(F) analyze characteristics of multimodal and digital texts.

(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

(A) analyze the author's purpose, audience, and message within a text;

(B) analyze use of text structure to achieve the author's purpose;

(C) evaluate the author's use of print and graphic features to achieve specific purposes;

(D) analyze how the author's use of language informs and shapes the perception of readers;

(E) analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;

(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

(G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.

(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

(i) using an organizing structure appropriate to purpose, audience, topic, and context; and

(ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

(C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

(D) edit drafts using standard English conventions, including:

(i) a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

(ii) consistent, appropriate use of verb tense and active and passive voice;

(iii) pronoun-antecedent agreement;

(iv) correct capitalization;

(v) punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate; and

(vi) correct spelling; and

(E) publish written work for appropriate audiences.

(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

(A) compose literary texts such as fiction and poetry using genre characteristics and craft;

(B) compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

(C) compose argumentative texts using genre characteristics and craft; and

(D) compose correspondence in a professional or friendly structure.

(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

(A) develop questions for formal and informal inquiry;

(B) critique the research process at each step to implement changes as needs occur and are identified;

(C) develop and revise a plan;

(D) modify the major research question as necessary to refocus the research plan;

(E) locate relevant sources;

(F) synthesize information from a variety of sources;

(G) examine sources for:

(i) credibility and bias, including omission; and

(ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

(I) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Source: The provisions of this §110.37 adopted to be effective November 12, 2017, 42 TexReg 6148; amended to be effective August 1, 2019, 44 TexReg 3835.

§110.38. English Language Arts and Reading, English III (One Credit), Adopted 2017.

(a) General requirements. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.

(2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, and writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

(A) engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax;

(B) follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;

(C) give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

(D) participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.

(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

(A) use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;

(B) analyze context to draw conclusions about nuanced meanings such as in imagery; and

(C) determine the meaning of foreign words or phrases used frequently in English such as ad hoc, faux pas, non sequitur, and modus operandi.

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

(4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts;

(B) generate questions about text before, during, and after reading to deepen understanding and gain information;

(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

(D) create mental images to deepen understanding;

(E) make connections to personal experiences, ideas in other texts, and society;

(F) make inferences and use evidence to support understanding;

(G) evaluate details read to understand key ideas;

(H) synthesize information from a variety of text types to create new understanding; and

(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down.

(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

(A) describe personal connections to a variety of sources, including self-selected texts;

(B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;

(C) use text evidence and original commentary to support an analytic response;

(D) paraphrase and summarize texts in ways that maintain meaning and logical order;

(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

(F) respond using acquired content and academic vocabulary as appropriate;

(G) discuss and write about the explicit and implicit meanings of text;

(H) respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;

(I) reflect on and adjust responses when valid evidence warrants; and

(J) defend or challenge the authors' claims using relevant text evidence.

(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

(A) analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;

(B) analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;

(C) evaluate how different literary elements shape the author's portrayal of the plot; and

(D) analyze how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.

(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

(A) read and analyze American literature across literary periods;

(B) analyze relationships among characteristics of poetry, including stanzas, line breaks, speaker, and sound devices in poems across a variety of poetic forms;

(C) analyze how the relationships among dramatic elements advance the plot;

(D) analyze characteristics and structural elements of informational texts such as:

(i) clear thesis, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and

(ii) the relationship between organizational design and author's purpose;

(E) analyze characteristics and structural elements of argumentative texts such as:

(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;

(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

(iii) identifiable audience or reader; and

(F) analyze the effectiveness of characteristics of multimodal and digital texts.

(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

(A) analyze the author's purpose, audience, and message within a text;

(B) evaluate use of text structure to achieve the author's purpose;

(C) evaluate the author's use of print and graphic features to achieve specific purposes;

(D) evaluate how the author's use of language informs and shapes the perception of readers;

(E) evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;

(F) evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

(G) analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.

(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

(i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and

(ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;

(C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;

(D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and

(E) publish written work for appropriate audiences.

(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

(A) compose literary texts such as fiction and poetry using genre characteristics and craft;

(B) compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;

(C) compose argumentative texts using genre characteristics and craft;

(D) compose correspondence in a professional or friendly structure;

(E) compose literary analysis using genre characteristics and craft; and

(F) compose rhetorical analysis using genre characteristics and craft.

(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

(A) develop questions for formal and informal inquiry;

(B) critique the research process at each step to implement changes as needs occur and are identified;

(C) develop and revise a plan;

(D) modify the major research question as necessary to refocus the research plan;

(E) locate relevant sources;

(F) synthesize information from a variety of sources;

(G) examine sources for:

(i) credibility, bias, and accuracy; and

(ii) faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;

(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

(I) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Source: The provisions of this §110.38 adopted to be effective November 12, 2017, 42 TexReg 6148; amended to be effective August 1, 2019, 44 TexReg 3835.

§110.39. English Language Arts and Reading, English IV (One Credit), Adopted 2017.

(a) General requirements. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.

(2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, and writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

(A) engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction, syntax, and rhetorical strategies;

(B) follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;

(C) formulate sound arguments and present using elements of classical speeches such as introduction, first and second transitions, body, conclusion, the art of persuasion, rhetorical devices, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

(D) participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.

(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

(A) use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;

(B) analyze context to draw conclusions about nuanced meanings such as in imagery; and

(C) determine the meaning of foreign words or phrases used frequently in English such as ad nauseum, in loco parentis, laissez-faire, and caveat emptor.

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

(4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts;

(B) generate questions about text before, during, and after reading to deepen understanding and gain information;

(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

(D) create mental images to deepen understanding;

(E) make connections to personal experiences, ideas in other texts, and society;

(F) make inferences and use evidence to support understanding;

(G) evaluate details read to analyze key ideas;

(H) synthesize information from a variety of text types to create new understanding; and

(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down.

(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

(A) describe personal connections to a variety of sources, including self-selected texts;

(B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;

(C) use text evidence and original commentary to support an evaluative response;

(D) paraphrase and summarize texts in ways that maintain meaning and logical order;

(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

(F) respond using acquired content and academic vocabulary as appropriate;

(G) discuss and write about the explicit and implicit meanings of text;

(H) respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice;

(I) reflect on and adjust responses when valid evidence warrants; and

(J) defend or challenge the authors' claims using relevant text evidence.

(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

(A) analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;

(B) analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;

(C) critique and evaluate how complex plot structures such as subplots contribute to and advance the action; and

(D) evaluate how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.

(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

(A) read and analyze British literature across literary periods;

(B) analyze the effects of sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods and cultures;

(C) analyze and evaluate how the relationships among the dramatic elements advance the plot;

(D) critique and evaluate characteristics and structural elements of informational texts such as:

(i) clear thesis, effective supporting evidence, pertinent examples, commentary, summary, and conclusion; and

(ii) the relationship between organizational design and author's purpose;

(E) critique and evaluate characteristics and structural elements of argumentative texts such as:

(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;

(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

(iii) identifiable audience or reader; and

(F) critique and evaluate the effectiveness of characteristics of multimodal and digital texts.

(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

(A) evaluate the author's purpose, audience, and message within a text;

(B) evaluate use of text structure to achieve the author's purpose;

(C) evaluate the author's use of print and graphic features to achieve specific purposes;

(D) critique and evaluate how the author's use of language informs and shapes the perception of readers;

(E) evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;

(F) evaluate how the author's diction and syntax contribute to the effectiveness of a text; and

(G) analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.

(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

(i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and

(ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;

(C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;

(D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and

(E) publish written work for appropriate audiences.

(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

(A) compose literary texts such as fiction and poetry using genre characteristics and craft;

(B) compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;

(C) compose argumentative texts using genre characteristics and craft;

(D) compose correspondence in a professional or friendly structure;

(E) compose literary analysis using genre characteristics and craft; and

(F) compose rhetorical analysis using genre characteristics and craft.

(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

(A) develop questions for formal and informal inquiry;

(B) critique the research process at each step to implement changes as needs occur and are identified;

(C) develop and revise a plan;

(D) modify the major research question as necessary to refocus the research plan;

(E) locate relevant sources;

(F) synthesize information from a variety of sources;

(G) examine sources for:

(i) credibility, bias, and accuracy; and

(ii) faulty reasoning such as straw man, false dilemma, faulty analogies, and non-sequitur;

(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

(I) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Source: The provisions of this §110.39 adopted to be effective November 12, 2017, 42 TexReg 6148; amended to be effective August 1, 2019, 44 TexReg 3835.

§110.46. Independent Study in English (One-Half to One Credit).

(a) Introduction.

(1) Students enrolled in Independent Study in English will focus on a specialized area of study such as the work of a particular author or genre. Students will read and write in multiple forms for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written compositions on a regular basis and carefully examine their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English.

(2) If this course is being used to satisfy requirements for the Distinguished Achievement Program, a student research/product must be presented before a panel of professionals or approved by the student's mentor.

(3) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(4) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(5) The essential knowledge and skills as well as the student expectations for Independent Study in English are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student inquires through reading literature and researching self-selected and assigned topics. The student is expected to:

(A) read widely for further study;

(B) generate relevant, interesting, and researchable questions with instructor guidance and approval; and

(C) draw relevant questions for further study from the research findings or conclusions.

(2) The student uses writing as a tool for learning and research. The student produces visual representations that communicate with others. The student is expected to:

(A) produce research projects and reports in multiple forms for a variety of audiences from primary and secondary sources using available technology;

(B) conduct a research project(s), producing an original work in print or another medium with a demonstration of advanced skill;

(C) use writing to organize and support what is known and needs to be learned about a topic, including discovering, recording, reviewing, and learning;

(D) compile written ideas and representations; interpret information into reports, summaries, or other formats; and draw conclusions; and

(E) use writing as a tool such as to reflect, explore, or problem solve.

Source: The provisions of this §110.46 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.47. Reading I, II, III (One-Half to Three Credits).

(a) Introduction.

(1) Reading I, II, III offers students reading instruction to successfully navigate academic demands as well as attain life-long literacy skills. Specific instruction in word recognition, vocabulary, comprehension strategies, and fluency provides students an opportunity to read with competence, confidence, and understanding. Students learn how traditional and electronic texts are organized and how authors choose language for effect. All of these strategies are applied in instructional-level and independent-level texts that cross the content areas.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Reading I, II, III, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student uses a variety of word recognition strategies. The student is expected to:

(A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words; and

(B) use reference guides such as dictionaries, glossaries, and available technology to determine pronunciations of unfamiliar words.

(2) The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:

(A) expand vocabulary by reading, viewing, listening, and discussing;

(B) determine word meanings through the study of their relationships to other words and concepts such as content, synonyms, antonyms, and analogies;

(C) recognize the implied meanings of words such as idiomatic expressions, homonyms, puns, and connotations;

(D) apply the knowledge of roots, affixes, and word origins to infer meanings; and

(E) use available reference guides such as dictionary, glossary, thesaurus, and available technology to determine or confirm the meanings of new words and phrases.

(3) The student reads for a variety of purposes with multiple sources, both narrative and expository. The student is expected to:

(A) read functional texts to complete real-world tasks such as job applications, recipes, and product assembly instructions;

(B) read to complete academic tasks;

(C) read using test-taking skills such as highlighting, annotating, previewing questions, noticing key words, employing process of elimination, allotting time, and following directions;

(D) read to gain content/background knowledge as well as insight about oneself, others, or the world; and

(E) read for enjoyment.

(4) The student comprehends texts using effective strategies. The student is expected to:

(A) use prior knowledge and experience to comprehend;

(B) determine and adjust purpose for reading;

(C) self-monitor reading and adjust when confusion occurs by using appropriate strategies;

(D) summarize texts by identifying main ideas and relevant details;

(E) construct visual images based on text descriptions;

(F) use study skills such as previewing, highlighting, annotating, note taking, and outlining; and

(G) use questioning to enhance comprehension before, during, and after reading.

(5) The student draws complex inferences and analyzes and evaluates information within and across texts of varying lengths. The student is expected to:

(A) find similarities and differences across texts such as explanations, points of view, or themes;

(B) identify explicit and implicit meanings of texts;

(C) support inferences with text evidence and experience;

(D) analyze text to draw conclusions, state generalizations, and make predictions supported by text evidence; and

(E) distinguish facts from simple assertions and opinions.

(6) The student reads critically to evaluate texts in order to determine the credibility of the sources. The student is expected to:

(A) identify and analyze the audience, purpose, and message of the text;

(B) evaluate the credibility and relevance of informational sources;

(C) analyze the presentation of information and the strength of quality of the evidence used by the author; and

(D) evaluate the author's motivation, stance, or position and its effect on the validity of the text.

(7) The student reads with fluency and understanding in increasingly demanding and varied texts. The student is expected to:

(A) read silently or orally such as paired reading or literature circles for sustained periods of time; and

(B) adjust reading rate based on purposes for reading.

(8) The student formulates and supports responses to a wide variety of texts. The student is expected to:

(A) respond actively to texts in both aesthetic and critical ways;

(B) respond to text in multiple ways such as discussion, journal writing, performance, and visual/symbolic representation;

(C) support responses with prior knowledge and experience; and

(D) support responses with explicit textual information.

(9) The student reads and responds to informational texts. The student is expected to:

(A) generate relevant and interesting questions;

(B) use text features and graphics to form an overview to determine where to locate information;

(C) analyze the use of common expository text structures such as sequence, description, compare/contrast, cause/effect, and problem/solution;

(D) organize and record new information in systematic ways such as outlines, charts, and graphic organizers; and

(E) communicate information gained from reading.

(10) The student reads to increase knowledge of one's own culture, the culture of others, and the common elements of cultures. The student is expected to:

(A) compare text events with personal and other readers' experiences; and

(B) recognize literary themes and connections that cross cultures.

Source: The provisions of this §110.47 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.48. College Readiness and Study Skills (One-Half Credit).

(a) Introduction.

(1) High school students that require or request additional honing of the study skills, especially as the students prepare for the demands of college, may enroll in the one semester course College Readiness and Study Skills. In this course, students acquire techniques for learning from texts, including studying word meanings, identifying and relating key ideas, drawing and supporting inferences, and reviewing study strategies. In all cases, interpretations and understandings will be presented through varying forms, including through use of available technology. Students accomplish many of the objectives through wide reading as well as use of content texts in preparation for post-secondary schooling.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for College Readiness and Study Skills, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student reads widely for a variety of purposes from numerous sources and cultures. The student is expected to:

(A) read self-selected and assigned texts from varied sources such as literature, literary non-fiction, expository, electronic texts, and other media; and

(B) read for various purposes such as to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models for writing.

(2) The student builds an extensive vocabulary through reading and systematic word study. The student is expected to:

(A) expand vocabulary through wide reading, viewing, listening, and discussion;

(B) apply knowledge of affixes and roots to comprehend;

(C) investigate word origins to understand meanings, derivations, and spellings;

(D) distinguish between the connotative and denotative meanings and interpret the connotative power of words;

(E) use reference material to determine precise meaning and usage such as glossary, dictionary, thesaurus, and available technology; and

(F) use context to determine meanings of words and phrases such as figurative language, idiomatic expressions, homonyms, and technical vocabulary.

(3) The student comprehends texts using a variety of strategies. The student is expected to:

(A) use self-monitoring reading strategies to make modifications when understanding breaks down;

(B) activate and draw upon prior knowledge and experience;

(C) establish purposes for reading such as to discover, to understand, to interpret, to enjoy, and to solve problems;

(D) construct images based on text descriptions; and

(E) create graphic organizers to represent textual information.

(4) The student reads critically to evaluate texts and the authority of sources. The student is expected to:

(A) analyze audience, purpose, and message of text;

(B) evaluate the credibility and relevance of information sources;

(C) evaluate the author's motivation, stance, or position and its effect on the validity of the text;

(D) analyze aspects of texts such as organizational patterns, diction, format, and tone for their effect on audiences;

(E) identify explicit and implicit textual information in text;

(F) support complex inferences with text evidence and experience; and

(G) recognize persuasive techniques in texts such as bandwagon, glittering generalities, and testimonials.

(5) The student uses study strategies to learn from a variety of texts. The student is expected to:

(A) use effective reading strategies to recall material from text such as previewing, skimming, scanning, rereading, and asking relevant questions;

(B) summarize information from text such as outlines, study guides, annotating, and two-columned note taking;

(C) use text features and graphics such as headings, tables, sidebars, photographs, and captions to form an overview of informational texts and to determine where to locate information; and

(D) use effective test-taking strategies for different types of tests.

(6) The student expresses and supports responses to various types of texts. The student is expected to:

(A) respond to literary and informational texts through various modes of communication such as discussions, further reading, presentations, journals, written responses, or visual arts;

(B) formulate and defend a position with support synthesized from multiple texts; and

(C) evaluate personal responses to reading for evidence of growth.

Source: The provisions of this §110.48 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.49. Visual Media Analysis and Production (One-Half Credit).

(a) Introduction.

(1) High school students enrolled in Visual Media Analysis and Production will interpret various media forms for a variety of purposes. In addition, students will critique and analyze the significance of visual representations and learn to produce media messages that communicate with others.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Visual Media Analysis and Production, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student recognizes/interprets visual representations as they apply to visual media. The student is expected to:

(A) identify the historical development of visual media;

(B) distinguish the purposes of various media forms such as information, entertainment, and persuasion; and

(C) recognize strategies used by media to inform, persuade, entertain, and transform culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

(2) The student analyzes and critiques the significance of visual representations. The student is expected to:

(A) evaluate the persuasive techniques of media messages such as glittering generalities, associations with personalities, logical fallacies, and use of symbols;

(B) compare and contrast media with other art forms;

(C) analyze techniques used in visual media;

(D) explore the emotional and intellectual effects of visual media on viewers; and

(E) recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

(3) The student produces visual representations that communicate with others. The student is expected to:

(A) use a variety of forms and technologies to communicate specific messages;

(B) use a range of techniques to create a media text and reflect critically on the work produced; and

(C) study the relationship between subject matter and choice of media for presenting that subject.

Source: The provisions of this §110.49 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.50. Contemporary Media (One Credit).

(a) Introduction.

(1) Students enrolled in Contemporary Media will understand how media influence tastes, behavior, purchasing, and voting decisions. Students who are media literate understand television, radio, film, and other visual images and auditory messages.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Contemporary Media, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student identifies the history and evolution of media used for mass communication. The student is expected to:

(A) examine the development of the technologies that influence each medium; and

(B) analyze the historical contributions made by various media personnel.

(2) The student recognizes the types and functions of mass media. The student is expected to:

(A) identify the types of mass media such as television, radio, Internet, podcast, YouTube, newspaper, periodicals, blogs, social networking, emailing, texting, search engines, and music; and

(B) analyze the roles of media as sources of information, entertainment, persuasion, and education.

(3) The student identifies and analyzes regulations that govern media. The student is expected to:

(A) identify the appropriate government agencies that regulate media; and

(B) analyze government regulatory issues regarding censorship, political campaigns, news, ethics, and responsibilities.

(4) The student analyzes the influence of media. The student is expected to:

(A) analyze the influence of viewing and listening habits on individuals;

(B) analyze the influence of media in shaping governmental decisions, social choices, and cultural norms;

(C) evaluate standards for "quality programming"; and

(D) analyze possible ways to improve mass media.

(5) The student analyzes, creates, and evaluates visual and auditory messages. The student is expected to:

(A) develop skills for organizing, writing, and designing media messages for specific purposes and effects;

(B) develop technical and communication skills needed by various media personnel; and

(C) plan, organize, produce, and present media messages.

Source: The provisions of this §110.50 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.51. Literary Genres (One-Half to One Credit).

(a) Introduction.

(1) Students enrolled in Literary Genres will spend time analyzing the fictional and poetic elements of literary texts and read to appreciate the writer's craft. High school students will discover how well written literary text can serve as models for their own writing. High school students respond to oral, written, and electronic text to connect their knowledge of the world.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Literary Genres, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student builds an extensive vocabulary through reading and systematic word study. The student is expected to:

(A) expand vocabulary through wide reading, listening, and discussion;

(B) investigate word origins as an aid to understanding meanings, derivations, and spellings as well as influences on the English language; and

(C) discriminate between connotative and denotative meanings and interpret the connotative power of words.

(2) The student analyzes fictional and poetic elements focusing on how they combine to contribute meaning in literary texts. The student is expected to:

(A) compare and contrast varying aspects of texts such as themes, conflicts, and allusions;

(B) propose and provide examples of themes that cross texts;

(C) connect literature to historical context, current events, and his/her own experiences;

(D) analyze relevance of setting and time frame to text's meaning;

(E) identify basic conflicts;

(F) describe the development of plot and how conflicts are addressed and resolved;

(G) analyze characters' traits, motivations, changes, and stereotypical features;

(H) describe how irony, tone, mood, style, and sound of language contribute to the effect of the text;

(I) determine and explain purposes and effects of figurative language, particularly symbolic and metaphoric;

(J) identify and analyze text structures;

(K) recognize archetypes, motifs, and symbols across texts;

(L) analyze distinctive features of text genre such as biography, historical fiction, science fiction, political writing, fantasy fiction, short story, dramatic literature, or poetry;

(M) identify how authors create suspense; and

(N) tell how points of view affect tone, characterization, and credibility.

(3) The student reads critically to evaluate texts and the authority of sources. The student is expected to:

(A) analyze the characteristics of well-constructed texts;

(B) describe how a writer's point of view may affect text credibility, structure, or tone;

(C) analyze aspects of texts such as patterns of organization and choice of language for their effect on audiences; and

(D) examine strategies that writers in different fields use to compose.

(4) The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

(A) compare text events with personal and other readers' experiences;

(B) recognize and discuss themes and connections that cross cultures; and

(C) recognize how writers represent and reveal their cultures and traditions in texts.

(5) The student uses writing as a tool for learning and researching literary genres. The student is expected to:

(A) use writing to discover, record, review, and learn; and

(B) link related information and ideas from a variety of sources.

Source: The provisions of this §110.51 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.52. Creative Writing (One-Half to One Credit).

(a) Introduction.

(1) The study of creative writing allows high school students to earn one-half to one credit while developing versatility as a writer. Creative Writing, a rigorous composition course, asks high school students to demonstrate their skill in such forms of writing as fictional writing, short stories, poetry, and drama. All students are expected to demonstrate an understanding of the recursive nature of the writing process, effectively applying the conventions of usage and the mechanics of written English. The students' evaluation of their own writing as well as the writing of others ensures that students completing this course are able to analyze and discuss published and unpublished pieces of writing, develop peer and self-assessments for effective writing, and set their own goals as writers.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Creative Writing, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student writes for a variety of audiences and purposes to develop versatility as a writer. The student is expected to:

(A) write expressive, informative, and persuasive literary texts effectively;

(B) demonstrate the distinguishing characteristics of various written forms such as fictional writing, short stories, poetry, and drama in his/her own writing;

(C) elaborate writing when appropriate such as using concrete images, figurative language, sensory observation, dialogue, and other rhetorical devices to enhance meaning;

(D) employ various points of view to communicate effectively;

(E) choose topics and forms to develop fluency and voice;

(F) use word choice, sentence structure, and repetition to create tone; and

(G) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(2) The student selects and uses recursive writing processes for self-initiated and assigned writing. The student is expected to:

(A) select and apply prewriting strategies to generate ideas, develop voice, and plan;

(B) develop drafts by organizing ideas such as paragraphing, outlining, adding, and deleting;

(C) use vocabulary, sentence structure, organization, and rhetorical devices appropriate to audience and purpose;

(D) use effective sequence and transitions to achieve coherence and meaning;

(E) revise drafts by rethinking content, organization, and style;

(F) frequently refine selected pieces to publish for general and specific audiences; and

(G) write both independently and collaboratively.

(3) The student applies the conventions of usage and the mechanics of written English to communicate clearly and effectively. The student is expected to:

(A) use correct capitalization and punctuation;

(B) spell with accuracy in the final draft; and

(C) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, and verb forms in the final draft.

(4) The student evaluates his/her own writing and the writings of others. The student is expected to:

(A) analyze and discuss published pieces as writing models such as use of suspense, repetition for emphasis, various points of view, literary devices, and figurative language;

(B) generate and apply peer and self-assessment; and

(C) accumulate, review, and evaluate his/her own written work to determine its strengths and weaknesses and to set goals as a writer.

Source: The provisions of this §110.52 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.53. Research and Technical Writing (One-Half to One Credit).

(a) Introduction.

(1) The study of technical writing allows high school students to earn one-half to one credit while developing skills necessary for writing persuasive and informative texts. This rigorous composition course asks high school students to skillfully research a topic or a variety of topics and present that information through a variety of media. All students are expected to demonstrate an understanding of the recursive nature of the writing process, effectively applying the conventions of usage and the mechanics of written English. The students' evaluation of their own writing as well as the writing of others ensures that students completing this course are able to analyze and discuss published and unpublished pieces of writing, develop and apply criteria for effective writing, and set their own goals as writers.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Research and Technical Writing, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student writes for a variety of purposes and audiences. The student is expected to:

(A) write informative and persuasive texts, including essays, reports, and proposals;

(B) use the distinguishing characteristics of various written forms, including essays, scientific reports, speeches, and memoranda;

(C) write in voice and style appropriate to audience and purpose; and

(D) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(2) The student selects and uses recursive writing processes for self-initiated and assigned writing. The student is expected to:

(A) apply prewriting strategies to generate ideas and plan;

(B) employ precise language and technical vocabulary to communicate ideas clearly and concisely;

(C) use sentence structure, organization, and rhetorical devices appropriate to audience and purpose;

(D) use effective sequence and transitions to achieve coherence and meaning;

(E) revise drafts by rethinking content, organization, and style to better accomplish the task;

(F) edit as appropriate for the conventions of standard written English;

(G) use resources such as texts and other people for editing;

(H) use available technology for aspects of creating, revising, editing, and publishing texts; and

(I) write both independently and collaboratively.

(3) The student writes to investigate self-selected and assigned topics. The student is expected to:

(A) use writing to formulate questions, refine topics, and clarify ideas; and

(B) organize all types of information from multiple sources, including primary and secondary resources, using available technology such as audio, video, print, non-print, graphics, maps, and charts.

(4) The student applies the conventions of usage and mechanics of written English. The student is expected to:

(A) use correct capitalization and punctuation;

(B) use correct spelling in the final draft;

(C) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, and verb forms in final drafts;

(D) use appropriate technical vocabulary; and

(E) consistently use a documentation manual or form consistent with the student's field of study such as Modern Language Association (MLA), American Psychological Association (APA), and The Chicago Manual of Style (CMS).

(5) The student evaluates his/her own writing and the writing of others. The student is expected to:

(A) analyze and discuss published pieces as writing models;

(B) apply criteria to evaluate writing; and

(C) accumulate, review, and evaluate his/her own written work to determine its strengths and weaknesses and to set goals as a writer.

Source: The provisions of this §110.53 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.54. Practical Writing Skills (One-Half to One Credit).

(a) Introduction.

(1) The study of writing allows high school students to earn one-half to one credit while developing skills necessary for practical writing. This course emphasizes skill in the use of conventions and mechanics of written English, the appropriate and effective application of English grammar, the reading comprehension of informational text, and the effective use of vocabulary. Students are expected to understand the recursive nature of reading and writing. Evaluation of students' own writing as well as the writing of others ensures that students completing this course are able to analyze and evaluate their writing.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Practical Writing Skills, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student uses the conventions and mechanics of written English to communicate clearly. The student is expected to:

(A) employ written conventions appropriately such as capitalizing and punctuating for various forms;

(B) use correct spelling;

(C) produce error-free writing by demonstrating control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, and appropriate verb forms;

(D) use varied sentence structures to express meanings and achieve desired effect; and

(E) use appropriate vocabulary.

(2) The student uses recursive writing processes as appropriate for self-initiated and assigned writing. The student is expected to:

(A) apply prewriting strategies to generate ideas and plan;

(B) develop drafts by organizing ideas such as paragraphing, outlining, adding, and deleting;

(C) use vocabulary, sentence structure, organization, and rhetorical devices appropriate to audience and purpose;

(D) use effective sequence and transitions to achieve coherency;

(E) revise drafts by rethinking content, organization, and style to better accomplish the task;

(F) edit as appropriate for the conventions of standard written English such as grammar, spelling, punctuation, capitalization, and sentence structure in the final draft;

(G) use resources such as texts and other people as needed for proofreading, editing, and revising; and

(H) use available technology for creating, revising, editing, and publishing texts.

(3) The student reads and writes for a variety of audiences and purposes. The student is expected to:

(A) read a variety of informational text;

(B) write informational text; and

(C) practice effective, efficient note taking.

(4) The student evaluates his/her own writing and the writing of others. The student is expected to:

(A) evaluate how well writing achieves its purposes;

(B) analyze and discuss published pieces as writing models; and

(C) review written work to determine its strengths and weaknesses and to set goals as a writer.

(5) The student analyzes informational text. The student is expected to:

(A) use effective reading strategies to determine a written work's purpose and intended audience;

(B) identify explicit and implicit textual information, including main ideas and author's purpose;

(C) draw and support complex inferences from text to distinguish facts from opinions;

(D) analyze the author's quality of evidence for an argument;

(E) evaluate the use of both literal and figurative language;

(F) analyze the audience and purpose of informational and persuasive text;

(G) analyze how an author's use of language creates imagery and mood; and

(H) analyze insights gained from text to text, text to self, and text to world.

(6) The student understands new vocabulary and concepts and uses them accurately in reading, speaking, and writing. The student is expected to:

(A) apply knowledge of roots and affixes to infer the meanings of new words; and

(B) use reference guides to confirm the meanings of new words and concepts.

Source: The provisions of this §110.54 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.55. Humanities (One-Half to Two Credits).

(a) Introduction.

(1) Humanities is an interdisciplinary course in which students recognize writing as an art form. Students read widely to understand how various authors craft compositions for various aesthetic purposes. This course includes the study of major historical and cultural movements and their relationship to literature and the other fine arts. Humanities is a rigorous course of study in which high school students respond to aesthetic elements in texts and other art forms through outlets such as discussions, journals, oral interpretations, and dramatizations. Students read widely to understand the commonalities that literature shares with the fine arts. In addition, students use written composition to show an in-depth understanding of creative achievements in the arts and literature and how these various art forms are a reflection of history. All students are expected to participate in classroom discussions and presentations that lead to an understanding, appreciation, and enjoyment of critical, creative achievements throughout history. Understanding is demonstrated through a variety of media.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Humanities, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student reads and views varied literary and art forms. The student is expected to:

(A) recognize the major historical and cultural movements as reflected in various art forms; and

(B) read widely to see connections (commonalities) that literature shares with fine arts and historical and/or philosophical writings.

(2) The student expresses and supports responses to various types of texts and compositions. The student is expected to:

(A) respond to aesthetic elements in texts and other art forms through various outlets such as discussions, journals, oral interpretations, and enactments;

(B) use elements of text and other art forms to defend his/her own responses and interpretations;

(C) compare reviews of literature, film performance, and other art forms with his/her own responses; and

(D) develop and use assessments for evaluating literary work and other art forms as a reflection of history such as political, social, and philosophical movements.

(3) The student uses writing as a tool for learning and research. The student speaks and writes clearly and presents effectively to audiences for a variety of purposes. The student is expected to:

(A) show an in-depth understanding of creative achievements in literature and the arts through writing;

(B) describe how personal creativity is expressed within the requirements of an art form; and

(C) describe and analyze the relationship between form and expression.

(4) The student understands and interprets creativity. The student is expected to participate in discussions that lead to understanding, appreciation, and enjoyment of creative achievements such as:

(A) discuss how personal creativity is expressed within the requirements of an art form;

(B) discuss conditions that encourage creativity;

(C) discuss the relationship between form and expression; and

(D) discuss the major historical and cultural movements as reflected in various art forms.

(5) The student analyzes and critiques the significance of visual representations. The student is expected to:

(A) recognize and evaluate how literature and various other art forms convey messages; and

(B) examine the impact of literature and various other art forms.

Source: The provisions of this §110.55 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.57. Public Speaking I, II, III (One-Half to One Credit).

(a) Introduction.

(1) In order to have full participation in the civic process, students must have a good understanding of public dialogue. Students must learn the concepts and skills related to preparing and presenting public messages and to analyzing and evaluating the messages of others. Within this process, students will gain skills in reading, writing, speaking, listening, and thinking and will examine areas such as invention, organization, style, memory, and delivery.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Public Speaking I, II, III, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) Rhetoric. The student traces the development of the rhetorical perspective. The student is expected to:

(A) recognize the influence of classical rhetoric in shaping Western thought;

(B) explain and use the classical rhetorical canons of invention, organization, style, memory, and delivery;

(C) analyze how modern public address influences public opinion and policy in a democratic republic;

(D) analyze the ethical responsibilities that accompany freedom of speech;

(E) develop and use critical, deliberative, empathic, and appreciative listening skills to analyze and evaluate speeches; and

(F) apply knowledge and understanding of rhetoric to analyze and evaluate oral or written speeches.

(2) Speech forms. The student recognizes and analyzes varied speech forms. The student is expected to:

(A) identify and analyze the traditional elements of speech form, including introduction, body, and conclusion;

(B) identify and analyze logical patterns of organization for specific speech forms;

(C) identify and analyze the characteristics of a speech to inform;

(D) identify and analyze the characteristics of a speech to persuade, including propositions of fact, value, problem, and/or policy;

(E) identify and analyze characteristics of speeches for special occasions; and

(F) analyze and evaluate the rhetorical elements in models of speeches that inform, persuade, or inspire.

(3) Invention. The student plans speeches. The student is expected to:

(A) identify and analyze the audience and occasion as a basis for choosing speech strategies;

(B) select and limit topics for speeches considering his/her own interests, timeliness, and the importance of the topic;

(C) select and limit purposes for speeches;

(D) research topics using primary and secondary sources, including electronic technology; and

(E) analyze oral and written speech models to evaluate the topic, purpose, audience, and occasion.

(4) Organization. The student organizes speeches. The student is expected to:

(A) apply knowledge of speech form to organize and design speeches;

(B) organize speeches effectively for specific topics, purposes, audiences, and occasions;

(C) choose logical patterns of organization for bodies of speech;

(D) prepare outlines reflecting logical organization; and

(E) analyze and evaluate the organization of oral or written speech models.

(5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The student is expected to:

(A) analyze the implications of the audience, occasion, topic, and purpose as a basis for choosing proofs and appeals for speeches;

(B) choose logical proofs and appeals that meet standard tests of evidence;

(C) use logical, ethical, and emotional proofs and appeals to support and clarify claims in speeches;

(D) choose proofs and appeals that enhance a specific topic, purpose, and tone;

(E) choose and develop appropriate devices for introductions and conclusions;

(F) choose or produce effective visual supports; and

(G) analyze and evaluate the proofs and appeals used in oral or written speech models.

(6) Style. The student develops skills in using oral language in public speeches. The student is expected to:

(A) distinguish between oral and written language styles;

(B) write manuscripts to facilitate language choices and enhance oral style;

(C) use rhetorical and stylistic devices to achieve clarity, force, and aesthetic effect;

(D) use informal, standard, and technical language appropriately;

(E) employ previews, transitions, summaries, signposts, and other appropriate rhetorical strategies to enhance clarity; and

(F) evaluate a speaker's style in oral or written speech models.

(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The student is expected to:

(A) employ techniques and strategies to reduce communication apprehension, develop self-confidence, and facilitate command of information and ideas;

(B) rehearse and employ a variety of delivery strategies;

(C) develop verbal, vocal, and physical skills to enhance presentations;

(D) use notes, manuscripts, rostrum, visual aids, and/or electronic devices; and

(E) interact with audiences appropriately.

(8) Evaluation. The student analyzes and evaluates speeches. The student is expected to:

(A) use critical, deliberative, and appreciative listening skills to evaluate speeches; and

(B) critique speeches using knowledge of rhetorical principles.

Source: The provisions of this §110.57 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.58. Communication Applications (One-Half Credit).

(a) Introduction.

(1) Understanding and developing skills in communication are fundamental to all other learning and to all levels of human interaction. For successful participation in professional and social life, students must develop effective communication skills. Rapidly expanding technologies and changing social and corporate systems demand that students send clear verbal messages, choose effective nonverbal behaviors, listen for desired results, and apply valid critical-thinking and problem-solving processes. Students enrolled in Communication Applications will be expected to identify, analyze, develop, and evaluate communication skills needed for professional and social success in interpersonal situations, group interactions, and personal and professional presentations.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Communication Applications are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) Communication process. The student demonstrates knowledge of various communication processes in professional and social contexts. The student is expected to:

(A) explain the importance of effective communication skills in professional and social contexts;

(B) identify the components of the communication process and their functions;

(C) identify standards for making appropriate communication choices for self, listener, occasion, and task;

(D) identify the characteristics of oral language and analyze standards for using informal, standard, and technical language appropriately;

(E) identify types of nonverbal communication and their effects;

(F) recognize the importance of effective nonverbal strategies such as appearance, a firm handshake, direct eye contact, and appropriate use of space and distance;

(G) identify the components of the listening process;

(H) identify specific kinds of listening such as critical, deliberative, and empathic;

(I) recognize the importance of gathering and using accurate and complete information as a basis for making communication decisions;

(J) identify and analyze ethical and social responsibilities of communicators; and

(K) recognize and analyze appropriate channels of communication in organizations.

(2) Interpersonal. The student uses appropriate interpersonal communication strategies in professional and social contexts. The student is expected to:

(A) identify types of professional and social relationships, their importance, and the purposes they serve;

(B) employ appropriate verbal, nonverbal, and listening skills to enhance interpersonal relationships;

(C) use communication management skills to develop appropriate assertiveness, tact, and courtesy;

(D) use professional etiquette and protocol in situations such as making introductions, speaking on the telephone, and offering and receiving criticism;

(E) send clear and appropriate requests, provide clear and accurate directions, ask appropriate and purposeful questions, and respond appropriately to the requests, directions, and questions of others;

(F) participate appropriately in conversations;

(G) communicate effectively in interviews;

(H) identify and use appropriate strategies for dealing with differences, including gender, ethnicity, and age; and

(I) analyze and evaluate the effectiveness of one's own and others' communication.

(3) Group communication. The student communicates effectively in groups in professional and social contexts. The student is expected to:

(A) identify kinds of groups, their importance, and the purposes they serve;

(B) analyze group dynamics and processes for participating effectively in groups;

(C) identify and analyze the roles of group members and their influence on group dynamics;

(D) demonstrate understanding of group roles and their impact on group effectiveness;

(E) use appropriate verbal, nonverbal, and listening skills to promote group effectiveness;

(F) identify and analyze leadership styles;

(G) use effective communication strategies in leadership roles;

(H) use effective communication strategies for solving problems, managing conflicts, and building consensus in groups; and

(I) analyze the participation and contributions of group members and evaluate group effectiveness.

(4) Presentations. The student makes and evaluates formal and informal professional presentations. The student is expected to:

(A) analyze the audience, occasion, and purpose when designing presentations;

(B) determine specific topics and purposes for presentations;

(C) research topics using primary and secondary sources, including electronic technology;

(D) use effective strategies to organize and outline presentations;

(E) use information effectively to support and clarify points in presentations;

(F) prepare scripts or notes for presentations;

(G) prepare and use visual or auditory aids, including technology, to enhance presentations;

(H) use appropriate techniques to manage communication apprehension, build self-confidence, and gain command of the information;

(I) use effective verbal and nonverbal strategies in presentations;

(J) make group presentations to inform, persuade, or motivate an audience;

(K) make individual presentations to inform, persuade, or motivate an audience;

(L) participate in question-and-answer sessions following presentations;

(M) apply critical-listening strategies to evaluate presentations; and

(N) evaluate effectiveness of his/her own presentation.

Source: The provisions of this §110.58 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.59. Oral Interpretation I, II, III (One to Three Credits).

(a) Introduction.

(1) Literature and its presentation are integral to understanding the cultural aspects of a society. Students in Oral Interpretation I, II, III will select, research, analyze, adapt, interpret, and perform literary texts as a communication art. Students focus on intellectual, emotional, sensory, and aesthetic levels of texts to attempt to capture the entirety of the author's work. Individual or group performances of literature will be presented and evaluated.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Oral Interpretation I, II, III, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) Definition and theory. The student recognizes oral interpretation as a communication art. The student is expected to:

(A) explain definitions and theories of oral interpretation as a communication art;

(B) analyze the role of the interpreter and the ethical responsibilities to the author, the literary text, and the audience; and

(C) develop and use a workable theory of interpretation as a basis for performance choices.

(2) Selection. The student selects literature for performance. The student is expected to:

(A) select literature appropriate for the reader, the audience, and the occasion;

(B) apply standards of literary merit when selecting literature for individual or group performance;

(C) choose literature that can be appropriately adapted; and

(D) select performance materials from a variety of literary genre.

(3) Research. The student uses relevant research to promote understanding of literary works. The student is expected to:

(A) read the text to grasp the author's meaning, theme, tone, and purpose; and

(B) research the author, author's works, literary criticism, allusions in the text, and definitions and pronunciations of words to enhance understanding and appreciation of the chosen text.

(4) Analysis. The student analyzes the chosen text to assess its implications for adaptation, interpretation, and performance. The student is expected to:

(A) identify and analyze the literary form or genre;

(B) identify and analyze structural elements in the chosen text;

(C) identify and analyze the narrative voice and/or other speakers such as personae in the literature;

(D) identify and analyze the time, place, and atmosphere;

(E) analyze the shifts or transitions in speaker, time, and place to determine who is speaking, to whom they are speaking, where they are speaking, when they are speaking, and for what reason they are speaking;

(F) analyze individual units such as paragraphs, verses, sentences, and lines for meaning and specificity;

(G) identify descriptive phrases, figures of speech, stylistic devices, and word choices to analyze the imagery in the text;

(H) trace the emotional progression of the text; and

(I) recognize literal and symbolic meanings, universal themes, or unique aspects of the text.

(5) Adaptation. The student adapts written text for individual or group performance based on appropriate research and analysis. The student is expected to:

(A) maintain ethical responsibility to author, text, and audience when adapting literature;

(B) apply appropriate criteria for lifting scenes and cutting literary selections;

(C) use effective strategies for planning and organizing programs focused on a specific theme, author, or central comment; and

(D) write appropriate introductions, transitions, and/or conclusions to supplement the text.

(6) Interpretation. The student applies research and analysis to make appropriate performance choices. The student is expected to:

(A) justify the use or nonuse of manuscript or other aids;

(B) justify strategies for the use of focus, gesture, and movement;

(C) justify the use of vocal strategies such as rate, pitch, inflection, volume, and pause;

(D) justify the use of dialect, pronunciation, enunciation, or articulation; and

(E) use research, analysis, personal experiences, and responses to the literature to justify performance choices.

(7) Rehearsal and performance. The student uses insights gained from research and analysis to rehearse and perform literature for a variety of audiences and occasions. The student is expected to:

(A) use effective rehearsal strategies to promote internalization and visualization of the text;

(B) use appropriate rehearsal strategies to develop confidence and enhance effective communication of the text to an audience in individual and group performance;

(C) participate in effective group decision-making processes to prepare and present group performances; and

(D) present individual and group performances.

(8) Evaluation. The student uses critical and appreciative listening to evaluate individual and group performances. The student is expected to:

(A) listen critically and appreciatively and respond appropriately to the performances of others;

(B) analyze and evaluate various performance styles;

(C) use a variety of techniques to evaluate and critique one's own and others' performances; and

(D) set goals for future performances based on evaluation.

Source: The provisions of this §110.59 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.60. Debate I, II, III (One to Three Credits).

(a) Introduction.

(1) Controversial issues arise in aspects of personal, social public, and professional life in modern society. Debate and argumentation are widely used to make decisions and reduce conflict. Students who develop skills in argumentation and debate become interested in current issues, develop sound critical thinking, and sharpen communication skills. They acquire life-long skills for intelligently approaching controversial issues.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Debate I, II, III, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) Role in society. The student examines the historical and contemporary contributions of debate in decision-making and democratic processes. The student is expected to:

(A) identify the historical and contemporary use of debate in social, political, and religious arenas;

(B) examine the role of the forensic progression of discussion, persuasion, and debate in dealing with controversial issues; and

(C) recognize the role of argumentation and debate as an effective means of analyzing issues, discovering truth, finding solutions to problems, and understanding opposing viewpoints.

(2) Analysis of issues. The student analyzes controversial issues. The student is expected to:

(A) use appropriate standards to analyze and interpret propositions of fact, value, problem, and policy;

(B) accurately phrase and define debatable propositions;

(C) analyze and evaluate propositions and related issues presented in academic and public settings; and

(D) recognize, analyze, and use various debate formats to support propositions.

(3) Propositions of value. The student develops and demonstrates skills for debating propositions of value. The student is expected to:

(A) explain the concept of a value as it applies to a debate;

(B) analyze the role of value assumptions in formulating and evaluating argument;

(C) analyze the works of classical and contemporary philosophers;

(D) apply various standards for evaluating propositions of value;

(E) apply value assumptions and/or classical and contemporary philosophies appropriately in formulating arguments;

(F) develop and use valid approaches to construct affirmative and negative cases;

(G) use valid proofs appropriately to support claims in propositions of value;

(H) construct briefs for value propositions; and

(I) apply voting criteria to value propositions.

(4) Propositions of policy. The student develops and demonstrates skills for debating propositions of policy. The student is expected to:

(A) evaluate implications of stock issues in affirmative and negative case construction and refutation;

(B) use and evaluate a variety of valid strategies to construct affirmative and negative cases;

(C) construct debate briefs for policy propositions; and

(D) analyze and adapt approaches to accommodate a variety of judging paradigms.

(5) Logic. The student applies critical thinking, logic, and reasoning in debate. The student is expected to:

(A) analyze and create arguments using various forms of logic such as inductive and deductive reasoning, syllogisms, traditional models of logic, and cause-effect;

(B) identify fallacies in reasoning and apply standards of validity and relevancy in analyzing and constructing argument; and

(C) analyze the role of value assumptions in personal, social, and political conflicts.

(6) Proof. The student utilizes research and proof in debate. The student is expected to:

(A) locate and use a variety of reliable technological and print sources;

(B) identify and apply standard tests of evidence for choosing appropriate logical proofs;

(C) demonstrate skill in recording and organizing information; and

(D) utilize ethical guidelines for debate research and use of evidence.

(7) Case construction. The student identifies and applies the basic concepts of debate case construction. The student is expected to:

(A) identify the roles and responsibilities of the affirmative and negative positions;

(B) explain and apply the distinctive approaches to prima facie case construction; and

(C) use a variety of approaches to construct logical affirmative and negative cases.

(8) Refutation. The student identifies and applies the basic concepts of argumentation and refutation. The student is expected to:

(A) listen critically to formulate responses;

(B) take accurate notes during argumentation such as flow a debate;

(C) analyze and apply a variety of approaches for refuting and defending arguments;

(D) recognize and use effective cross-examination strategies; and

(E) extend cross-examination responses into refutation.

(9) Delivery. The student uses effective communication skills in debating. The student is expected to:

(A) use precise language and effective verbal skills in argumentation and debate;

(B) use effective nonverbal communication in argumentation and debate;

(C) use effective critical-listening strategies in argumentation and debate;

(D) demonstrate ethical behavior and courtesy during debate; and

(E) develop extemporaneous speaking skills.

(10) Evaluation. The student evaluates and critiques debates. The student is expected to:

(A) use a knowledge of debate principles to develop and apply evaluation standards for various debate formats; and

(B) provide valid and constructive written and/or oral critiques of debates.

Source: The provisions of this §110.60 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.61. Independent Study in Speech (One-Half to One Credit).

(a) Introduction.

(1) Communication skills are important in all aspects of life. Students who have mastered concepts and developed skills in introductory courses should be provided with opportunities to extend their knowledge and expand their skills in more advanced study. Independent Study in Speech provides opportunities for advanced students to plan, organize, produce, perform, and evaluate a project that enables them to develop advanced skills in communication, critical thinking, and problem solving.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Independent Study in Speech, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) Propose. The student plans and designs an independent study project. The student is expected to:

(A) select a topic and define a purpose for an independent study project focused on a specific aspect of communication;

(B) review the research related to the topics identified;

(C) develop a formal proposal for the project; and

(D) plan the format and develop the timelines for production and presentation.

(2) Research. The student conducts research to support and develop the approved project. The student is expected to:

(A) locate and gather information from a variety of primary and secondary sources, including electronic technology;

(B) use systematic strategies to organize and record information; and

(C) analyze the research data and develop conclusions to provide a basis for the project.

(3) Produce. The student produces the final product for the project. The student is expected to:

(A) limit the chosen topic, purpose, and format for the presentation;

(B) develop systematic strategies to document the project;

(C) develop appropriate evaluation strategies for each aspect of the production and presentation of the project;

(D) organize and outline the text for the presentation;

(E) choose appropriate proofs, literary texts, and/or scenes to develop and support the text;

(F) produce a written text of superior quality; and

(G) review and revise plans, outlines, and scripts with the teacher.

(4) Rehearse and present. The student presents the final product. The student is expected to:

(A) use rehearsal strategies to gain command of the text and enhance the communication and staging of the presentation;

(B) demonstrate appropriate verbal and nonverbal communication skills to enhance and enliven the presentation;

(C) use appropriate visual and auditory aids to support, create interest, and/or add aesthetic appeal to the final presentation; and

(D) document the progress of the project and submit the final written text or script.

(5) Evaluate. The student and designated individuals evaluate the project. The student is expected to:

(A) use strategies to evaluate the project and the presentation; and

(B) analyze problems related to the project and assess implications for future projects.

Source: The provisions of this §110.61 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.62. Journalism (One-Half to One Credit).

(a) Introduction.

(1) Students enrolled in Journalism write in a variety of forms for a variety of audiences and purposes. High school students enrolled in this course are expected to plan, draft, and complete written compositions on a regular basis, carefully examining their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English. In Journalism, students are expected to write in a variety of forms and for a variety of audiences and purposes. Students will become analytical consumers of media and technology to enhance their communication skills. Published work of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Journalism will learn journalistic traditions, research self-selected topics, write journalistic texts, and learn the principles of publishing.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Journalism, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student demonstrates an understanding of media development, press law, and responsibility. The student is expected to:

(A) identify the history and development of American journalism through people and events;

(B) identify the foundations of press law, including copyright law, the fair use exemption, and the ownership of intellectual property;

(C) identify the foundations of journalistic ethics;

(D) distinguish between responsible and irresponsible media action; and

(E) understand the consequences of plagiarism.

(2) The student demonstrates an understanding of the different forms of media and the different types of journalistic writing. The student is expected to:

(A) distinguish the similarities and differences of print, broadcast, and online media; and

(B) distinguish the similarities and differences of news, feature, and opinion writing.

(3) The student reports and writes for a variety of audiences and purposes and researches self-selected topics to write journalistic texts. The student is expected to:

(A) demonstrate an understanding of the elements of news;

(B) select the most appropriate journalistic format to present content;

(C) locate information sources such as persons, databases, reports, and past interviews; gather background information; and research to prepare for an interview or investigate a topic;

(D) plan and write relevant questions for an interview or in-depth research;

(E) gather information through interviews (in person or telephone);

(F) evaluate and confirm the validity of background information from a variety of sources such as other qualified persons, books, and reports;

(G) write copy synthesizing direct and indirect quotes and other research;

(H) use journalistic style to write copy;

(I) revise and edit copy using appropriate copy editing symbols;

(J) rewrite copy;

(K) create different forms of journalistic writing such as reviews, ad copy, columns, news, features, and editorials to inform, entertain, and/or persuade;

(L) write captions; and

(M) demonstrate an understanding of the function of headlines through the writing of headlines.

(4) The student demonstrates understanding of the principles of publishing through design using available technologies. The student is expected to:

(A) identify the appropriate form of journalistic publication to present content such as newspapers, newsmagazines, online media, broadcasts, and newsletters;

(B) design elements into an acceptable presentation;

(C) use illustrations or photographs that have been cropped to communicate and emphasize a topic;

(D) use graphic devices such as lines, screens, and art to communicate and emphasize a topic; and

(E) prepare a layout for publication.

(5) The student demonstrates an understanding of the economics of publishing. The student is expected to:

(A) understand general salesmanship in selling professional or student-produced publications;

(B) differentiate between advertising appeals and propaganda;

(C) differentiate between the various types of advertising such as classified, display, public service, and online advertising; and

(D) design an advertisement for a particular audience.

Source: The provisions of this §110.62 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.63. Independent Study in Journalism (One-Half to One Credit).

(a) Introduction.

(1) Students enrolled in Independent Study in Journalism write in a variety of forms for a variety of audiences and purposes. High school students enrolled in this course are expected to plan, draft, and complete written communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the conventions and mechanics of written English. Students will become analytical consumers of media and technology to enhance their communication skills. Published work of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Independent Study in Journalism will refine and enhance their journalistic skills, research self-selected topics, plan, organize, and prepare a project(s).

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Independent Study in Journalism, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student refines and enhances journalistic skills. The student is expected to:

(A) formulate questions, refine topics, and clarify ideas;

(B) organize and support what is known and what needs to be learned about a topic;

(C) compile information from primary and secondary sources using available technology;

(D) organize information from multiple sources, including primary and secondary sources;

(E) link related information and ideas from a variety of sources;

(F) evaluate product based on journalistic standards;

(G) understand and apply press law and journalistic ethics, including copyright law, the fair use exemption, and the ownership of intellectual property; and

(H) understand the consequences of plagiarism.

(2) The student produces visual representations that communicate with others. The student is expected to:

(A) conduct a research project(s) with instructor guidance and produce an original work in print or another medium demonstrating advanced skill; and

(B) use a range of techniques in planning and creating projects.

Source: The provisions of this §110.63 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.64. Advanced Broadcast Journalism I, II, III (One-Half Credit to One Credit).

(a) Introduction.

(1) Students need to be critical viewers, consumers, and producers of media. The ability to access, analyze, evaluate, and produce communication in a variety of forms is an important part of language development. High school students enrolled in this course will apply and use their journalistic skills for a variety of purposes. Students will learn the laws and ethical considerations that affect broadcast journalism; learn the role and function of broadcast journalism; critique and analyze the significance of visual representations; and learn to produce by creating a broadcast journalism product.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Advanced Broadcast Journalism I, II, III, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to:

(A) identify the historical development of broadcasting from early radio to present-day formats, including radio, television, and online media;

(B) identify the function and role in society of broadcast media, including radio, television, and online broadcasts;

(C) understand and apply the laws affecting broadcast journalism, including copyright law, the fair use exemption, and the ownership of intellectual property;

(D) understand and apply ethical considerations affecting broadcast journalism;

(E) understand the consequences of plagiarism;

(F) explore the impact of broadcast formats on society;

(G) seek viewer opinions on the broadcast to determine its impact on future programming; and

(H) identify the strategies of broadcasting to reach certain audiences, including programming decisions.

(2) The student understands how broadcast productions are created and disseminated. The student is expected to:

(A) understand the role of various personnel, including producers, station managers, technical directors, camera operators, webmasters, and news anchors, in broadcast journalism;

(B) understand the economics of broadcasting such as advertising and public funds;

(C) consider finances in making decisions, including air time, length of program, and content;

(D) create and execute a financial plan for programming; and

(E) identify technical elements of broadcast production used to create and deliver broadcast programming such as school cable systems and live web streaming.

(3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to:

(A) determine which events and issues are newsworthy for an audience and write appropriate copy for the content;

(B) select the most appropriate journalistic format to present content such as school cable systems and websites;

(C) apply pre-production skills such as storyboarding, scriptwriting, and scheduling;

(D) apply skills in reporting and writing to produce programs required to meet entry-level professional expectations;

(E) create programs that involve skills such as camera angles and movements, audio, lighting, and incorporation of graphics;

(F) deliver content that addresses tone, facial expressions, appearance, emphasis on key ideas, fluency, and rate;

(G) deliver content that demonstrates the development of a professional identity in the community;

(H) apply post-production skills such as editing, voice-overs, and transitions;

(I) demonstrate knowledge of new and emerging technologies that may affect the field; and

(J) critique the broadcast to find its strengths and weaknesses to improve products based on those critiques.

(4) The student demonstrates leadership and teamwork abilities. The student is expected to:

(A) determine roles for which different team members will assume responsibility;

(B) work cooperatively and collaboratively through a variety of staff assignments;

(C) listen actively and critically and then respond appropriately to team members;

(D) develop a deadline schedule and a regular means of monitoring progress;

(E) submit work for editing and critiquing and make appropriate revisions; and

(F) edit and critique work of others.

Source: The provisions of this §110.64 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.65. Photojournalism (One-Half to One Credit).

(a) Introduction.

(1) Students enrolled in Photojournalism communicate in a variety of forms for a variety of audiences and purposes. High school students are expected to plan, interpret, and critique visual representation, carefully examining their product for publication. Students will become analytical consumers of media and technology to enhance their communication skills. High school students will study the laws and ethical considerations that impact photography. Published photos of professional photojournalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, and produce effective visual representations. Students enrolled in this course will refine and enhance their journalistic skills and plan, prepare, and produce photographs for a journalistic publication, whether print, digital, or online media.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Photojournalism, an elective course, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student interprets/critiques visual representations. The student is expected to:

(A) recognize the major events in the development of modern-day photography;

(B) recognize composition principles and their impact on photography;

(C) recognize and apply ethical and legal standards to all aspects of photojournalism, including copyright law, the fair use exemption, and the ownership of intellectual property;

(D) recognize the impact of electronic technology and future trends in digital imaging on the traditional field of photojournalism; and

(E) understand the consequences of plagiarism.

(2) The student produces visual representations that communicate with others. The student is expected to:

(A) identify the basic parts of a camera and their functions;

(B) manipulate shutter speed, ISO, and aperture/F-stop to produce different effects in photos;

(C) produce a properly exposed photo where the subject is sharply focused;

(D) produce photos that apply the composition principles;

(E) use lighting and be aware of its qualities such as direction, intensity, color, and the use of artificial light;

(F) stop action by determining appropriate shutter speed or use panning or hand holding with slower shutter speeds;

(G) evaluate technical qualities of photos;

(H) use appropriate equipment to download images and make prints or upload images; and

(I) improve photo quality by using appropriate technology.

(3) The student incorporates photographs into journalistic publications. The student is expected to:

(A) plan photo layouts;

(B) illustrate events with appropriate photos and captions;

(C) plan photographs in relation to assignments from an editor;

(D) create a system for organizing deadlines and camera equipment and for filing photos for publication;

(E) create and publish slideshow packages using available technology; and

(F) publish photos in both print and online formats.

Source: The provisions of this §110.65 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

§110.66. Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine (One-Half to One Credit).

(a) Introduction.

(1) Students enrolled in Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine communicate in a variety of forms such as print, digital, or online media for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written and/or visual communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the conventions and mechanics of written English. In Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine, students are expected to become analytical consumers of media and technology to enhance their communication skills. In addition, students will apply journalistic ethics and standards. Published works of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine will refine and enhance their journalistic skills, research self-selected topics, and plan, organize, and prepare a project(s) in one or more forms of media.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student understands individual and staff responsibilities of coverage appropriate for the publication's audience. The student is expected to:

(A) understand the role and responsibilities of each staff member and the purpose of the publication;

(B) use the skills necessary to plan and produce a publication;

(C) read both professional publications and other student-produced publications to generate story and design ideas for the local publication;

(D) conduct research using a variety of sources such as interviews with primary sources, databases, or published reports; and

(E) conceive coverage ideas for packaged presentations of material, including, but not limited to, copy, infographics, sidebars, photos, art, and multimedia components.

(2) The student understands media law and journalistic ethics and standards and the responsibility to cover subjects of interest and importance to the audience. The student is expected to:

(A) find a variety of credible sources to provide balanced coverage;

(B) compose the story accurately keeping his/her own opinion out of non-editorial coverage;

(C) provide editorial coverage to inform and encourage the reader to make intelligent decisions;

(D) critique the publication to find its strengths and weaknesses to improve products based on those critiques;

(E) seek non-staff opinion on the publication to determine its impact on future publications;

(F) understand the consequences of plagiarism; and

(G) understand and apply copyright law, the fair use exemption, and the ownership of intellectual property.

(3) The student understands all aspects of a publication and the means by which that publication is created. The student is expected to:

(A) identify elements used to create publications;

(B) create and execute a financial plan for supporting publications such as sales and advertising; and

(C) consider finances in making decisions, including number of pages and cost-incurring extras such as color, paper quality, and number of copies for print publications.

(4) The student produces publications. The student is expected to:

(A) determine which events and issues are newsworthy for the audience;

(B) select the most appropriate journalistic format to present content;

(C) apply skills in reporting and writing to produce publications;

(D) design pages for publications;

(E) plan and produce photographs for publications;

(F) incorporate graphics into publications;

(G) write and design headlines for publications;

(H) research and write captions for publications;

(I) produce publications using available technology; and

(J) evaluate stories and coverage for balance and readability.

(5) The student demonstrates leadership and teamwork abilities. The student is expected to:

(A) determine roles for which different team members will assume responsibility;

(B) work cooperatively and collaboratively through a variety of staff assignments;

(C) determine coverage and concepts for publications;

(D) develop a deadline schedule and a regular means of monitoring progress;

(E) listen actively and critically and then respond appropriately to team members;

(F) submit work for editing and critiquing and make appropriate revisions; and

(G) edit and critique work of others.

Source: The provisions of this §110.66 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

For additional information, email rules@tea.state.tx.us.

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Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading Subchapter C. High School Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, §§7.102(c)(4), 28.002, and 28.025, unless otherwise noted. §110.35. Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, High School, Adopted 2017.

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This book would be best for use at the high school level. It would go well in a social justice or activism unit and could be easily paired with several novels, including the curriculum staple To Kill A Mockingbird. It addresses issues students deal with daily and has strong characterization and allusions to pop culture. It would also work well in literature circles paired with other books like All American Boys or Dear Martin to talk about racial issues or social justice. It might do best in literature circles because it would give students/parents the right to choose the novel, since it does have several issues that might make some parents unhappy. It's a strong novel that students will actually want to read and connect with. It would certainly keep students engaged.

Potential Issues: While there is inappropriate language and depiction of the use of illicit substances, it is a realistic portrayal of what students are encountering in the real world. It also deals with a controversial/political issue - the issue of police violence against the African American community. However, this book also depicts other police officers as kind and as members of that community. The main character's uncle, who is prominently featured in the novel, is a police officer, as well.

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In addition to the summary above, this is a great book. The main character is a junior in high school who witnesses her childhood friend get shot by the police. It also involves a gang war and discusses the idea of speaking out and whether or not it is "snitching." The main character, Starr, is a normal teenager who has been put through a terrible ordeal and is struggling to find her voice and find what truly matters to her. It is told in first-person.
The book is intense and very realistic. The author truly understands teenagers and the community she writes about. I would definitely recommend it to both teachers and students.
You may need parental permission to read this due to violence, language and discussion of illegal substances.
Notable Quotes:
-"That's the problem. We let people say stuff, and they say it so much that it becomes okay to them and normal for us. What's the point of having a voice if you're gonna be silent in those moments you shouldn't be?"
-"'Brave doesn't mean you're not scared, Starr,' she says. 'It means that you go on even though you're scared.'"
-“At an early age I learned that people make mistakes, and you have to decide if their mistakes are bigger than your love for them.”

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Section II: Personal Response (As a Teacher)

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Section II: Personal Response (As a Teacher)

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When I first started reading this book, I knew what it was about and I knew that other teachers use it in classrooms based on some of the teacher groups I'm in on social media. After reading it, I understand why other teachers have been raving about it. It approaches a controversial subject with honesty. This book has an extremely real depiction of what some of our students go through - living two very different lives. While I've always known that we don't know what's going on at home/outside of school with our students, this book really brought that home for me. While teachers weren't really discussed in this novel, I couldn't help but think about how none of them had any idea what was going on with her. They didn't know anything about her complicated family/neighborhood life or what she had witnessed. It made me look at the students in my classroom and wonder what I don't know about them - what sort of trauma they might be going through even as they sit in my class. Since I teach in a small town, I do know a little more about them and what goes on outside of school, but I have likely barely grazed the surface even as I try to get to know them.
As a teacher, I also enjoyed the way this book might connect with novels I've taught in class. I can see it connecting with To Kill A Mockingbird (see my proposed activities and student interviews for more on that) as well as The Great Gatsby (a discussion of how the American Dream has changed and whether it is truly attainable for everyone). One moment that stood out was when Starr's private school friends were complaining about their luxurious vacations and she is horrified that they could complain about going to the Bahamas or Harry Potter World. As someone who grew up somewhat spoiled, I saw myself in the characters who were complaining and it made me cringe to remember myself that way.
Overall, I found this book to be eye-opening about issues and people I thought I already understood.

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This book focuses on Starr Carter, an African American teenager who attends a private high school with mostly white classmates. She lives in a mostly African American neighborhood about an hour's drive away from her school. She lives two very distinct lives: one at her school with her boyfriend and school friends, and one in her neighborhood with her other friends and family. While attending a party in her neighborhood, Starr runs into her childhood best friend, Khalil. When the party devolves into a gang war, Starr and Khalil leave the party in Khalil's car. They are pulled over (supposedly for a taillight being out) and Khalil, while trying to make sure she is okay, is shot by the police officer. At first, Starr does not want to tell anyone at school or anyone she knows that she was the witness to her friend's shooting, and only her family knows. Her father is an ex-gang member and her mother is a nurse. Her uncle is a police officer who knows the officer who shot Khalil. As details emerge and the DA gets involved, Starr realizes she can no longer hide what happened and her two lives collide.

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Willaim C. Morris Award

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Michael L. Printz Honor Book

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Boston Globe-Horn Book Award

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National Book Award Longlist

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Coretta Scott King Honor (Author)

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Thomas, A. (2017). The Hate U Give. New York, NY: Balzer & Bray.

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Title Page: Observation of Books in the Classroom

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Title Page: Observation of Books in the Classroom

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At Eldorado High School, both myself and the teacher in the room next to me (who was also the high school librarian) kept independent reading libraries in our classrooms. I used Booksource Classroom Library to track books and check out books. It helped me get insight into my student's reading habits. Between 50-100 books were checked out at any given time. I could tell the genres my students preferred and it made it easier for me to recommend books to them. Even after students were no longer in my class, they would often come in and check out books. It fostered a culture of reading in my classroom that I found to be very helpful and engaging. To make it easier/better, I would like to begin labeling books by genre with color-coded stickers next year.

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In my high school classroom in Eldorado, I had over 400 young adult novels in my independent reading library. I will probably have to filter out a few over the summer as I prepare to move into my new 7th grade classroom. I also had a subscription to Nation Geographic.

The YA novels in my independent reading library were used all year long. Students were required to complete an independent reading project on a different novel every six weeks. Attached is the breakdown of how I did the assignment. The book report form and vocabulary page are not attached.

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2015-2019: High School English Teacher, Snyder High School (2015), Ozona High School (2016), Eldorado High School (2017-2019)
2019-2020: 7th Grade ELAR at Lee Middle School (San Angelo ISD)