VERTICAL TEAM
THIS SITE CONTAINS THE STATE STANDARDS
AND THE NUTS AND BOLTS OF OUR VERTICAL TEAM
|
VERTICAL TEAM
THIS SITE CONTAINS THE STATE STANDARDS AND THE NUTS AND BOLTS OF OUR VERTICAL TEAM |
Please CUT AND PASTE only what you need on to a word document;
otherwise, you will end up printing this whole page.
ENGLISH LANGUAGE ARTS STANDARDS FOR FRESHMEN AND SOPHOMORES
ILLINOIS STATE PERFORMANCE DESCRIPTORS FOR GRADES 8, 9 and 10
ENGLISH LANGUAGE ARTS STANDARDS FOR JUNIORS AND SENIORS
ILLINOIS STATE PERFORMANCE DESCRIPTORS FOR GRADES 11 and 12
EPAS ENGLISH STANDARDS FOR TRANSITION
TITLES FROM FREE RESPONSE QUESTIONS ON THE AP ENGLISH AND COMPOSITION EXAM
ENGLISH LANGUAGE ARTS STANDARDS FOR FRESHMEN AND SOPHOMORES
STATE GOAL 1: Read with understanding and fluency.
Why This Goal Is Important:
Reading is essential. It is the process by which people gain information and ideas from books, newspapers, manuals, letters, contracts, advertisements and a host of other materials. Using strategies for constructing meaning before, during and after reading will help students connect what they read now with what they have learned in the past. Students who read well and widely build a strong foundation for learning in all areas of life
1.A.4a Expand knowledge of word origins and derivations and use idioms, analogies, metaphors and similes to extend vocabulary development.
1.A.4b Compare the meaning of words and phrases and use analogies to explain the relationships among them.
1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources.
1.B.4b Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect.
1.B.4c Read age-appropriate material with fluency and accuracy.
1.C.4a Use questions and predictions to guide reading.
1.C.4b Explain and justify an interpretation of a text.
1.C.4c Interpret, evaluate and apply information from a variety of sources to other situations (e.g., academic, vocational, technical, personal).
1.C.4d Summarize and make generalizations from content and relate them to the purpose of the material.
1.C.4e Analyze how authors and illustrators use text and art to express and emphasize their ideas (e.g., imagery, multiple points of view).
1.C.4f Interpret tables, graphs and maps in conjunction with related text.
STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas.
Why This Goal Is Important:
Literature transmits ideas, reflects societies and eras and expresses the human imagination. It brings understanding, enrichment and joy. Appreciating literature and recognizing its many forms enable students to learn and respond to ideas, issues, perspectives and actions of others. Literature study includes understanding the structure and intent of a short poem or a long, complex book. By exploring the techniques that authors use to convey messages and evoke responses, students connect literature to their own lives and daily experiences.
2.A.4a Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and contemporary literature representing a variety of forms and media.
2.A.4b Explain relationships between and among literary elements including character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of the literary piece.
2.A.4c Describe relationships between the author's style, literary form (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, essays) and intended effect on the reader.
2.A.4d Describe the influence of the author's language structure and word choice to convey the author's viewpoint.
2.B.4a Critique ideas and impressions generated by oral, visual, written and electronic materials.
2.B.4b Analyze form, content, purpose and major themes of American literature and literature of other countries in their historical perspectives.
2.B.4c Discuss and evaluate motive, resulting behavior and consequences demonstrated in literature.
STATE GOAL 3: Write to communicate for a variety of purposes.
Why This Goal Is Important:
The ability to write clearly is essential to any person's effective communications. Students with high-level writing skills can produce documents that show planning and organization and can effectively convey the intended message and meaning. Clear writing is critical to employment and production in today's world. Individuals must be capable of writing for a variety of audiences in differing styles, including standard rhetoric themes, business letters and reports, financial proposals, and technical and professional communications. Students should be able to use word processors and computers to enhance their writing proficiency and improve their career opportunities.
3.A.4 Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.
3.B.4a Produce documents that exhibit a range of writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall coherence.
3.B.4b Produce, edit, revise and format work for submission and/or publication (e.g., manuscript form, appropriate citation of sources) using contemporary technology.
3.B.4c Evaluate written work for its effectiveness and make recommendations for its improvement.
3.C.4a Write for real or potentially real situations in academic, professional and civic contexts (e.g., college applications, job applications, business letters, petitions).
3.C.4b Using available technology, produce compositions and multimedia works for specified audiences.
STATE GOAL 4: Listen and speak effectively in a variety of situations.
Why This Goal Is Important:
Of all the language arts, listening and speaking are those most often used on a daily basis at home, school and work or in the community. Skill in speaking is universally recognized as a primary indicator of a person's knowledge, skill and credibility. In person, by phone or through video, good listening and speaking skills are essential to sending, receiving and understanding messages. To understand messages spoken by others, students must be able to listen carefully, using specific techniques to clarify what they have heard. For speaking properly and making messages understood, grammar, sentence structure, tone, expression and emphasis must be part of students' repertoires.
4.A.4a Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).
4.A.4b Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).
4.A.4c Follow complex oral instructions.
4.A.4d Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive).
4.B.4a Deliver planned informative and persuasive oral presentations using visual aids and contemporary technology as individuals and members of a group; demonstrate organization, clarity, vocabulary, credible and accurate supporting evidence.
4.B.4b Use group discussion skills to assume leadership and participant roles within an assigned project or to reach a group goal.
4.B.4c Use strategies to manage or overcome communication anxiety and apprehension (e.g., developed outlines, notecards, practice).
4.B.4d Use verbal and nonverbal strategies to maintain communication and to resolve individual and group conflict.
STATE GOAL 5: Use the language arts to acquire, assess and communicate information
Why This Goal Is Important:
To be successful in school and in the world of work, students must be able to use a wide variety of information resources (written, visual and electronic). They must also know how to frame questions for inquiry, identify and organize relevant information and communicate it effectively in a variety of formats. These skills are critical in school across all learning areas and are key to successful career and lifelong learning experiences.
5.A.4a Demonstrate a knowledge of strategies needed to prepare a credible research report (e.g., notes, planning sheets).
5.A.4b Design and present a project (e.g., research report, scientific study, career/higher education opportunities) using various formats from multiple sources.
5.B.4a Choose and evaluate primary and secondary sources (print and nonprint) for a variety of purposes.
5.B.4b Use multiple sources and multiple formats; cite according to standard style manuals.
5.C.4a Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals, research summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation to an audience.
5.C.4b Produce oral presentations and written documents using supportive research and incorporating contemporary technology.
5.C.4c Prepare for and participate in formal debates.
1A - Students who meet the standard can apply word analysis and vocabulary skills to comprehend selections.
1B - Students who meet the standard can apply reading strategies to improve understanding and fluency.
1C - Students who meet the standard can comprehend a broad range of reading materials.
2A - Students who meet the standard can understand how literary elements and techniques are used to convey meaning.
2B - Students who meet the standard can read and interpret a variety of literary works.
3A - Students who meet the standard can use correct grammar, spelling, punctuation, capitalization and structure.
3B - Students who meet the standard can compose well-organized and coherent writing for specific purposes and audiences.
3C - Students who meet the standard can communicate ideas in writing to accomplish a variety of purposes.
4A - Students who meet the standard can listen effectively in formal and informal situations.
4B - Students who meet the standard can speak effectively using language appropriate to the situation and audience.
5A - Students who meet the standard can locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas.
5B - Students who meet the standard can analyze and evaluate information acquired from various sources.
5C - Students who meet the standard can apply acquired information, concepts and ideas to communicate in a variety of formats.
ENGLISH LANGUAGE ARTS STANDARDS FOR JUNIORS AND SENIORS
STATE GOAL 1: Read with understanding and fluency.
Why This Goal Is Important:
Reading is essential. It is the process by which people gain information and ideas from books, newspapers, manuals, letters, contracts, advertisements and a host of other materials. Using strategies for constructing meaning before, during and after reading will help students connect what they read now with what they have learned in the past. Students who read well and widely build a strong foundation for learning in all areas of life
1.A.5a Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of practical settings.
1.A.5b Analyze the meaning of abstract concepts and the effects of particular word and phrase choices.
1.B.5a Relate reading to prior knowledge and experience and make connections to related information.
1.B.5b Analyze the defining characteristics and structures of a variety of complex literary genres and describe how genre affects the meaning and function of the texts.
1.B.5c Evaluate a variety of compositions for purpose, structure, content and details for use in school or at work.
1.B.5d Read age-appropriate material with fluency and accuracy.
1.C.5a Use questions and predictions to guide reading across complex materials.
1.C.5b Analyze and defend an interpretation of text.
1.C.5c Critically evaluate information from multiple sources.
1.C.5d Summarize and make generalizations from content and relate them to the purpose of the material.
1.C.5e Evaluate how authors and illustrators use text and art across materials to express their ideas (e.g., complex dialogue, persuasive techniques).
1.C.5f Use tables, graphs and maps to challenge arguments, defend conclusions and persuade others.
STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas.
Why This Goal Is Important:
Literature transmits ideas, reflects societies and eras and expresses the human imagination. It brings understanding, enrichment and joy. Appreciating literature and recognizing its many forms enable students to learn and respond to ideas, issues, perspectives and actions of others. Literature study includes understanding the structure and intent of a short poem or a long, complex book. By exploring the techniques that authors use to convey messages and evoke responses, students connect literature to their own lives and daily experiences.
2.A.5a Compare and evaluate oral, written or viewed works from various eras and traditions and analyze complex literary devices (e.g., structures, images, forms, foreshadowing, flashbacks, stream of consciousness).
2.A.5b Evaluate relationships between and among character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of a literary piece.
2.A.5c Analyze the development of form (e.g., short stories, essays, speeches, poetry, plays, novels) and purpose in American literature and literature of other countries.
2.A.5d Evaluate the influence of historical context on form, style and point of view for a variety of literary works.
2.B.5a Analyze and express an interpretation of a literary work.
2.B.5b Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives.
STATE GOAL 3: Write to communicate for a variety of purposes.
Why This Goal Is Important:
The ability to write clearly is essential to any person's effective communications. Students with high-level writing skills can produce documents that show planning and organization and can effectively convey the intended message and meaning. Clear writing is critical to employment and production in today's world. Individuals must be capable of writing for a variety of audiences in differing styles, including standard rhetoric themes, business letters and reports, financial proposals, and technical and professional communications. Students should be able to use word processors and computers to enhance their writing proficiency and improve their career opportunities.
3.A.5 Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences
3.B.5 Using contemporary technology, produce documents of publication quality for specific purposes and audiences; exhibit clarity of focus, logic of organization, appropriate elaboration and support and overall coherence.
3.C.5a Communicate information and ideas in narrative, informative and persuasive writing with clarity and effectiveness in a variety of written forms using appropriate traditional and/or electronic formats; adapt content, vocabulary, voice and tone to the audience, purpose and situation.
3.C.5b Write for real or potentially real situations in academic, professional and civic contexts (e.g., applications, job applications, business letters, resume, petitions).
STATE GOAL 4: Listen and speak effectively in a variety of situations.
Why This Goal Is Important:
Of all the language arts, listening and speaking are those most often used on a daily basis at home, school and work or in the community. Skill in speaking is universally recognized as a primary indicator of a person's knowledge, skill and credibility. In person, by phone or through video, good listening and speaking skills are essential to sending, receiving and understanding messages. To understand messages spoken by others, students must be able to listen carefully, using specific techniques to clarify what they have heard. For speaking properly and making messages understood, grammar, sentence structure, tone, expression and emphasis must be part of students' repertoires.
4.A.5a Use criteria to evaluate a variety of speakers' verbal and nonverbal messages.
4.A.5b Use techniques for analysis, synthesis, and evaluation of oral messages.
4.B.5a Deliver planned and impromptu oral presentations, as individuals and members of a group, conveying results of research, projects or literature studies to a variety of audiences (e.g., peers, community, business/industry, local organizations) using appropriate visual aids and available technology.
4.B.5b Use speaking skills to participate in and lead group discussions; analyze the effectiveness of the spoken interactions based upon the ability of the group to achieve its goals.
4.B.5c Implement learned strategies to self-monitor communication anxiety and apprehension (e.g., relaxation and transference techniques, scripting, extemporaneous outlining, repetitive practice).
4.B.5d Use verbal and nonverbal strategies to maintain communication and to resolve individual, group and workplace conflict (e.g., mediation skills, formal and informal bargaining skills).
STATE GOAL 5: Use the language arts to acquire, assess and communicate information
Why This Goal Is Important:
To be successful in school and in the world of work, students must be able to use a wide variety of information resources (written, visual and electronic). They must also know how to frame questions for inquiry, identify and organize relevant information and communicate it effectively in a variety of formats. These skills are critical in school across all learning areas and are key to successful career and lifelong learning experiences.
5.A.5a Develop a research plan using multiple forms of data.
5.A.5b Research, design and present a project to an academic, business or school community audience on a topic selected from among contemporary issues
5.B.5a Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms.
5.B.5b Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience.
5.C.5a Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats.
5.C.5b Support and defend a thesis statement using various references including media and electronic resources.
ILLINOIS STATE PERFORMANCE DESCRIPTORS FOR GRADES 11 and 12
Stage J - English Language Arts GRADE 11 and 12
1A - Students who meet the standard can apply word analysis and vocabulary skills to comprehend selections.
1B - Students who meet the standard can apply reading strategies to improve understanding and fluency.
1C - Students who meet the standard can comprehend a broad range of reading materials.
2A - Students who meet the standard can understand how literary elements and techniques are used to convey meaning.
2B - Students who meet the standard can read and interpret a variety of literary works.
3A - Students who meet the standard can use correct grammar, spelling, punctuation, capitalization and structure.
3B - Students who meet the standard can compose well-organized and coherent writing for specific purposes and audiences.
3C - Students who meet the standard can communicate ideas in writing to accomplish a variety of purposes.
4A - Students who meet the standard can listen effectively in formal and informal situations.
4B - Students who meet the standard can speak effectively using language appropriate to the situation and audience.
5A - Students who meet the standard can locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas.
5B - Students who meet the standard can analyze and evaluate information acquired from various sources.
5C - Students who meet the standard can apply acquired information, concepts and ideas to communicate in a variety of formats.
Critique an individual or group project (e.g., written, oral, video, multimedia).
EPAS ENGLISH STANDARDS FOR TRANSITION
|
1. Topic Development in Terms of Purpose and Focus |
2. Organization, Unity, and Coherence |
3. Word Choice in Terms of Style, Tone, Clarity, and Economy |
|
A |
A ° Recognize blatantly illogical conjunctive adverbs |
A ° Revise sentences to correct awkward and confusing arrangements of sentence elements ° Revise ambiguous pronouns that create obvious sense problems (e.g., meaning or logic) |
|
B ° Identify the basic purpose or role of a specified phrase or sentence ° Delete obviously irrelevant material from an essay |
B ° Select the most logical place to add a sentence in a paragraph |
B ° Delete obviously synonymous and wordy material in a sentence ° Revise expressions that violate the essay’s tone ° Revise phrases to provide the most specific detail |
|
C ° Identify the main theme or topic of a straightforward piece of writing ° Determine relevancy when presented with a variety of sentence-level details |
C ° Use a conjunctive adverb or phrase to express a straightforward logical relationship, such as chronology ° Decide the most logical place to add a sentence in an essay ° Add a sentence that introduces a simple paragraph |
C ° Delete redundant material when information is repeated in different parts of speech (e.g., “alarmingly startled”) ° Use the word or phrase most consistent with the style and tone of a fairly straightforward essay ° Determine the clearest and most logical conjunction to link clauses |
|
D ° Identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens that focus or to determine if an essay has met a specified goal ° Delete material primarily because it disturbs the flow and development of the paragraph ° Add a sentence to introduce or summarize the essay and to accomplish a fairly straightforward purpose such as illustrating a given statement |
D ° Use conjunctive adverbs or phrases to create subtle logical connections between sentences, such as cause-effect ° Rearrange the sentences in a fairly uncomplicated paragraph for the sake of logic ° Provide a transition between paragraphs when the essay is fairly straightforward |
D ° Revise a phrase that is redundant in terms of the meaning and logic of the entire sentence ° Identify and correct vague pronoun references ° Use the word or phrase most appropriate in terms of the content of the sentence and tone of the essay |
|
E ° Identify both the focus and purpose of a fairly involved essay, applying that knowledge to determine the rhetorical effect of a new or existing sentence, or the need to add supporting detail or delete plausible but irrelevant material ° Add a sentence to accomplish a subtle purpose such as emphasis and to express meaning through connotation |
E ° Make sophisticated distinctions concerning the logical use of conjunctive adverbs or phrases, particularly when signaling a shift between paragraphs ° Rearrange sentences to improve the logic and coherence of a complex paragraph ° Add a sentence to introduce or conclude a fairly complex paragraph |
E ° Correct redundant material that involves sophisticated vocabulary and sounds acceptable as conversational English (e.g., “an aesthetic viewpoint” versus “the outlook of an aesthetic viewpoint”) ° Correct vague and wordy or clumsy and confusing writing containing sophisticated language |
|
F ° Determine whether a complex essay has accomplished a specific purpose ° Add a phrase or sentence to accomplish a complex purpose, often expressed in terms of the main focus of the essay |
F ° Consider the need for introductory sentences or transitions, basing decisions on a thorough understanding of both the logic and rhetorical effect of the paragraph and essay |
F ° Delete redundant material that involves subtle concepts or that is redundant in terms of the paragraph as a whole |
|
4. Sentence Structure and Formation |
5. Conventions of Usage |
6. Conventions of Punctuation |
|
A ° Use conjunctions or punctuation to join simple clauses ° Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences |
A ° Solve such basic usage problems as whether to use a comparative or a superlative adjective and which word to use in such pairs as past or passed |
A ° Delete commas that create basic sense problems (e.g., between two parts of a compound noun, between verb and direct object) |
|
B ° Use punctuation or conjunctions to coordinate uncomplicated sentences and to avoid awkward-sounding fused sentences or sentence fragments ° Correct glaringly inappropriate shifts in verb tense or voice |
B ° Solve such basic grammatical problems as whether to use an adverb or an adjective form, how to form comparative and superlative adjectives, how to ensure straightforward subject-verb and pronoun-antecedent agreement, and when to use the contraction it’s |
B ° Provide appropriate punctuation in straightforward situations (e.g., items in a series) ° Delete commas that disturb the sentence flow (e.g., between modifier and modified element) |
|
C ° Recognize and correct marked disturbances of sentence flow and structure (e.g., participial phrase fragments, missing relative pronouns, dangling or misplaced modifiers) |
C ° Identify the past and past participle forms of irregular but commonly used verbs and identify when prepositions are idiomatically appropriate to their context ° Ensure that a verb agrees with its subject when there is some text between the two |
C ° Use commas to set off simple parenthetical phrases ° Delete unnecessary commas when an incorrect reading of the sentence suggests a pause that should be punctuated (e.g., between verb and direct object clause) |
|
D ° Revise to avoid faulty placement of phrases and faulty coordination and subordination of clauses in sentences with subtle structural problems ° Maintain consistent verb tense and pronoun person on the basis of the preceding clause or sentence |
D ° Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences ° Identify the correct past and past participle forms of irregular and infrequently used verbs and form present-perfect verbs by using have rather than of |
D ° Use punctuation to set off complex parenthetical phrases ° Recognize and delete unnecessary commas based on a careful reading of the entire sentence (e.g., between the elements of a compound subject or a compound verb) ° Use apostrophes to indicate simple possessive nouns ° Recognize inappropriate uses of colons and semicolons |
|
E ° Use sentence-combining techniques, effectively avoiding problematic comma splices, run-on sentences, and sentence fragments, especially in sentences containing compound subjects or verbs ° Maintain a consistent and logical use of verb tense and pronoun person on the basis of information in the paragraph or essay as a whole |
E ° Correctly use reflexive pronouns, the possessive pronouns its and your, and the relative pronoun who rather than whom ° Ensure that a verb agrees with its subject in unusual situations (e.g., when the subject-verb order is inverted or when the subject is an indefinite pronoun) |
° Use commas to set off a nonessential/nonrestrictive appositive or clause ° Deal with multiple punctuation problems (e.g., compound sentences containing unnecessary commas and phrases that may or may not be parenthetical) ° Use an apostrophe to show possession, especially with irregular plural nouns ° Use a semicolon to indicate a relationship between closely related independent clauses |
|
F ° Work comfortably with long sentences and complex clausal relationships within sentences, avoiding weak conjunctions between independent clauses and maintaining parallel structure between clauses |
F ° Provide idiomatically and contextually appropriate prepositions following verbs in situations involving sophisticated language or ideas ° Ensure that a verb agrees with its subject when a phrase or clause between the two suggests a different number for the verb |
F ° Use a colon to introduce an example or an elaboration |
View or print the set of English Standards on two 8-1/2 x 11 pages (PDF).
|
|
Score Range |
Score Range |
Score Range |
Score Range |
Score Range |
Score Range |
|
Topic |
|
Identify the basic purpose or role of a specified phrase or sentence Delete a clause or sentence because it is obviously irrelevant to the essay |
Identify the central idea or main topic of a straightforward piece of writing Determine relevancy when presented with a variety of sentence-level details |
Identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens that focus or to determine if an essay has met a specified goal Delete material primarily because it disturbs the flow and development of the paragraph Add a sentence to accomplish a fairly straightforward purpose such as illustrating a given statement |
Apply an awareness of the focus and purpose of a fairly involved essay to determine the rhetorical effect and suitability of an existing phrase or sentence, or to determine the need to delete plausible but irrelevant material Add a sentence to accomplish a subtle rhetorical purpose such as to emphasize, to add supporting detail, or to express meaning through connotation |
Determine whether a complex essay has accomplished a specific purpose Add a phrase or sentence to accomplish a complex purpose, often expressed in terms of the main focus of the essay |
|
Organization, |
Use conjunctive adverbs or phrases to show time relationships in simple narrative essays (e.g., then, this time) |
Select the most logical place to add a sentence in a paragraph |
Use conjunctive adverbs or phrases to express straightforward logical relationships (e.g., first, afterward, in response) Decide the most logical place to add a sentence in an essay Add a sentence that introduces a simple paragraph |
Determine the need for conjunctive adverbs or phrases to create subtle logical connections between sentences (e.g., therefore, however, in addition) Rearrange the sentences in a fairly uncomplicated paragraph for the sake of logic Add a sentence to introduce or conclude the essay or to provide a transition between paragraphs when the essay is fairly straightforward |
Make sophisticated distinctions concerning the logical use of conjunctive adverbs or phrases, particularly when signaling a shift between paragraphs Rearrange sentences to improve the logic and coherence of a complex paragraph Add a sentence to introduce or conclude a fairly complex paragraph |
Consider the need for introductory sentences or transitions, basing decisions on a thorough understanding of both the logic and rhetorical effect of the paragraph and essay |
|
|
Score Range |
Score Range |
Score Range |
Score Range |
Score Range |
Score Range |
|
Word Choice |
Revise sentences to correct awkward and confusing arrangements of sentence elements Revise vague nouns and pronouns that create obvious logic problems |
Delete obviously synonymous and wordy material in a sentence Revise expressions that deviate from the style of an essay |
Delete redundant material when information is repeated in different parts of speech (e.g., "alarmingly startled") Use the word or phrase most consistent with the style and tone of a fairly straightforward essay Determine the clearest and most logical conjunction to link clauses |
Revise a phrase that is redundant in terms of the meaning and logic of the entire sentence Identify and correct ambiguous pronoun references Use the word or phrase most appropriate in terms of the content of the sentence and tone of the essay |
Correct redundant material that involves sophisticated vocabulary and sounds acceptable as conversational English (e.g., "an aesthetic viewpoint" versus "the outlook of an aesthetic viewpoint") Correct vague and wordy or clumsy and confusing writing containing sophisticated language |
Delete redundant material that involves subtle concepts or that is redundant in terms of the paragraph as a whole |
|
Sentence Structure and Formation |
Use conjunctions or punctuation to join simple clauses Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences |
Determine the need for punctuation and conjunctions to avoid awkward-sounding sentence fragments and fused sentences Decide the appropriate verb tense and voice by considering the meaning of the entire sentence |
Recognize and correct marked disturbances of sentence flow and structure (e.g., participial phrase fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers) |
Revise to avoid faulty placement of phrases and faulty coordination and subordination of clauses in sentences with subtle structural problems Maintain consistent verb tense and pronoun person on the basis of the preceding clause or sentence |
Use sentence-combining techniques, effectively avoiding problematic comma splices, run-on sentences, and sentence fragments, especially in sentences containing compound subjects or verbs Maintain a consistent and logical use of verb tense and pronoun person on the basis of information in the paragraph or essay as a whole |
Work comfortably with long sentences and complex clausal relationships within sentences, avoiding weak conjunctions between independent clauses and maintaining parallel structure between clauses |
|
|
Score Range |
Score Range |
Score Range |
Score Range |
Score Range |
Score Range |
|
Conventions |
Solve such basic grammatical problems as how to form the past and past participle of irregular but commonly used verbs and how to form comparative and superlative adjectives |
Solve such grammatical problems as whether to use an adverb or adjective form, how to ensure straightforward subject-verb and pronoun-antecedent agreement, and which preposition to use in simple contexts Recognize and use the appropriate word in frequently confused pairs such as there and their, past and passed, and led and lead |
Use idiomatically appropriate prepositions, especially in combination with verbs (e.g., long for, appeal to) Ensure that a verb agrees with its subject when there is some text between the two |
Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences Identify the correct past and past participle forms of irregular and infrequently used verbs and form present-perfect verbs by using have rather than of |
Correctly use reflexive pronouns, the possessive pronouns its and your, and the relative pronouns who and whom Ensure that a verb agrees with its subject in unusual situations (e.g., when the subject-verb order is inverted or when the subject is an indefinite pronoun) |
Provide idiomatically and contextually appropriate prepositions following verbs in situations involving sophisticated language or ideas Ensure that a verb agrees with its subject when a phrase or clause between the two suggests a different number for the verb |
|
Conventions |
Delete commas that create basic sense problems (e.g., between verb and direct object) |
Provide appropriate punctuation in straightforward situations (e.g., items in a series) Delete commas that disturb the sentence flow (e.g., between modifier and modified element) |
Use commas to set off simple parenthetical phrases Delete unnecessary commas when an incorrect reading of the sentence suggests a pause that should be punctuated (e.g., between verb and direct object clause) |
Use punctuation to set off complex parenthetical phrases Recognize and delete unnecessary commas based on a careful reading of a complicated sentence (e.g., between the elements of a compound subject or compound verb joined by and) Use apostrophes to indicate simple possessive nouns Recognize inappropriate uses of colons and semicolons |
Use commas to set off a nonessential/ nonrestrictive appositive or clause Deal with multiple punctuation problems (e.g., compound sentences containing unnecessary commas and phrases that may or may not be parenthetical) Use an apostrophe to show possession, especially with irregular plural nouns Use a semicolon to indicate a relationship between closely related independent clauses |
Use a colon to introduce an example or an elaboration |
|
Ideas for Progress |
Ideas for Progress |
Ideas for Progress |
Ideas for Progress |
Ideas for Progress |
Ideas for Progress |
|
TITLES FROM FREE RESPONSE QUESTIONS ON THE AP ENGLISH AND COMPOSITION EXAM
| Titles from Free Response Questions*
A B C D E F G H I J K L M N O P R S T U V W Z |
Most Frequently Cited 1970-2004 18 Invisible Man by Ralph Ellison
|