Indiana State Standards for Language Arts: Grade 11

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students apply their knowledge of word origins (words from other languages, history or literature, and other fields) to determine the meaning of new words encountered in reading and use those words accurately.

11.1.1. Vocabulary and Concept Development: Understand unfamiliar words that refer to characters or themes in literature or history.

11.1.2. Vocabulary and Concept Development: Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas.

11.1.3. Vocabulary and Concept Development: Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

11.2.1. Structural Features of Informational and Technical Materials: Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices.

11.2.2. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.

11.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Verify and clarify facts presented in several types of expository texts by using a variety of consumer, workplace, and public documents.

11.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Make reasonable assertions about an author's arguments by using elements of the text to defend and clarify interpretations.

11.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Analyze an author's implicit and explicit assumptions and beliefs about a subject.

11.2.6. Expository (Informational) Critique: Critique the power, validity, and truthfulness of arguments set forth in public documents, speeches, or essays; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims.

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to grade-level-appropriate historically or culturally significant works of literature.

11.3.1. Structural Features of Literature: Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.

11.3.2. Analysis of Grade-Level-Appropriate Literary Text: Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

11.3.3. Analysis of Grade-Level-Appropriate Literary Text: Analyze the ways in which irony, tone, mood, the author's style, and the 'sound' of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.

11.3.4. Analysis of Grade-Level-Appropriate Literary Text: Analyze ways in which poetry or prose uses imagery, personification, figures of speech, and sounds to evoke readers' emotions.

11.3.5. Analysis of Grade-Level-Appropriate Literary Text: Analyze or evaluate works of literary or cultural significance in history (American, English, or world) that: reflect a variety of genres in each of the respective historical periods; were written by important authors in the respective major historical periods; reveal contrasts in major themes, styles, and trends; reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time.

11.3.6. Analysis of Grade-Level-Appropriate Literary Text: Analyze the way in which authors have used archetypes (original models or patterns, such as best friend, champion, crusader, free spirit, nurturer, outcast, tyrant, and others) drawn from myth and tradition in literature, film, political speeches, and religious writings.

11.3.7. Literary Criticism: Analyze the clarity and consistency of political assumptions (statements that take for granted something is true), beliefs, or intentions in a selection of literary works or essays on a topic.

11.3.8. Literary Criticism: Analyze the philosophical arguments presented in literary works to determine whether the authors' positions have contributed to the quality of each work and the credibility of the characters.

IN.4. Writing: Processes and Features: Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students' progression through the stages of the writing process (prewriting, writing, editing, and revising).

11.4.1. Organization and Focus: Discuss ideas for writing with classmates, teachers, and other writers.

11.4.2. Organization and Focus: Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments.

11.4.3. Organization and Focus: Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes.

11.4.4. Organization and Focus: Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.

11.4.5. Organization and Focus: Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action.

11.4.6. Organization and Focus: Use language in creative and vivid ways to establish a specific tone.

11.4.7. Research Process and Technology: Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources.

11.4.8. Research Process and Technology: Use systematic strategies to organize and record information, such as anecdotal scripting or annotated bibliographies.

11.4.9. Research Process and Technology: Use a computer to integrate databases, pictures and graphics, and spreadsheets into word-processed documents.

11.4.13. Research Process and Technology: Integrate quotations and citations into a written text while maintaining the flow of ideas.

11.4.10. Evaluation and Revision: Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.

11.4.11. Evaluation and Revision: Edit and proofread one's own writing, as well as that of others, using an editing checklist.

11.4.12. Evaluation and Revision: Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 11 continue to combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,200 to 1,500 words or more). Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and resumes.

11.5.1. Writing Processes and Features: Write fictional, autobiographical, or biographical narratives that: narrate a sequence of events and communicate their significance to the audience; locate scenes and incidents in specific places; describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character's feelings; pace the presentation of actions to accommodate changes in time and mood.

11.5.2. Writing Processes and Features: Write responses to literature that: demonstrate a comprehensive understanding of the significant ideas in works or passages; analyze the use of imagery, language, universal themes, and unique aspects of the text; support statements with evidence from the text; demonstrate an understanding of the author's style and an appreciation of the effects created; identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

11.5.9. Writing Processes and Features: Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: develops a thesis; creates an organizing structure appropriate to purpose, audience, and context; includes accurate information from primary and secondary sources and excludes extraneous information; makes valid inferences; supports judgments with relevant and substantial evidence and well-chosen details; uses technical terms and notations correctly; provides a coherent conclusion.

11.5.3. Writing Processes and Features: Write reflective compositions that: explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion; draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life; maintain a balance in describing individual events and relating those events to more general and abstract ideas.

11.5.4. Writing Processes and Features: Write historical investigation reports that: use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument; analyze several historical records of a single event, examining critical relationships between elements of the topic; explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation; include information from all relevant perspectives and take into consideration the validity and reliability of sources; include a formal bibliography.

11.5.5. Writing Processes and Features: Write job applications and resumes that: provide clear and purposeful information and address the intended audience appropriately; use varied levels, patterns, and types of language to achieve intended effects and aid comprehension; modify the tone to fit the purpose and audience; follow the conventional style for that type of document (a resume or cover letter of application) and use page formats, fonts (typeface), and spacing that contribute to the readability and impact of the document.

11.5.6. Writing Processes and Features: Use varied and extended vocabulary, appropriate for specific forms and topics.

11.5.7. Writing Processes and Features: Use precise technical or scientific language when appropriate for topic and audience.

11.5.8. Writing Processes and Features: Deliver multimedia presentations that: combine text, images, and sound and draw information from many sources, including television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, and electronic media-generated images; select an appropriate medium for each element of the presentation; use the selected media skillfully, editing appropriately, and monitoring for quality; test the audience's response and revise the presentation accordingly.

11.5.10. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations; synthesizes information gathered from a variety of sources, including technology and one's own research, and evaluates information for its relevance to the research questions; demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information; demonstrates that sources have been evaluated for accuracy, bias, and credibility; incorporates numeric data, charts, tables, and graphs; organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited).

IN.6. Writing: English Language Conventions: Students write using Standard English conventions.

11.6.1. Grammar and Mechanics of Writing: Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.

11.6.2. Manuscript Form: Produce writing that shows accurate spelling and correct punctuation and capitalization.

11.6.3. Manuscript Form: Apply appropriate manuscript conventions in writing - including title page presentation, pagination, spacing, and margins - and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.

11.6.4. Manuscript Form: Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning.

11.7.1. Comprehension: Summarize a speaker's purpose and point of view and ask questions to draw interpretations of the speaker's content and attitude toward the subject.

11.7.2. Organization and Delivery of Oral Communication: Use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect.

11.7.3. Organization and Delivery of Oral Communication: Distinguish between and use various forms of logical arguments, including: inductive arguments (arguments that demonstrate something that is highly likely, such as All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (arguments that draw necessary conclusions based on the evidence, such as If all men are mortal and he is a man, then he is mortal.); syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others).

11.7.4. Organization and Delivery of Oral Communication: Use logical (causality, appeal to authority), ethical, and emotional appeals that enhance a specific tone and purpose.

11.7.5. Organization and Delivery of Oral Communication: Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging.

11.7.6. Organization and Delivery of Oral Communication: Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity.

11.7.7. Organization and Delivery of Oral Communication: Use research and analysis to justify strategies for gesture, movement, and vocalization, including pronunciation, enunciation, and the use of dialect.

11.7.8. Organization and Delivery of Oral Communication: Evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective productions.

11.7.9. Analysis and Evaluation of Oral and Media Communications: Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating of stereotypes; and using visual representations, special effects, and language).

11.7.10. Analysis and Evaluation of Oral and Media Communications: Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels.

11.7.11. Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers).

11.7.12. Analysis and Evaluation of Oral and Media Communications: Critique a speaker's use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience.

11.7.13. Analysis and Evaluation of Oral and Media Communications: Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience's feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation).

11.7.14. Analysis and Evaluation of Oral and Media Communications: Analyze the four basic types of persuasive speech (propositions of fact, value, problem, and policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.

11.7.15. Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (for example, Orson Welles' radio broadcast War of the Worlds by H.G. Wells).

11.7.16. Speaking Applications: Deliver reflective presentations that: explore the significance of personal experiences, events, conditions, or concerns, using appropriate speech strategies, including narration, description, exposition, and persuasion; draw comparisons between the specific incident and broader themes to illustrate beliefs or generalizations about life; maintain a balance between describing the incident and relating it to more general, abstract ideas.

11.7.17. Speaking Applications: Deliver oral reports on historical investigations that: use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic); analyze several historical records of a single event, examining each perspective on the event; describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation; include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources.

11.7.18. Speaking Applications: Deliver oral responses to literature that: demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable; present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies; support important ideas and viewpoints through specific references to the text and to other works; demonstrate an awareness of the author's style and an appreciation of the effects created; identify and assess the impact of ambiguities, nuances, and complexities within the text.

11.7.19. Speaking Applications: Deliver multimedia presentations that: combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images; select an appropriate medium for each element of the presentation; use the selected media skillfully, editing appropriately and monitoring for quality; test the audience's response and revise the presentation accordingly.

11.7.20. Speaking Applications: Recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning (for example, stage a presentation of Hamlet's soliloquy 'To Be or Not to Be').

IN.CMP.1. Composition: Process: Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students' progression through the stages of the writing process (prewriting, writing, editing, revising, and publishing).

CMP.1.1. Plan: Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. [11.4.1/12.4.1]

CMP.1.2. Draft: Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. [11.4.2/12.4.2]

CMP.1.3. Draft: Use point of view, characterization, style, and related elements for specific narrative (communication) and aesthetic (artistic) purposes. [11.4.3/12/4/3]

CMP.1.4. Draft: Structure ideas and arguments in a sustained and persuasive way and support them with evidence from texts or precise and relevant examples. [11.4.4/12.4.4]

CMP.1.5. Draft: Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a proposal or call for action. [11.4.5/12.4.5]

CMP.1.6. Draft: Use language in creative and vivid ways to establish a specific tone. [11.4.6/12.4.6]

CMP.1.7. Draft: Integrate quotations and citations into a written text while maintaining the flow of ideas. [11.4.13/12.4.13]

CMP.1.8. Revise: Review, evaluate, and revise by writing for meaning, clarity, achievement of purpose, and mechanics. [11.4.10]

CMP.1.9. Revise: Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. [12.4.10]

CMP.1.10. Revise: Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. [11.4.12/12.4.12]

CMP.1.11. Edit: Revise, edit, and proofread one's own writing, as well as that of others, using an editing checklist. [11.4.11/12.4.11]

CMP.1.12. Publish and Technology: Use technology for all aspects of creating, revising, editing, and publishing. [11.4.9/12.4.9]

CMP.1.13. Research: Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources. [11.4.7/12.4.7]

CMP.1.14. Research: Use systematic strategies to organize and record information, such as anecdotal scripting or creating annotated bibliographies. [11.4.8/12.4.8]

IN.CMP.2. Composition: Applications: Students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description in texts. Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and resumes.

CMP.2.1. Writing Process: Write fictional, autobiographical, or biographical compositions that: narrate a sequence of events and communicate their significance to the audience; locate scenes and incidents in specific places; describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character's feelings; pace the presentation of actions to accommodate changes in time and mood. [11.5.1/12.5.1]

CMP.2.2. Writing Process: Write responses to literature that: demonstrate a comprehensive understanding of the significant ideas in works or passages; analyze the use of imagery, language, universal themes, and unique aspects of the text; support statements with evidence from the text; demonstrate an understanding of the author's style and an appreciation of the effects created; identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. [11.5.2/12.5.2]

CMP.2.3. Writing Process: Write academic essays, such an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: develops a thesis; creates an organizing structure appropriate to purpose, audience, and context; includes accurate information from primary and secondary sources and excludes extraneous information; makes valid inferences; supports judgments with relevant and substantial evidence and well-chosen details; uses technical terms and notations correctly; provides a coherent conclusion. [11.5.9/12.5.9]

CMP.2.4. Writing Process: Write reflective compositions that: explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion; draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life; maintain a balance in describing individual events and relating those events to more general and abstract ideas. [11.5.3/12.5.3]

CMP.2.5. Writing Process: Write historical investigation reports that: use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument; analyze several historical records of a single event, examining critical relationships between elements of the topic; explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation; include information from all relevant perspectives and take into consideration the validity and reliability of sources; include a formal bibliography. [11.5.4/12.5.4]

CMP.2.6. Writing Process: Write job applications and resumes that: provide clear and purposeful information and address the intended audience appropriately; use varied levels, patterns, and types of language to achieve intended effects and aid comprehension; modify the tone to fit the purpose and audience; follow the conventional style for that type of document (a resume or cover letter of application) and use page formats, fonts (typeface), and spacing that contribute to the readability and impact of the document. [11.5.5/12.5.5]

CMP.2.7. Writing Process: Use varied and extended vocabulary, appropriate for specific forms and topics. [11.5.6/12.5.6]

CMP.2.8. Writing Process: Use precise technical or scientific language when appropriate for topic and audience. [11.5.7/12.5.7]

CMP.2.9. Writing Process: Deliver multimedia presentations that: combine text, images, and sound and draw information from many sources, including television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, and electronic media-generated images; select an appropriate medium for each element of the presentation; use the selected media skillfully, editing appropriately and monitoring for quality; test the audience's response and revise the presentation accordingly. [11.5.8/12.5.8]

CMP.2.10. Writing Process: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) that: uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations; synthesizes information gathered from a variety of sources, including technology and one's own research, and evaluates information for its relevance to the research questions; demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information; demonstrates that sources have been evaluated for accuracy, bias, and credibility; incorporates numeric data, charts, tables, and graphs; organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited). [11.5.10/12.5.10]

IN.CMP.3. Composition: English Language Conventions: Students write using Standard English conventions.

CMP.3.1. Demonstrate control of grammar, diction, paragraph and sentence structure, as well as an understanding of English usage. [11.6.1/12.6.1]

CMP.3.2. Produce writing that shows accurate spelling and correct punctuation and capitalization. [11.6.2/12.6.2]

CMP.3.3. Apply appropriate manuscript conventions in writing - including title page presentation, pagination, spacing, and margins - and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. [11.6.3/12.6.3]

CMP.3.4. Identify and correctly use clauses, both main and subordinate: phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. [11.6.4/12.6.4]

IN.LIT.1. Literature: Vocabulary and Concept Development: Students apply their knowledge of word origins (words from other languages, from history or literature, and from other fields) to determine the meaning of new words encountered in reading and use those words accurately.

LIT.1.1. Vocabulary and Concept Development: Understand unfamiliar words that refer to characters or themes in literature or history. [11.1.1/12.1.1]

LIT.1.2. Vocabulary and Concept Development: Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas.[11.1.2/12.1.2]

LIT.1.3. Vocabulary and Concept Development: Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. [11.1.3/12.1.3]

IN.LIT.2. Literature: Analysis and Critique of Nonfiction: Students read and understand grade-level-appropriate material. Students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information.

LIT.2.1. Structural Features of Nonfiction: Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. [11.2.1/12.2.1]

LIT.2.2. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. [11.2.2/12.2.2]

LIT.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Verify and clarify facts presented in several types of expository texts by using a variety of public or historical documents, such as government, consumer, or workplace documents, and others. [11.2.3/12.2.3]

LIT.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Make reasonable assertions about an author's arguments by using hypothetical situations or elements of the text to defend and clarify interpretations. [11.2.4/12.2.4]

LIT.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Analyze an author's implicit or explicit assumptions and beliefs about a subject. [11.2.5/12.2.5]

LIT.2.6. Expository (Informational) Critique: Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. [11.2.6/12.2.6]

IN.LIT.3. Literature: Literary Analysis and Criticism of Fiction: Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as Students read a wide variety of literature, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres.

LIT.3.1. Structural Features of Literature: Evaluate characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. [11.3.1/12.3.1]

LIT.3.2. Literary Analysis of Grade-Level-Appropriate Text: Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. [11.3.2/12.3.2]

LIT.3.3. Literary Analysis of Grade-Level-Appropriate Text: Evaluate the ways in which irony, tone, mood, the style, and the 'sound' of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. [11.3.3/12.3.3]

LIT.3.4. Literary Analysis of Grade-Level-Appropriate Text: Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers' emotions. [11.3.4/12.3.4]

LIT.3.5. Literary Analysis of Grade-Level-Appropriate Text: Analyze and evaluate works of literary or cultural significance in American, English, or world history that: reflect a variety of genres in the respective major periods in literature; were written by important authors in each historical periods; reveal contrasts in major themes, styles, and trends in these historical periods; reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. [11.3.5/12.3.5]

LIT.3.6. Literary Analysis of Grade-Level-Appropriate Text: Evaluate the way in which authors have used archetypes (original models or patterns, such as best friend, champion, crusader, free spirit, nurturer, outcast, tyrant, and others) drawn from myth and tradition in literature, film, political speeches, and religious writings. [11.3.6/12.3.6]

LIT.3.7. Literary Analysis of Grade-Level-Appropriate Text: Analyze recognized works of world literature from a variety of authors that: contrast the major literary forms, techniques, and characteristics from different major literary periods, such as Homeric Greece, Medieval, Romantic, Neoclassic, or the Modern Period; relate literary works and authors to the major themes and issues of their literary period; examine the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting. [12.3.7]

LIT.3.8. Literary Analysis of Grade-Level-Appropriate Text: Demonstrate knowledge of important writers (American, English, world) of the eighteenth and nineteenth centuries, such as Jane Austen, Emily Bronte, Albert Camus, Miguel Cervantes, James Fenimore Cooper, Joseph Conrad, Stephen Crane, Charles Dickens, Fyodor Dostoyevsky, George Eliot, Thomas Hardy, Nathaniel Hawthorne, Victor Hugo, Herman Melville, Edgar Allan Poe, Mary Shelley, Mark Twain, Leo Tolstoy, and others. [12.3.10]

LIT.3.9. Literary Criticism: Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. [11.3.7/12.3.8]

LIT.3.10. Literary Criticism: Evaluate the philosophical arguments presented in literary works or the use of dialogue to reveal character to determine whether the authors' positions have contributed to the quality of each work and the credibility of the characters. [11.3.8/12.3.9]

IN.SPC.1. Speech and Communication: Strategies and Applications: Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning.

SPC.1.1. Comprehension: Summarize a speaker's purpose and point of view, discuss, and ask questions to draw interpretations of the speaker's content and attitude toward the subject. [11.7.1/12.7.1]

SPC.1.2. Organization and Delivery of Oral Communication: Use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect. [11.7.2/12.7.2]

SPC.1.3. Organization and Delivery of Oral Communication: Distinguish between and use various forms of logical arguments, including: inductive arguments: All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.); syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others). [11.7.3/12.7.3]

SPC.1.4. Organization and Delivery of Oral Communication: Use logical, (ad hominem, arguing from a personal perspective; ad populum, appealing to the people) ethical, and emotional appeals that enhance a specific tone and purpose. [11.7.4/12.7.4]

SPC.1.5. Organization and Delivery of Oral Communication: Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging. [11.7.5/12.7.5]

SPC.1.6. Organization and Delivery of Oral Communication: Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity. [11.7.6/12.7.6]

SPC.1.7. Organization and Delivery of Oral Communication: Use research and analysis to justify strategies for gesture, movement, and vocalization, including pronunciation, enunciation, and the use of dialect. [11.7.7/12.7.7]

SPC.1.8. Organization and Delivery of Oral Communication: Evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective productions. [11.7.8/12.7.8]

SPC.1.9. Analysis and Evaluation of Oral and Media Communications: Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating of stereotypes; and using visual representations, special effects, and language). [11.7.9/12.7.9]

SPC.1.10. Analysis and Evaluation of Oral and Media Communications: Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels. [11.7.10/12.7.10]

SPC.1.11. Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). [11.7.11/12.7.11]

SPC.1.12. Analysis and Evaluation of Oral and Media Communications: Critique a speaker's use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. [11.7.12/12.7.12]

SPC.1.13. Analysis and Evaluation of Oral and Media Communications: Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience's feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation). [11.7.13/12.7.13]

SPC.1.14. Analysis and Evaluation of Oral and Media Communications: Analyze the four basic types of persuasive speech (propositions of fact, value, problem, and policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof. [11.7.14/12.7.4]

SPC.1.15. Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (for example, Orson Welles' radio broadcast 'War of the Worlds' by H. G. Wells). [11.7.15/12.7.15]

SPC.1.16. Speaking Applications: Deliver reflective presentations that: explore the significance of personal experiences, events, conditions, or concerns, using appropriate speech strategies, including narration, description, exposition, and persuasion; draw comparisons between the specific incident and broader themes and illustrate beliefs or generalizations about life; maintain a balance between describing the incident and relating it to more general, abstract ideas. [11.7.16/12.7.16]

SPC.1.17. Speaking Applications: Deliver oral reports on historical investigations that: use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic); analyze several historical records of a single event, examining each perspective on the event; describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation; include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources. [11.7.17/12.7.17]

SPC.1.18. Speaking Applications: Deliver oral responses to literature that: demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable; present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies; support important ideas and viewpoints through specific references to the text and to other works; demonstrate an awareness of the author's style and an appreciation of the effects created; identify and assess the impact of ambiguities, nuances, and complexities within the text. [11.7.18/12.7.18]

SPC.1.19. Speaking Applications: Deliver multimedia presentations that: combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images; select an appropriate medium for each element of the presentation; use the selected media skillfully, editing appropriately and monitoring for quality; test the audience's response and revise the presentation accordingly. [11.7.19/12.7.19]

SPC.1.20. Speaking Applications: Recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning (for example, stage a presentation of Hamlet's soliloquy 'To Be or Not to Be' or Portia's soliloquy 'The Quality of Mercy Is Not Strained' from The Merchant of Venice). [11.7.20/12.7.20]

IN.JRN. Journalism - Students study communications history and the legal boundaries and ethical principles that guide journalistic writing as they learn writing styles and visual design for a variety of media formats. The ability to express themselves publicly with meaning and clarity for the purpose of informing, entertaining, or persuading will prepare students to work on high school publications or broadcast staffs and to take a career path in journalism.

JRN.1. Historical Perspectives: Students understand the function, history, development of a free and independent press in the United States.

JRN.1.1 Define the function of an independent press in a free society and explain how the media in the United States and other free societies differ from the public media in non-free societies and have done so from Colonial times.

JRN.1.2 Explain the role of the free press, such as the publication of the Federalist Papers, in the passage of the Constitution of the United States of America and in the eventual addition of the Bill of Rights.

JRN.1.3 Explain the impact of the First Amendment and important events on the development of freedom of speech and an independent press in the United States that includes:

JRN.1.3.1 1690 1st newspaper in America (Publick Occurrences, Both Forreign and Domestick),

JRN.1.3.2 1721 James Franklin exercises the privilege of editorial independence (The New England Courant),

JRN.1.3.3 1798 Sedition Act,

JRN.1.3.4 1841Horace Greeley introduces the editorial page,

JRN.1.3.5 1887 Nellie Bly joins Pulitzer's newspaper New York World

JRN.1.3.6 1905 Robert S. Abbott founds Chicago Defender,

JRN.1.3.7 1931 case of Near v. Minnesota,

JRN.1.3.8 1951 Edward R. Murrow pioneers television news,

JRN.1.3.9 1966 Freedom of Information Act,

JRN.1.3.10 1971 New York Times publishes the Pentagon Papers,

JRN.1.3.11 1980 1st online newspaper (Columbus Dispatch)

JRN.1.3.12 1991 World Wide Web expands online news and information, and

JRN.1.3.13 Other significant or recent events.

JRN.1.4 Explain how having a free press contributed to the development of our republic and the preservation of democratic principles.

JRN.1.5 Evaluate the impact of significant individuals and their roles in the development of an independent press in the history of American print and non-print journalism, including (in the 1700s) Benjamin Franklin, John Peter Zenger, (in the 1800s) Sara Josepha Hale, Horace Greeley, Frederick Douglass, Nellie Bly, Joseph Pulitzer, William Randolph Hearst, (in the 1900s) Robert S. Abbott, Margaret Bourke-White, Henry Luce, Malcolm Muir, Ernie Pyle, Walter Winchell, Edward R. Murrow, and William S. Paley

JRN.1.6 Identify and describe significant trends in the development of journalism from the introduction of the Gutenberg press to today that include:

JRN.1.6.1 From 1446 to 1800 (newspapers, books, magazines),

JRN.1.6.2 Industrial Revolution advances (telegraph, telephone, phonograph, photography, radio, television), and

JRN.1.6.3 Recent technological innovations (cable, digital, satellite, cellular).

JRN.1.7 Explain how new technologies (online newspapers using media convergence, email, blogs, podcasts, wikis and Wikipedia, talk radio, digital cameras, PDAs, interactive video Web sites, interactive video cell phones) have affected the dissemination of information in the United States.

JRN.1.8 Explain how new technologies are affecting the events or dissemination of information in non-free societies, such as some countries in the Middle East, Africa, or Asia.

JRN.2. Law and Ethics: Students understand and apply knowledge of legal and ethical principles related to the functioning of a free and independent press in the United States.

JRN.2.1 Law: Compare and contrast the rights, the responsibilities, and the role played by a free, independent press in a democratic society to maintain accuracy, balance, fairness, objectivity, and truthfulness.

JRN.2.2 Law: Analyze how the First Amendment, the Bill of Rights, and the Indiana State Constitution along with federal and state case law affect the rights and responsibilities of the press.

JRN.2.3 Law: Describe the impact of key Supreme Court decisions affecting student expression and the student press that includes:

JRN.2.3.1 Tinker v. Des Moines Independent Community School District (1969),

JRN.2.3.2 Bethel v. Fraser (1986),

JRN.2.3.3 Hazelwood School District v. Kuhlmeier (1988),

JRN.2.3.4 Morse v. Frederick (2007), and

JRN.2.3.5 Other significant or recent decisions.

JRN.2.4 Law: Apply the legal boundaries and concepts affecting journalism to scholastic journalism.

JRN.2.4.1 Censorship: removing of material by an authority

JRN.2.4.2 Copyright: giving exclusive rights to material a person has written or created

JRN.2.4.3 Libel and slander: printing or presenting a falsehood that damages another's reputation

JRN.2.4.4 Obscenity and vulgar language: using material that offends community standards and lacks serious artistic purpose

JRN.2.4.5 Prior review: reviewing prior to publication for purposes of approval or rejection

JRN.2.4.6 Retraction: correcting something printed or said in the most timely fashion

JRN.2.4.7 Student expression: voicing ideas and opinions in school environments

JRN.2.5 Ethics: Identify essential ethical principles supporting the integrity of journalists in their work or signaling misuse of ethics in their work, which include recognizing:

JRN.2.5.1 Confidentiality: assuring secrecy for information

JRN.2.5.2 Fabrication: inventing stories or accounts

JRN.2.5.3 Photo-manipulation: portraying false visual information

JRN.2.5.4 Off-the-record remarks: agreeing comments are not for publication

JRN.2.5.5 Plagiarism: using another person's work as one's own

JRN.2.5.6 Anonymous sources: using an unnamed source

JRN.2.6 Analyze ethical guidelines or codes of ethics and explain how or why they are an integral part of standards from professional organizations, such as:

JRN.2.6.1 American Society of Newspaper Editors,

JRN.2.6.2 The Poynter Institute for Media Studies, or

JRN.2.6.3 Society of Professional Journalists.

JRN.2.7 Analyze case studies or examples and evaluate how ethical responsibilities and principles affect reporting and the credibility (the belief that what someone says is true) of what is reported.

JRN.2.8 Compare and contrast ethical guidelines in the standards or mission statements followed by professional organizations with those from student organizations, such as:

JRN.2.8.1 Indiana High School Press Association (IHSPA),

JRN.2.8.2 Journalism Education Association (JEA), or

JRN.2.8.3 National School Press Association (NSPA).

JRN.3. Media Analysis: Students analyze and evaluate the accuracy and effectiveness of news and information found in print, on the Internet, and in other media.

JRN.3.1 Analysis and Evaluation of Media: Analyze news stories and reports that focus on specific issues, people, and events for the following qualities:

JRN.3.1.1 Importance or amount of space or time,

JRN.3.1.2 Proximity or nearness,

JRN.3.1.3 Timeliness or immediacy,

JRN.3.1.4 Prominence or names,

JRN.3.1.5 Conflict, consequence, or impact,

JRN.3.1.6 Variety,

JRN.3.1.7 Human interest, or

JRN.3.1.8 Humor.

JRN.3.2 Analysis and Evaluation of Media: Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for:

JRN.3.2.1 Accuracy,

JRN.3.2.2 Balance,

JRN.3.2.3 Fairness,

JRN.3.2.4 Proper attribution, and

JRN.3.2.5 Truthfulness or credibility.

JRN.3.3 Analysis and Evaluation of Media: Analyze and evaluate the essential features of journalistic writing in a variety of news sources for:

JRN.3.3.1 Brevity and clarity,

JRN.3.3.2 Content, topics or themes appropriate for the audience,

JRN.3.3.3 Credible and multiple information sources,

JRN.3.3.4 Effective use of language,

JRN.3.3.5 Rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and

JRN.3.3.6 Structural elements and organization.

JRN.3.4 Analysis and Evaluation of Media: Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes:

JRN.3.4.1 Appropriateness,

JRN.3.4.2 Audience and purpose,

JRN.3.4.3 Information provided or story

JRN.3.4.4 Quality of work or presentation,

JRN.3.4.5 Rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and

JRN.3.4.6 Type of impact.

JRN.3.5 Critique of Mass Media: Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media.

JRN.3.6 Critique of Mass Media: Evaluate the credibility of sources in a variety of newspaper and non-print media stories.

JRN.4. Journalistic Writing Processes: Students discuss ideas for writing with others. They write coherent and focused stories that demonstrate well-researched information, appropriate journalistic structure and style, and a tightly reasoned flow of ideas. Students progress through stages of journalistic writing processes.

JRN.4.1 Gathering Information: Discuss ideas for writing with classmates, teachers, other writers, or community members.

JRN.4.2 Gathering Information: Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers.

JRN.4.3 Gathering Information: Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes:

JRN.4.3.1 Researching background information,

JRN.4.3.2 Formulating questions that elicit valuable information,

JRN.4.3.3 Observing and recording details during the interview,

JRN.4.3.4 Effectively concluding the interview,

JRN.4.3.5 Double-checking information before writing the story, and

JRN.4.3.6 Keeping dated notes or interview records on file.

JRN.4.4 Gathering Information: Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism.

JRN.4.5 Organization and Focus: Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes:

JRN.4.5.1 The inverted pyramid (lead, most important details, less important details, least important details),

JRN.4.5.2 Narrative storytelling pattern (indirect lead, facts and information, closing), or

JRN.4.5.3 Combinations of the inverted pyramid and narrative storytelling pattern.

JRN.4.6 Organization and Focus: Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes:

JRN.4.6.1 Short, focused sentences and paragraphs,

JRN.4.6.2 Varied word usage and descriptive vocabulary,

JRN.4.6.3 Active voice verbs, and

JRN.4.6.4 Specific word choice to avoid jargon and vague language.

JRN.4.7 Organization and Focus: Use language effectively to establish a specific tone.

JRN.4.8 Evaluate and Revise: Evaluate and revise the content of copy for meaning, clarity, and purpose.

JRN.4.9 Evaluate and Revise: Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form.

JRN.4.10 Evaluate and Revise: Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols.

JRN.5. Writing for Media: Students write news stories, features stories and columns, in-depth issue features, reviews, editorials, or opinions and commentaries effectively and accurately in print and media, while adhering to legal and ethical standards for journalist. Students demonstrate an understanding of the research, organizational, and drafting strategies in journalistic writing processes. Student writing demonstrates a command of Standard English and the use of media formats that follow specific style manual guidelines for consistency.

JRN.5.1 Write news stories that:

JRN.5.1.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.1.2 Use a variety of creative leads.

JRN.5.1.3 Contain adequate information from credible sources.

JRN.5.1.4 Narrate events accurately including their significance to the audience.

JRN.5.1.5 Include appropriate quotations and proper attribution.

JRN.5.1.6 Describe specific incidents, and actions, with sufficient detail.

JRN.5.1.7 Cite sources of information correctly.

JRN.5.1.8 Follow standard journalistic language and format conventions.

JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that:

JRN.5.2.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.2.2 Use a variety of creative leads.

JRN.5.2.3 Contain adequate information from credible sources.

JRN.5.2.4 Narrate events accurately including their significance to the audience.

JRN.5.2.5 Include appropriate quotations and proper attribution.

JRN.5.2.6 Describe specific incidents, and actions, with sufficient detail.

JRN.5.2.7 Cite sources of information correctly.

JRN.5.2.8 Follow standard journalistic language and format conventions.

JRN.5.3 Write in-depth issue features that:

JRN.5.3.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.3.2 Are adequately researched and use a variety of leads.

JRN.5.3.3 Explore the personal significance of an experience

JRN.5.3.4 Use appropriate quotations and provide proper attribution.

JRN.5.3.5 Draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life.

JRN.5.3.6 Maintain a balance between individual events and more general or abstract ideas.

JRN.5.3.7 Cite sources of information using the correct form for attribution.

JRN.5.3.8 Follow standard journalistic language and format conventions.

JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that:

JRN.5.4.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.4.2 Use a variety of creative leads and organize material to adequately inform or persuade readers.

JRN.5.4.3 Identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost).

JRN.5.4.4 Compare the new work to previous work.

JRN.5.4.5 Describe audience reaction.

JRN.5.4.6 Use appropriate quotations and provide proper attribution.

JRN.5.4.7 Follow standard journalistic language and format conventions.

JRN.5.5 Write editorials, opinion pieces, or commentaries that:

JRN.5.5.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.5.2 Are adequately researched and use a variety of creative leads.

JRN.5.5.3 Explore the personal significance of an experience.

JRN.5.5.4 Draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life.

JRN.5.5.5 Maintain a balance between individual events and more general and abstract ideas.

JRN.5.5.6 Use appropriate quotations and provide proper attribution.

JRN.5.5.7 Cite sources of information using the correct form for attribution.

JRN.5.5.8 Follow standard journalistic language and format conventions.

JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences.

JRN.6. Technology and Design: Students use principles, elements, tools, and techniques of media design to analyze, navigate, and create effective, aesthetically pleasing media formats.

JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout.

JRN.6.2 Follow basic rules of newspaper and online publication design related to layout.

JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes:

JRN.6.3.1 Signature,

JRN.6.3.2 Dummying,

JRN.6.3.3 Ladder,

JRN.6.3.4 Font, and

JRN.6.3.5 Graphics.

JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences.

JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences.

JRN.6.6 Analyze and use a variety of media formats that include:

JRN.6.6.1 Media convergence,

JRN.6.6.2 Internet and evolving technologies,

JRN.6.6.3 Podcasts and blogs, and

JRN.6.6.4 Satellite communications.

JRN.7. Media Leadership and Career Development: Students understand the organization, economics, and management of media staffs. They explore career paths and further educational opportunities in journalism.

JRN.7.1 Media Leadership: Analyze and evaluate leadership models used by media staffs and organizations.

JRN.7.2 Media Leadership: Identify the rights and responsibilities guaranteed by state and federal governments for media staffs.

JRN.7.3 Media Leadership: Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines.

JRN.7.4 Media Leadership: Analyze factors affecting the cost of producing a publication that include:

JRN.7.4.1 Development of the copy,

JRN.7.4.2 Format (print, online, or media), and

JRN.7.4.3 Distribution systems.

JRN.7.5 Media Leadership: Create and implement financial plans to support a publication including sales and advertising.

JRN.7.6 Career Development: Analyze the career paths of noted and recent journalists, what made each a distinctive contributor to the field, and how this information could guide a career path.

JRN.7.7 Career Development: Compare and contrast different areas of journalism (print, broadcast, Internet and new technologies, public relations and business, education) and explore educational requirements or work experiences necessary to pursue a career in each area.

JRN.7.8 Career Development: Create portfolios (print or non-print) that include:

JRN.7.8.1 Personal narrative summary of high school experience,

JRN.7.8.2 Resumes or career goal statements,

JRN.7.8.3 Letters of recommendation,

JRN.7.8.4 Samples of best clips or work, and

JRN.7.8.5 Recognition, awards, certificates, or testimonies.