Maine State Standards for Language Arts: Grade 12

ME.A. Reading: Students read to comprehend, interpret, analyze, evaluate, and appreciate literary and expository texts by using a variety of strategies. They connect essential ideas, evaluate arguments, and analyze the various perspectives and ideas presented in a variety of literary and expository texts.

A.1. Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency: Students read and evaluate texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.

A.1.a. Use a flexible range of before, during, and after reading strategies to deepen understanding of the author's message.

A.1.b. Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes.

A.1.c. Determine the meaning of unknown words by analyzing the context in which they are used, using reference sources, and applying knowledge of word parts and their meanings.

A.1.d. Pronounce and recognize foreign words, tier 3 words across all content areas, and specific literary terms to enhance comprehension of complex texts.

A.1.e. Fluently and accurately read text using appropriate pacing, phrasing, intonation, and expression.

A.1.f. Demonstrate comprehension by evaluating texts using established criteria.

A.2. Literary Texts: Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions.

A.2.a. Analyze the characters' external and internal conflicts.

A.2.b. Analyze the difference between first-person and third-person narration and the effect of point of view on a reader's interpretation of a text.

A.2.c. Determine the effects of common literary devices on the style and tone of a text.

A.2.d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.

A.2.e. Identify, compare, and analyze recurring themes across works.

A.2.f. Analyze how meaning is conveyed in poetry through diction, figurative language, repetition, and rhyme.

A.2.g. Compare types of poetry.

A.2.h. Evaluate the effective use of a genre of literature related to its intended purpose and audience.

A.3. Informational Texts: Students evaluate the validity, truthfulness, and usefulness of ideas presented in informational texts, within a grade appropriate span of text complexity, noting how the text features and text structures affect the information presented.

A.3.a. Evaluate the extent to which the author's conclusions can be logically drawn from the provided evidence.

A.3.b. Evaluate the data contained in tables, charts, graphics, etc. for accuracy, credibility, and relevancy.

A.3.c. Evaluate the effect(s) of rhetorical devices on the interpretation of information.

A.3.d. Evaluate the effective use, purposes, and intended audiences of various types of informational texts.

A.4. Persuasive Texts: Students evaluate the validity, truthfulness, and usefulness of ideas presented in persuasive texts, within a grade appropriate span of text complexity, noting how the structural features and rhetorical devices affect the information and argument(s) presented.

A.4.a. Evaluate the logic of persuasive texts, noting instances of unsupported inferences and fallacious reasoning.

A.4.b. Recognize and explain the use and misuse of forms of nuance such as ambiguity, contradiction, irony, and over-or-understatement in persuasive texts.

A.4.c. Identify and describe the effect of figurative language and other rhetorical devices; explain why they do or do not contribute to the overall effectiveness of the argument.

A.4.d. Analyze the purpose(s) of a persuasive text; describe the intended audience, and assess the overall effectiveness of text.

ME.B. Writing: Students write to express their ideas and emotions, to describe their experiences, to communicate information, and to present or analyze an argument.

B.1. Interconnected Elements: Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes.

B.1.a. Locate, summarize, and synthesize information from primary and secondary sources, as necessary.

B.1.b. Apply aspects of various genres for rhetorical effect, strong diction, and distinctive voice.

B.1.c. Revise drafts to improve synthesis of information from sources, ensuring that the organizational structure, perspective, and style are effective for the targeted audience and purpose.

B.1.d. Edit for correct grammar, usage, and mechanics.

B.1.e. Create legible final drafts.

B.2. Narrative: Students embed narrative writing in a written text when appropriate to the audience and purpose.

B.2.a. Use diction, syntax, imagery, and tone to create a distinctive voice.

B.2.b. Organize ideas in a logical sequence with effective transitions.

B.3. Argument/Analysis: Students write academic essays that structure ideas and arguments in a sustained and logical fashion.

B.3.a. Explain and evaluate information from reading, listening, or viewing.

B.3.b. Write thesis-driven essays that build a logical argument and support assertions with examples and evidence that are accurate, credible, and relevant.

B.4. Persuasive: Students write persuasive essays exhibiting logical reasoning and rhetorical techniques.

B.4.a. Employ a variety of persuasive techniques including anticipating, addressing, and refuting potential counterclaims in a thesis-driven logical argument to influence the opinions, beliefs, or positions of others.

B.5. Practical Application: Students write personal communication and pieces related to educational development, career issues, and civic participation.

B.5.a. Complete college, job, licensing, and/or scholarship applications.

B.5.b. Write to request information.

B.5.c. Write editorials.

ME.C. Research: Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation. Students present findings orally, in writing, or using mixed media.

C.1. Research: Students develop research questions and modify them as necessary to elicit, present, and critique evidence from a variety of primary and secondary sources following the conventions of documentation.

C.1.a. Select and apply research methods that are appropriate for the purpose of the inquiry.

C.1.b. Make judgments about conflicting findings from different sources, incorporating findings from sources that are valid and refuting others.

C.1.c. Synthesize information from varied sources and/or data gathered from fieldwork and interviews.

C.1.d. Utilize media relevant to audience and purpose that extend and support oral, written, and visual communication.

C.1.e. Create and present a coherent set of findings that integrates paraphrasing, quotations, and proper citation. Access and present information ethically and legally.

ME.D. Language: Students write and speak using the conventions of Standard American English. They apply knowledge of grammar and usage when reading to aid comprehension. They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication.

D.1. Grammar and Usage: Students apply rhetorical skills when reading, writing, and speaking through their understanding of Standard American English.

D.1.a. Use appropriate diction, syntax, and figurative language to suit purpose, context, and audience.

D.1.b. Use handbooks, style guides or other writing sources to confirm accuracy of Standard American English.

D.2. Mechanics: Students demonstrate the use of the structures and conventions of Standard American English in their communication.

D.2.a. Use appropriate punctuation, spelling, and sentence and paragraph structure to suit purpose, situation, and audience.

ME.E. Listening and Speaking: Students listen to comprehend and speak to communicate effectively.

E.1. Listening: Students adjust listening strategies for formal and informal discussion, debates or presentations, and then evaluate the information.

E.1.a. Formulate clarifying questions.

E.1.b. Examine and critique information presented.

E.1.c. Expand on ideas presented by others.

E.2. Speaking: Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.

E.2.a. Choose and present appropriate information logically and ethically.

E.2.b. Apply conventions of Standard American English to suit audience and purpose.

E.2.c. Analyze feedback and revise delivery to improve effectiveness of communication.

E.2.d. Select appropriate media, relevant to audience and purpose, to extend and support oral, written, and visual communication.

ME.F. Media: Students recognize and can explain the effects that both print and non-print sources have on listeners, viewers, and readers, in order to develop an awareness of the effects that the media have on forming opinions and making decisions.

F.1. Analysis of Media: Students analyze the effectiveness of auditory, visual, and written information used to communicate in different forms of media.

F.1.a. Explain how visual and sound effects influence messages in various media.

F.1.b. Explain the similarities and differences between the messages conveyed by print and non-print sources.

F.1.c. Compare the role of print and non-print sources, including advertising, in shaping public opinion and noting instances of unsupported inferences, or fallacious reasoning.

F.1.d. Select appropriate media, relevant to audience and purpose that extend and support oral, written, and visual communication.