Washington State Standards for Language Arts: Grade 7

WA.1. Reading: The student understands and uses different skills and strategies to read.

1.2. Use vocabulary (word meaning) strategies to comprehend text.

1.2.1. Understand and apply dictionary skills and other reference skills.

1.2.1.a. Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning.

1.2.1.b. Use text evidence to verify meaning from reference source.

1.2.2. Apply a variety of strategies to comprehend words and ideas in complex text.

1.2.2.a. Use word origins to determine the meaning of unknown words.

1.2.2.b. Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., expose, exposition).

1.2.2.c. Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.

1.2.2.d. Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.

1.2.2.e. Self-correct, re-read, read on, and/or slow down to gain meaning when encountering unknown words in literary/narrative and informational/expository text.

1.3. Build vocabulary through wide reading.

1.3.1. Understand and apply new vocabulary.

1.3.1.a. Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, into written and oral communication.

1.3.2. Understand and apply content/academic vocabulary critical to the meaning of the text. W

1.3.2.a. Identify and define content/academic vocabulary critical to the meaning of the text and use that knowledge to interpret the text.

1.3.2.b. Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies).

1.3.2.c. Select, from multiple choices, the meanings of words or phrases identified in the text.

1.3.2.d. Use new vocabulary in oral and written communication.

1.4. Apply word recognition skills and strategies to read fluently.

1.4.2. Apply fluency to enhance comprehension.

1.4.2.a. Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.

1.4.2.b. Read aloud unpracticed grade-level text with fluency in a range of 145-155+ words correct per minute.

1.4.3. Apply different reading rates to match text.

1.4.3.a. Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style.

WA.2. Reading: The student understands the meaning of what is read.

2.1. Demonstrate evidence of reading comprehension.

2.1.3. Apply comprehension monitoring strategies during, and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. W

2.1.3.a. State both literal and/or inferred main ideas and provide supporting text-based details.

2.1.3.b. State the theme/message and supporting details in culturally relevant literary/narrative text.

2.1.3.c. Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.

2.1.3.d. Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.

2.1.3.e. Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.

2.1.4. Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge.

2.1.4.a. Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s).

2.1.4.b. Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

2.1.5. Apply comprehension monitoring strategies before, during, and after reading: predict and infer. W

2.1.5.a. Make, confirm, and revise prediction based on prior knowledge and evidence from the text.

2.1.5.b. Cite passages from text to confirm or defend prediction and inferences.

2.1.5.c. Select, from multiple choices, a prediction or inference that could be made from the text (e.g., what the character will do next, what will happen to a character because of an event, what will happen because of an action).

2.1.5.d. Organize information to support a prediction or inference in a self-created graphic organizer to enhance text comprehension.

2.1.6. Apply comprehension monitoring strategies to understand fiction, nonfiction, informational text, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions.

2.1.6.a. Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.

2.1.6.b. Generate and answer questions about the text before, during, and after reading to aid comprehension.

2.1.6.c. Use questioning strategies to comprehend text.

2.1.6.d. Create and describe mental images to understand text.

2.1.6.e. Organize images and information into a self-created graphic organizer to enhance text comprehension.

2.1.7. Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. W

2.1.7.a. Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text.

2.1.7.b. Summarize the plot in culturally relevant literary/narrative texts.

2.1.7.c. Select, from multiple choices, a sentence that best summarizes the story or selection.

2.1.7.d. Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension.

2.2. Understand and apply knowledge of text components to comprehend text.

2.2.1. Apply understanding of time, order, and/or sequence to aid in comprehension.

2.2.1.a. Explain an author's development of time and sequence through the use of literary devices (e.g., diary entries within a text) and/or the use of traditional/cultural organizational structures.

2.2.1.b. Explain the use of steps in a process to convey meaning in an informational/expository text (e.g., obtaining a passport, how the laser was discovered).

2.2.2. Apply understanding of printed and electronic text features to locate information and comprehend text. W

2.2.2.a. Locate information using grade-level appropriate text features.

2.2.2.b. Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a bar graph on how a demographic group spends its money, draw a conclusion about how the group spends its time).

2.2.2.c. Use organizational features and electronic sources (such as headings and numberings, CD-ROM, internet, pull-down menus, key word searches, and icons) to access information.

2.2.2.d. Select, from multiple choices, the purpose of a specific text feature, and/or information learned from a text feature.

2.2.2.e. Explain how specific text features help you understand a selection (e.g., how margin entries provide additional information to assist in comprehension, how specific symbols are used, such as the numeration for footnotes).

2.2.3. Understand and analyze story elements. W

2.2.3.a. Use multiple sources of information from the text (e.g., character's own thoughts/words, what others say about the character, and how others react to the character) to describe how major and minor characters change over time.

2.2.3.b. Identify the important events that lead to conflicts and explain how each does or does not contribute to the resolution.

2.2.3.c. Explain the influence of setting on mood, character, and plot.

2.2.3.d. Identify the point of view used (first, third, or omniscient point of view) and interpret how point of view influences the text.

2.2.3.e. Explain how a story would change if the narrator's perspective changed.

2.2.3.f. Identify implied themes in text and support with evidence from the text.

2.2.3.g. Compare/contrast common recurring themes in books by the same or different authors.

2.2.3.h. Select, from multiple choices, words or sentences that best describe specific story elements from the story, selection, or poem.

2.2.4. Apply understanding of text organizational structures.

2.2.4.a. Recognize and use previously taught organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, order of importance, and process/procedural) to aid comprehension.

2.2.4.b. Identify and use text written in concept/definition and problem/solution organizational structure to find and organize information and comprehend text.

2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

2.3.1. Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W

2.3.1.a. Find similarities and differences within and between texts using text-based evidence (e.g., the author's feelings and the poet's feelings; descriptions recorded in a science article vs. poetry; perspectives seen in newspaper article, short story).

2.3.1.b. Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, information/facts).

2.3.1.c. Identify and interpret cause and effect relationships within a literary/narrative text or informational/expository text using evidence from the text (e.g., an article and a poem about wolves or a description of the Underground Railroad from a newspaper article, a short story, or a biographical sketch of a leader in the Underground Railroad).

2.3.1.d. Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action).

2.3.2. Analyze and synthesize information for a specific topic or purpose.

2.3.2.a. Integrate information from multiple sources for a variety of purposes (e.g., create a report, debate an issue, solve a problem).

2.3.3. Understand the functions (to make the story more interesting and convey a message) of literary devices. W

2.3.3.a. Recognize previously taught literary devices (simile, metaphor, idiom, imagery, exaggeration, irony, sarcasm, humor, and dialogue) and explain how they make the story more interesting and/or convey a message.

2.3.3.b. Identify literary devices such as analogy and explain how they make the story more interesting and/or convey a message.

2.3.3.c. Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device.

2.4. Think critically and analyze author's use of language, style, purpose, and perspective in literary and informational text.

2.4.1. Analyze literary/narrative text and information/expository text to draw conclusions and develop insights. W

2.4.1.a. Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).

2.4.1.b. Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.

2.4.2. Analyze how an author's style of writing, including language choice, achieves the author's purpose and influences an audience. W

2.4.2.a. Identify and explain the author's purpose.

2.4.2.b. Explain how the author's style of writing impacts the reader's enjoyment and/or comprehension of the text.

2.4.2.c. Examine ways in which author's style contributes to imagery, suggests a mood, or otherwise influences an audience.

2.4.3. Evaluate the author's reasoning and the validity of the author's position. W

2.4.3.a. Judge the validity of the evidence the author uses to support his/her position (e.g., is the evidence dated, biased, inaccurate) and justify the conclusion.

2.4.3.b. Decide if the author's ideas are solid and support your position.

2.4.4. Analyze and evaluate the effectiveness of the author's tone and use of persuasive devices. W

2.4.4.a. Judge the effectiveness of the author's details and arguments for a particular audience and cite examples to justify the decision.

2.4.4.b. Identify the author's tone and support the answer with text-based evidence.

2.4.4.c. Describe the intended effects of persuasive devices and propaganda techniques.

2.4.5. Analyze ideas and concepts to generalize/extend information beyond the text. W

2.4.5.a. Generalize about processes, concepts, and common themes after reading multiple texts.

2.4.5.b. Explain how information in a text could be applied to understand a similar situation or concept in another text and cite text-based examples (e.g., use the concept of symmetry learned in mathematics to understand the concept of symmetry in art).

2.4.6. Analyze ideas and concepts in multiple texts. W

2.4.6.a. Differentiate between the similarities and differences in how an idea or concept is expressed in multiple texts.

2.4.6.b. Compare the feelings of the authors and/or characters as expressed in multiple texts.

2.4.6.c. Select, from multiple choices, a sentence that tells how two pieces of information are alike or different.

2.4.7. Analyze the reasoning and ideas underlying an author's perspective, beliefs, and assumptions.

2.4.7.a. Infer and explain the author's beliefs and assumptions, citing text-based evidence for choice (e.g., describe an author's background and beliefs and explain how they influence the author's perspective).

2.4.7.b. Select, from multiple choices, a sentence that describes the author's or character's reasoning or problem with the reasoning.

WA.3. Reading: The student reads different materials for a variety of purposes.

3.1. Read to learn new information.

3.1.1. Evaluate appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.

3.1.1.a. Select the best sources from library, web-based, and Internet materials for a specific task or to investigate a topic and defend the selection..

3.1.1.b. Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, consumer reports, yellow pages to decide which products or services to buy).

3.1.1.c. Follow multi-step directions (e.g., open a locker, fill out school forms, read a technical manual, design a webpage).

3.2. Read to perform a task.

3.2.2. Apply understanding of a variety of functional documents.

3.2.2.a. Locate and use functional documents to perform a task (e.g., catalogs, magazines, schedules).

3.4. Read for literary experience in a variety of genres.

3.4.2. Analyze a variety of literary genres.

3.4.2.a. Respond to literature written in a variety of genres.

3.4.2.b. Explain why certain genres are best suited to convey a specific message or invoke a particular response from the reader.

3.4.3. Analyze literature from a variety of cultures or historical periods for relationships and recurring themes.

3.4.3.a. Identify multiple perspectives from a variety of cultures or historical periods as expressed in literary genres (e.g., changes in medical practices from 1800 to the present).

3.4.3.b. Identify recurring themes in literature that reflect worldwide social and/or economic change (e.g., social change such as characters that change their attitudes after learning about different cultures).

WA.4. Reading: The student sets goals and evaluates progress to improve reading.

4.1. Assess reading strengths and need for improvement.

4.1.2. Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals.

4.1.2.a. Set reading goals and create a plan to meet those goals.

4.1.2.b. Monitor progress toward implementing the plan, making adjustments and corrections as needed.

4.2. Develop interests and share reading experiences.

4.2.1. Evaluate books and authors to share common literary experiences.

4.2.1.a. Recommend books to others and explain the reason for the recommendation.

4.2.1.b. Discuss common reading selections and experiences with others.

1.1. Prewrites to generate ideas and plan writing. (W)

1.1.1. Analyzes and selects effective strategies for generating ideas and planning writing.

1.1.1.a. Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms list, then creates graphic organizer - electronically or handwritten).

1.1.1.b. Maintains a log or journal to collect and explore ideas; records observations, dialogues, and/or descriptions for later use as a basis for informational, persuasive, or literary writing.

1.1.1.c. Uses a variety of prewriting strategies (e.g., story mapping, listing, webbing, jotting, outlining, free writing, brainstorming).

1.1.1.d. Gathers and paraphrases information from a variety of resources (e.g., interviews, multimedia, periodicals) and chooses an organizer to analyze, synthesize, and/or evaluate information to plan writing.

1.1.1.e. Explains purpose and selects effective form at prewriting stage.

1.2.1.c. Drafts by hand and/or electronically.

1.2.1.d. Rereads text and decides to continue draft or to start a new draft.

1.3.1.b. Rereads work several times and has a different focus for each reading (e.g., first reading -- changing words to improve clarity; second reading -- substituting more effective persuasive language; third reading -- adding specific examples to support claim)

1.3.1.c. Seeks and considers feedback from a variety of sources (e.g., adults, peers, community members, response groups).

1.3.1.d. Records feedback using writing group procedure (e.g., partner reads writer's work aloud, and writer notes possible revision).

1.3.1.e. Evaluates feedback and justifies the choice to use feedback (e.g., ''I chose to change the word things because my group said it was confusing.'').

1.3.1.f. Uses multiple resources regularly to identify needed changes (e.g., writing guide, checklist, criteria, adult, peer).

1.4.1. Edits for conventions (see 3.3).

1.4.1.a. Identifies and corrects errors in conventions.

1.4.1.b. Uses appropriate references and resources (e.g., dictionary, writing/style guide, electronic spelling and grammar check, conventions checklist, adult, peer).

1.4.1.c. Proofreads final draft for errors.

1.5. Publishes text to share with an audience. (W)

1.5.1. Publishes in formats that are appropriate for specific audiences and purposes.

1.5.1.a. Selects from a variety of publishing options keeping in mind audience and purpose (e.g., school newspaper, bulletin board, contest).

1.5.1.b. Publishes using a range of graphics and illustrative material (e.g., photos, charts, graphs, tables, diagrams, cartoons).

1.5.1.c. Publishes material in appropriate form (e.g., slide show, brochure, postcard) and format (e.g., colors, font, layout, key words and phrases instead of sentences) for visual and dramatic presentations (e.g., readers' theater script).

1.5.1.d. Uses different available technologies to produce, design, and publish a finished product (e.g., word processor, photo software, presentation software, publishing software).

1.6. Adjusts writing process as necessary.

1.6.1. Applies understanding of the recursive nature of writing process.

1.6.1.a. Revises at any stage of process.

1.6.1.b. Edits as needed at any stage.

1.6.2. Uses collaborative skills in adapting writing process.

1.6.2.a. Delegates parts of writing process to team members (e.g., one member may interview; another may collect information from other resources).

1.6.2.b. Collaborates on drafting, revising, and editing.

1.6.2.c. Collaborates on final layout and publishing/presenting (e.g., travel brochure).

1.6.3. Uses knowledge of time constraints to adjust writing process.

1.6.3.a. Adjusts the number of drafts to compensate for time allotted (e.g., on-demand, in-class writing or multi-week projects).

1.6.3.b. Writes to meet a deadline.

1.6.3.c. Adapts amount of time spent on prewriting in response to on-demand prompt.

1.6.3.d. Creates a management timeline for written projects (e.g., portfolios, research papers, I-Search papers).

1.6.3.e. Increases time for prewriting, drafting, revising, and editing when working on longer written projects (e.g., portfolios).

2.1.1. Applies understanding of multiple and varied audiences to write effectively.

2.1.1.a. Identifies an intended audience.

2.1.1.b. Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).

2.1.1.c. Describes audience's interest and knowledge of topic to determine emphasis.

2.1.1.d. Anticipates readers' questions and writes accordingly.

2.2.1.c. Writes to analyze informational and literary texts.

2.2.1.d. Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).

2.2.1.e. Writes for more than one purpose using the same form (e.g., a script used to entertain, to persuade, or to inform).

2.2.1.f. Includes more than one mode within a piece to address purpose (e.g., narrative anecdote as an introduction to a persuasive piece of writing).

2.4.1.c. Selects and synthesizes information from technical documents for inclusion in writing (e.g., report that includes data/information derived from charts or graphs).

3.1.1.d. Varies method of developing character (e.g., how the character acts, talks, thinks, and looks), setting (e.g., through the character's point of view), and plot in narratives.

3.1.2. Analyzes and selects an effective organizational structure.

3.1.2.a. Writes unified, cohesive paragraphs (e.g., supporting examples in order of importance, paragraph topic connected by transitions).

3.1.2.b. Composes an engaging introduction (e.g., meaningful rhetorical question, interesting facts, relevant anecdote).

3.1.2.c. Composes an ending/conclusion that is more than a repetition of the introduction (e.g., a re-connection to reader, a call for action, a statement of significance).

3.1.2.d. Uses transitions to show relationships among ideas (e.g., if ... then, cause/effect, either ... or, meanwhile).

3.1.2.e. Uses effective organizational patterns as determined by purpose: explanations (e.g., cause and effect); comparisons (e.g., point-by-point, similarities and then differences); persuasion (e.g., least to most important arguments); narratives (e.g., flashbac

3.2.1. Applies understanding that different audiences and purposes affect writer's voice.

3.2.1.a. Writes with a clearly defined voice appropriate to audience.

3.2.1.b. Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., humorous, informal, and knowledgeable voice).

3.2.1.c. Writes from more than one point of view or perspective (e.g., cultural perspective for a character's viewpoint in history or literature, third person for scientific reports, first or third person for persuasive writing).

3.2.2.b. Selects and uses precise language in poetic and narrative writing.

3.2.2.c. Uses the vernacular appropriately.

3.2.2.d. Selects and uses specialized vocabulary relevant to specific content area (e.g., hypotenuse, quadratic, radius).

3.2.2.e. Uses persuasive techniques (e.g., direct audience appeal, rhetorical questions).

3.2.2.f. Uses literary devices (e.g., simile, metaphor, personification).

3.2.2.g. Uses poetic devices (e.g., repetition, rhythm, rhyme schemes).

3.2.3. Uses a variety of sentences.

3.2.3.a. Writes a variety of sentence lengths for effect (e.g., ''Up in her bedroom, behind her closed door, the girl stamped her foot in rage, wishing she could go to the picnic. Grounded!'').

3.2.3.b. Writes a variety of sentence structures (e.g., uses appositive phrases: ''The 7th grade teacher, the busiest woman on the staff, still had time for all of her students.'').

3.2.3.c. Uses a variety of line lengths and structures in poetry for effect (e.g., dialogue and ABCB rhyme scheme for a ballad).

3.3. Knows and applies writing conventions appropriate for the grade level. (W)

3.3.1. Uses legible handwriting.

3.3.1.a. Produces readable printing or cursive handwriting (e.g., size, spacing, formation, uppercase and lowercase).

3.3.2. Spells accurately in final draft.

3.3.2.a. Uses spelling rules and patterns from previous grades.

3.3.2.b. Uses multiple strategies to spell. Examples: homophones (e.g., principle and principal); affixes (e.g., re-, post-, -ous, -ology); Greek and Latin roots (e.g., telephone, chronologic, distract, persist); frequently misspelled words (e.g., occasion, recomm

3.3.2.c. Uses resources to correct own spelling.

3.3.3. Applies capitalization rules.

3.3.3.a. Uses capitalization rules from previous grades.

3.3.3.b. Uses capitals correctly in an outline or list.

3.3.3.c. Uses consistent capitalization when formatting technical documents.

3.3.3.d. Uses resources to check capitalization.

3.3.4. Applies punctuation rules.

3.3.4.a. Uses punctuation rules from previous grades.

3.3.4.b. Uses commas to separate an interrupter (e.g., The teacher, however, was not impressed.).

3.3.4.c. Uses semicolons to separate groups that contain commas (e.g., The Seahawks traveled to Washington, D.C.; New York, NY; and Oakland, CA.).

3.3.4.d. Uses the hyphen to prevent confusion (e.g., re-elect).

3.3.4.e. Uses bullets in technical writing when applicable.

3.3.4.f. Uses resources to check punctuation.

3.3.5. Applies usage rules.

3.3.5.a. Applies usage rules from previous grades.

3.3.5.b. Uses adverbs vs. adjectives correctly. Correct: He ran well in the race. Incorrect: He ran good in the race.

3.3.5.c. Uses comparative and superlative adjectives correctly. Correct: The ruby is harder than the emerald. The diamond is the hardest gem. Incorrect: The diamond is more harder than that ruby.

3.3.5.d. Uses parallel construction of elements in a list. Parallel: The lunchroom was immaculate: napkins in their holders, pop bottles in the recycle container, and trays in place for the next day. Not parallel: The lunchroom was immaculate: napkins were put awa

3.3.5.e. Uses resources to check usage.

3.3.6. Uses complete sentences in writing.

3.3.6.a. May use fragments in dialogue as appropriate.

3.3.7. Applies paragraph conventions.

3.3.7.a. Uses paragraph conventions (e.g., designated by indentation or block format, skipping lines between paragraphs).

3.3.7.b. Uses stanzas and other textual markers (e.g., table of contents, title and subtitle, bullets).

3.3.8. Applies conventional forms for citations.

3.3.8.a. Cites sources according to prescribed format.

4.1.1. Analyzes and evaluates writing using established criteria.

4.1.1.a. Identifies aspects of the author's craft (e.g., point of view, purpose, bias).

4.1.1.b. Identifies persuasive elements in a peer's writing and critiques the effectiveness (e.g., audience appeal, concession and rebuttal, call to action).

4.1.1.c. Explains accuracy of content and vocabulary for specific curricular areas (e.g., description of scientific procedure during a class lab).

4.1.2.c. Uses criteria to choose and defend choices for a writing portfolio.

4.1.2.d. Provides evidence that goals have been met (e.g., selects piece that shows improved introduction technique).

4.2.1.c. Maintains a written log of long-term goals (e.g., ''I will write in three or more new genres; I will use more logical evidence to persuade; I will elaborate with personal narrative; I will write to a government official or public personality.'') and a portf

1.1.2. Applies a variety of listening and observation skills/strategies to interpret information.

1.1.2.a. Monitors and adjusts strategies to interpret information (e.g., attends and listens carefully; elaborates; paraphrases information; makes connections both within and beyond presentation; processes information and ideas by drawing pictures, using graphic o

1.1.2.b. Asks probing questions to extend information (e.g., to clarify meaning, to gain insight, to consider other perspectives).

1.2.1.e. Demonstrates empathy with the speaker by providing appropriate feedback (empathetic listening).

3.1.1.e. Cites sources to substantiate information/argument and avoid plagiarism.

3.3.1.b. Speaks with expression using purposeful volume, articulation, and pace/rate.

3.3.1.c. Uses posture, body language, and gestures to heighten and emphasize message.

3.3.1.d. Matches verbal and nonverbal messages.

3.3.1.e. Uses standard adult grammar to enhance message.

3.3.1.f. Uses appropriate language registers (e.g., formal versus informal).

3.3.1.g. Speaks using an extemporaneous style of delivery (e.g., uses notes and outlines rather than a script).

4.1.1.d. Uses appropriate terminology to describe and justify language and techniques used (e.g., ''I used bandwagon as a persuasive technique in my presentation to the school administrators.'').

4.1.1.e. Weighs effect of presentation on audience (e.g., uses verbal and nonverbal audience response and feedback to determine effect).