Writing 1. I can develop my IDEAS in WRITING to suit my purpose and audience. a. b. c. d.

Writing about literature, I can develop an insightful central idea, one that reveals thoughtful analysis and goes beyond the obvious. I can develop my ideas beyond just general thoughts, using specific details and clear reasoning to show understanding and/or purpose. When writing about literature, I can support my assertions with carefully selected quotes. When embedding a quote in my writing, I can clearly explain its significance. My readers are not left wondering how it relates to my controlling assertion.

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I can shape the ORGANIZATION of my WRITING to suit my purpose and audience. a. b. When writing about literature, I can craft a strong, specific, and interesting topic sentence to serve as a controlling assertion for a paragraph When embedding a quote in my writing, I can set it up with a lead-in which clearly (and briefly) explains its context so my readers don't get lost or have unanswered questions.

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I can control VOICE in my WRITING to suit audience and purpose. a. For academic purposes, I can write using a voice that is clear, straightforward, and specific. My academic writing is neither stiff and robotic nor unnecessarily informal or clichd. I can control WORD CHOICE in my WRITING to suit audience and purpose. a. I can use precise word choices to make my ideas clearer and stronger. b. When writing about literature, I can use literary terms correctly to express precise ideas. I can achieve SENTENCE FLUENCY in my WRITING to suit audience and purpose. a. I can construct robust sentences with active verbs, minimizing my use of less dynamic to be verb sentences. b. My sentences are economical, expressing complex ideas without using rambling constructions. c. I can achieve economy by skillfully combining sentences. I can follow appropriate CONVENTIONS in my WRITING to suit audience and purpose. a. I can avoid writing sentence fragments, comma splices, and fused sentences. b. I consistently demonstrate that I know when to include a comma before a coordinating conjunction and when not to. c. I can consistently use pronouns without broad or vague reference problems. d. I can consistently set off introductory elements with commas. e. I can follow the conventions of academic writing, such as writing about literature in present tense, avoiding first and second person, and using the MLA manuscript format.

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Reading and Textual Analysis 7. I can utilize a range of strategies to improve my READING COMPREHENSION. a. I habitually make connections between the text and my prior knowledge, including that of other texts I have read. b. I habitually create images or mind movies in my head, revising or adapting them as I go. c. I continually evaluate the text to determine the importance of specific words, sentences, or passages. d. I habitually make inferences and predictions based upon details from the text, revising them as necessary. e. I can monitor my own comprehension as I work through a text; I know precisely what is clear to me and what is unclear, and whether the unclear portions are critical to my understanding of the piece. 8. I can demonstrate understanding of how CHARACTER is developed, both directly and indirectly, in a literary work. I can demonstrate understanding of how characters, situations, settings, and images develop THEME in a literary work. I can select the best available TEXTUAL EVIDENCE (quotes) to support my assertions, either in writing or in discussion. I can use CRITICAL VOCABULARY to analyze and talk or write about a work of literature.

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Presentation 12. I can make an effective oral presentation. a. I can maintain effective eye contact to hook and involve my audience. b. I can modulate my voice to reinforce meaning and organization and to hold my audiences attention. c. My body language conveys confidence and enthusiasm and helps maintain my audiences attention. d. My preparation leads to content and delivery that is interesting, informative, and/or entertaining.

Research 13. I can RESEARCH a topic thoroughly and provide proper documentation when I use information from other sources. a. I can gather a depth of information from quality sources to really get to know my topic. b. I can use note taking and paraphrasing skills to record information and avoid plagiarizing sources. c. I can correctly use parenthetical citations in writing. d. I can correctly format a works cited/bibliography list.

Discussion 14. I can participate productively in class DISCUSSION. a. I facilitate class discussion by showing courtesy to others. I acknowledge others by name for their contributions, disagree respectfully when appropriate, and maintain positive body language and eye contact. b. I can contribute productively in discussion, helping to deepen understanding, provide insight, and raise new perspectives. I can speak both in generalities and specifics, and I can refer to text for support when appropriate. c. I can listen productively in discussion. I am an active listener, and my comments and questions build upon the contributions of others. I can sense when a topic needs revisiting or when the discussion is ready to move on.

Collaboration 15. I can COLLABORATE effectively with my peers. a. I accept responsibility for my share of the task at hand. I complete all tasks expected of me, doing quality work in a timely manner. I manage my time well and stay focused on the task at hand. b. I demonstrate leadership and help the team move forward. I offer ideas, help the team stay focused and organized, solve problems, and manage conflicts. c. I communicate respectfully and effectively. I listen carefully to others, present my own thoughts in a kind and polite manner, and I encourage others, ensuring that the team can best use the strengths of each member.