6

Sixth graders recognize that audience awareness impacts an author’s literary decisions.

How does audience awareness impact an author’s conscious choice of words?

Listening/Reading/Viewing

Explain how an author uses specific language to influence an audience.

Speaking/Writing/Visual Rep

Vary word choices and language according to the audience and purpose of the message.

How does audience awareness impact an author’s conscious choice of imagery?

Listening/Reading/Viewing

Compare literary techniques used to create imagery in texts from a wide variety of genres.

Speaking/Writing/Visual Rep

Create imagery that strengthens the central message.

How does audience awareness impact an author’s conscious choice of literary devices?

Listening/Reading/Viewing

Describe literary devices used to create the tone and mood of texts from a wide variety of genres.

Speaking/Writing/Visual Rep

Use literary devices purposefully to support the tone and mood of messages.

How does audience awareness impact an author’s conscious choice to include or exclude information?

Listening/Reading/Viewing

Explain the significance of ideas/events included or excluded in a message.

Speaking/Writing/Visual Rep

Use information deliberately to influence an audience.

How does audience awareness impact an author’s conscious choice about the organization of information?

Listening/Reading/Viewing

Explain the impact of an author’s organization of information.

Speaking/Writing/Visual Rep

Convey a central message with clear, logical relationships between ideas.

How does audience awareness impact an author’s conscious choice about the level of formality in the message?

Listening/Reading/Viewing

Compare the level of formality used by authors in a variety of genres and explain the impact on the intended audience.

Speaking/Writing/Visual Rep

Write in a variety of genres using the appropriate level of formality for the intended audience.

7

Seventh graders recognize that an author’s literary decisions impact credibility with an audience.

How does an author’s external coherence convey credibility?

Listening/Reading/Viewing

Describe how an author organizes information to achieve a logical flow of ideas.

Speaking/Writing/Visual Rep

Organize ideas logically to support a central message.

How does an author’s language convey credibility?

Listening/Reading/Viewing

Evaluate the credibility of an author’s language.

Speaking/Writing/Visual Rep

Use precise language that conveys a deep understanding of the topic.

How does an author’s treatment of a topic convey credibility?

Listening/Reading/Viewing

Explain how an author uses literary techniques to explicitly and implicitly convey meaning.

Speaking/Writing/Visual Rep

Use language and details to develop an identifiable tone or mood in messages.

 How does an author’s unique perspective convey credibility?

Listening/Reading/Viewing

Describe the effects of personal and historical background on an author’s message.

Speaking/Writing/Visual Rep

Select and develop ideas to convey a position on an issue or theme that reflects a unique perspective.

How does an author’s internal coherence convey credibility?

Listening/Reading/Viewing

Evaluate how an author uses language, sentence structure, and details purposefully to support meaning.

Speaking/Writing/Visual Rep

Vary sentence structure and sentence length to support meaning.

How do authors achieve credibility using different approaches to the same issue?

Listening/Reading/Viewing

Compare the credibility of multiple authors addressing the same issue or theme.

Speaking/Writing/Visual Rep

Use multiple genres to address the same topic, issue, or theme.

8

Eighth graders understand that an author’s credibility and appeal may vary depending on the audience.

Which audiences would find an author’s language most credible and appealing?

Listening/Reading/Viewing

Explain why an author’s word choice and language might be credible and appealing to a particular audience.

Speaking/Writing/Visual Rep

Use language purposefully to create a credible, appealing message.

Which audiences would find an author’s evidence most credible and appealing?

Listening/Reading/Viewing

Explain why an author might include or exclude information for a particular audience.

Speaking/Writing/Visual Rep

Include or exclude information to develop internal coherence.

Which audiences would find an author’s organization of ideas most credible and appealing?

Listening/Reading/Viewing

Explain why an author’s organizational structure might be credible and appealing to a particular audience.

Speaking/Writing/Visual Rep

Select and organize information to develop external and internal coherence.

Which audiences would find an author’s style most credible and appealing?

Listening/Reading/Viewing

Explain why an author’s tone and mood might be credible and appealing to a particular audience.

Speaking/Writing/Visual Rep

Use literary techniques to develop a tone and mood appropriate for the message and the audience.

Which audiences would find an author’s biases or perspectives most credible and appealing?

Listening/Reading/Viewing

Explain why an author’s biases or perspectives might be credible and appealing to a particular audience.

Speaking/Writing/Visual Rep

Provide thoughtful insights or generalizations that support a central message.

Which audiences would find an authors treatment of an issue or theme most credible and appealing?

Listening/Reading/Viewing

Compare the content, credibility, and delivery of multiple authors addressing the same issue or theme.

Speaking/Writing/Visual Rep

Develop the same topic, issue, or theme in multiple ways to appeal to different audiences.