Posted on: Thursday, October 21, 2004

What high school students should know in the language arts

Advertiser Staff

Here's a brief description of what your high schooler is being taught in language arts classes and is expected to know by the end of each year of high school. The goals are intended to help ensure that your child is at the appropriate development level and that Hawai'i's public schools are working toward meeting Hawai'i Content and Performance Standards.

Grades 9 and 10

All ninth- and 10th-graders enroll in the comprehensive English program, yearlong courses that address all three language arts areas: reading and literature; writing; and oral communication. In the ninth grade, students read and explore works in various genres, both fiction and nonfiction, and consider the cultural and historical contexts in which the works were created. In the 10th grade, students study world literature and are expected to support their interpretations of these works with solid evidence from the works themselves. Both ninth- and 10th-graders are expected to write various kinds of papers, including personal narratives, research papers, creative works and essays;

10th-graders are expected to produce more formal and finished products than their schoolmates in the ninth grade. In oral communication, both grade levels emphasize effective participation in groups, with 10th-graders expected to tailor that participation more finely to the audience and purpose.

9th grade

• Uses a reading process that considers the text within the cultural and historical context in which it was created.

• Reads texts representing a number of genres and makes warranted and plausible interpretations, which are supported by textual evidence.

• Uses a process to produce writing in several forms including narrative, poetry, definition paper, I-search report (a paper using an inquiry-based approach to exploring the writer's interest).

• Produces writing that reflects insight, is logically organized, employs appropriate diction and syntax, and reveals the writer.

• Participates in group discussion to exchange ideas, solve problems and complete tasks.

• Uses language appropriate for audience, purpose and situation.

10th grade

• Uses a reading process that grounds interpretation in specific references to the text.

• Reads texts with an emphasis on world literature and employs information from other sources to form interpretations that connect to larger issues.

• Adapts a process to produce writing in several forms including short story, process paper, comparison and contrast paper, and inquiry-based report.

• Produces writing that reveals significant ideas, uses organizational patterns, employs carefully selected diction and syntax, and establishes a relationship with the reader.

• Shows understanding of oral communication process by revising own role when appropriate.

• Demonstrates increasing mastery of appropriate pronunciation and grammar.

Grades 11 and 12

In Grades 11 and 12, students pursue one of two options, depending on the English program of the high school in which they are enrolled.

Option No. 1: The first option is to continue in the comprehensive program, taking yearlong courses that address all three

areas of the language arts: reading and literature; writing; and oral communication. The emphasis in the 11th grade is on American literature, which students read and interpret using a number of resources in addition to their own ideas. In writing, 11th-graders produce varied works including position papers, dramatic scenes and research reports. In oral communication, they focus on diagnosing and remedying breakdowns in communication.

The emphasis in the 12th grade is on British literature with the expectation that students interpret and critically compare several texts. They produce writings such as persuasive essays, poems, cause-and-effect essays and multimedia projects. They analyze patterns of reasoning in oral arguments and evaluate the validity of evidence.

Option No. 2: The second option is to choose from a number of semesterlong electives, which might include world literature, American literature, British literature, expository writing, creative writing, oral interpretation of literature, and argumentation and debate. Students are counseled to select courses that, in sum, will provide instruction and practice in the three areas of the language arts.

11th grade

• Uses a reading process that validates, modifies or extends interpretation based on additional information and insights.

• Reads texts of various kinds with an emphasis on American literature and employs multiple perspectives to form interpretations that analyze and compare themes.

• Tailors a process to produce writing in several forms including position paper, dramatic scene, reflect essay and research report.

• Produces writing that provides a new or different perspective, tailors organization to the audience, employs specific and varied diction and syntax, and reveals a voice both appropriate to audience and true to the writer.

• Addresses misunderstandings in discussion by clarifying points of emphasis and/or fine differences in interpretation.

• Demonstrates increasing mastery of appropriate pronunciation and grammar to fit audience, purpose and situation.

12th grade

• Uses a reading process that employs various critical approaches (e.g., psychological, gender, economic, sociocultural) to develop own interpretation.

• Reads texts of various kinds with an emphasis on British literature and forms interpretations of two or more texts by comparing ideas, considering logical development or analyzing use of literary elements.

• Controls and adapts a process to produce writing in several forms including persuasive essay, poetry, cause-and- effect essay and multimedia project.

• Produces writing that invites audience to consider its ideas, employs organizational structures that are subtle yet effective, reveals a sensitivity to the power of diction and syntax, and reveals a voice that engages the audience and is suited to the topic and purpose.

• Assesses patterns of reasoning in discussions and evaluates soundness of evidence and validity of arguments.

• Demonstrate increasing mastery of appropriate pronunciation and grammar to fit audience, purpose, and situation.