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Descriptive Statements:
- Demonstrate knowledge of language acquisition theories as they apply to adolescents and young adults.
- Demonstrate knowledge of specific cognitive and social processes that affect language development during adolescence and young adulthood.
- Demonstrate knowledge of the relationship between the development and use of academic language in the classroom and students' linguistic skill sets, which may include, but are not limited to, home languages, native languages, and dialects.
- Demonstrate knowledge of the effects of familial, social, heritage, educational, economic, and linguistic factors on adolescents' language use and interpersonal communication.
- Demonstrate knowledge of techniques for facilitating and participating in respectful and collaborative academic discussions, including posing and responding to questions; referring to supporting evidence; synthesizing comments, claims, and evidence; and clarifying, verifying, and challenging conclusions.
- Demonstrate knowledge of strategies for incorporating effective language styles, rhetorical devices, and verbal and nonverbal techniques into presentations for various purposes, audiences, and occasions.
Sample Item:
Which of the following statements accurately describes how adolescents' vocabulary development is related to their use of metacognition?
- Adolescents can use context clues to infer the meaning of unfamiliar words.
- Adolescents may incorporate new words they encounter when reading into conversation.
- Adolescents begin to provide sophisticated definitions of abstract words.
- Adolescents tend to adjust their diction when speaking depending on their audience.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. During adolescence, the ability to reflect on one's knowledge increases, as does knowledge of a wide range of vocabulary. As a result, adolescents are typically able to use metacognitive verbs to describe specific types of thinking (e.g., believe, determine, assume) and can define abstract nouns using sophisticated language.
Descriptive Statements:
- Demonstrate knowledge of processes for planning, drafting, revising, editing, and publishing texts and of available technological tools to use during all stages of the writing process.
- Demonstrate knowledge of the structures and purposes of argumentative, informative, and narrative writing and of methods for selecting an effective organizational approach for writing.
- Apply knowledge of strategies for selecting and maintaining style, tone, voice, and diction in written texts as appropriate for a given task, purpose, and audience.
- Demonstrate knowledge of academic English conventions, effective word usage, and grammatical sentence structure in written texts.
- Apply knowledge of how to introduce and support claims in argumentative texts, using reasoning supported by relevant evidence from accurate, credible sources.
- Apply knowledge of strategies for anticipating and responding to potential questions, concerns, and counterarguments in argumentative texts.
- Apply knowledge of methods for establishing a clear central idea in informational texts and for developing the idea with relevant facts, details, and other information and examples.
- Apply knowledge of how to use effective and varied transitions to create cohesion and clarify relationships between claims, counterclaims, reasons, and evidence in an argumentative text and between ideas and concepts in an informative text.
- Apply knowledge of how to develop, sequence, and pace experiences and events so that they build on one another to create a cohesive personal or fictional narrative.
- Apply knowledge of how to use dialogue, descriptive details, sensory language, and reflection to develop experiences, events, and characters in narrative writing.
Sample Item:
A writer drafts the paragraph below as part of an expository essay.
Diana Chang was a contemporary Chinese American poet. She spent much of her childhood in China. Her work reflects her heritage. Her work often exhibits the use of ancient Chinese verse forms.
Which of the following edited versions of the paragraph would provide the clearest meaning?
- Diana Chang, who spent most of her childhood in China, was a contemporary Chinese American poet whose work reflects her heritage. Many of her poems exhibit the influence of ancient Chinese verse forms.
- Many contemporary Chinese American poets exhibit the use of ancient Chinese verse forms in their works. Diana Chang spent much of her childhood in China and lived in the United States. As a result, her work often reflects her Chinese heritage.
- Diana Chang spent much of her childhood in China and her adult life writing poetry. She was Chinese American. She wrote poetry reflecting her heritage and ancient Chinese verse forms.
- Many poets reflect their heritage in their works. They use ancient verse forms. One contemporary Chinese American poet, Diana Chang, spent much of her childhood in China before moving to the United States.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. In the edited version, the writer combines the first three sentences of the original draft, using subordinate clauses to provide information about Diana Chang's life and work. The writer also rewords the final sentence from the original draft to avoid unnecessary repetition.
Descriptive Statements:
- Demonstrate knowledge of strategies for developing research questions, narrowing or broadening the scope of a research topic, and locating sources of relevant information on a research topic.
- Demonstrate knowledge of strategies for assessing the credibility, objectivity, and reliability of sources of information.
- Demonstrate knowledge of strategies for accurately paraphrasing, summarizing, and quoting directly from sources while avoiding plagiarism and following standard citation formats.
- Analyze messages, meanings, assumptions, and themes conveyed through various types and combinations of media.
- Demonstrate knowledge of how components of media can be manipulated to misrepresent or alter information and can impact an individual's response or influence public opinion.
- Demonstrate knowledge of how individuals' personal experiences and prior knowledge affect their interpretation of multimedia texts.
- Demonstrate knowledge of strategies for organizing multimodal presentations that meet the requirements of a particular task, purpose, and audience.
- Demonstrate knowledge of strategies for incorporating various media into presentations to enhance the audience's interest and comprehension.
Sample Item:
A writer is developing an essay and decides to use the excerpt below to support an idea in the essay.
Writers are hunter-gatherers by nature and need. I started early and never quit. All fiction is based on research. We need voices that aren't ours and experiences we never had. In my case, it's invariably a young person's voice that jumpstarts my next novel. Happily, it keeps happening.
—"The Story as Alternative Universe," by Richard Peck
(English Journal, p. 73)
Which of the following paragraphs would be most appropriate for the student to use in the essay to incorporate information from the excerpt accurately and ethically?
- According to Richard Peck, writers are hunter-gatherers by nature and need. He believes that all fiction is based on research, and for him, it is usually "a young person's voice" that provides him with a new perspective for "jumpstarting" his next novel (Peck 73).
- Most writers are like hunter-gatherers. They "need voices that aren't theirs and experiences they never had." For Richard Peck, it's usually a young person's voice that provides the impulse for beginning a new novel. "And happily," he is able to find that voice regularly (Peck 73).
- According to Richard Peck, "writers are hunter-gatherers by nature and need." They must look outside themselves for people, places, and perspectives to use in their works that are new and revealing. "We need voices that aren't ours and experiences we never had" (Peck 73).
- Most fiction relies on research for its insights. Richard Peck points out that writers are like "hunter-gatherers." By nature and need, they must find "voices" that are not theirs and "experiences" that are not familiar to them. Happily for Peck, this "keeps happening" (Peck 73).
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. A signal phrase introduces the source of the ideas and the quotations used in the paragraph, attributing them appropriately to Richard Peck. Peck's central idea is paraphrased appropriately; each quotation captures his unique ideas and forms of expression. The other responses provide deficient paraphrases and contain examples of plagiarism, misquoting, and ineffective or unnecessary quoting.
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