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argumentative and literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will: • Examine non-literary texts related to cultural studies. • Research material to use primarily in clarifying their own explanatory re...
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argumentative and literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will: • Examine non-literary texts related to cultural studies. • Research material to use primarily in clarifying their own explanatory responses to situations and literary-based issues. • Critically interpret and evaluate experiences, literature, language, and ideas. • Use standard grammatical conventions and select features of language appropriate to purpose, audience, and context
122
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=122
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
argumentative <span class="highlight">and</span> literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will: • Examine non-literary texts related to cultural studies. • <span class="highlight">Research</span> material to use primarily in clarifying their own explanatory responses to situations <span class="highlight">and</span> literary-based issues. • Critically interpret <span class="highlight">and</span> evaluate experiences, literature, language, <span class="highlight">and</span> ideas. • Use standard grammatical conventions <span class="highlight">and</span> select features <span class="highlight">of</span> language appropriate to purpose, audience, <span class="highlight">and</span> context
180
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=180
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
Heinemann. Composition in the English language arts curriculum K-12. (1989). Albany, NY: The State Education Department. Crowder, R. <span class="highlight">and</span> Crowder, R. (1992). The psychology <span class="highlight">of</span> reading: An introduction, second edition. NY: Oxford University Press. Cunningham, P. (1995). Phonics they use: Words for reading <span class="highlight">and</span> writing. New York, NY: Harper Collins. Diamond, L. <span class="highlight">and</span> Mandel, S. (1996). Building a powerful reading program: From <span class="highlight">research</span> to prac- tice. Sacramento, CA: California State University Institute <span class="highlight">of</span> Education
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