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bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre, magnum opus, persona non grata, quid pro quo, je ne sais quoi, modus operandi, nom de plume, haute couture, mea culpa, raison d’être, laissez faire,...
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bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre, magnum opus, persona non grata, quid pro quo, je ne sais quoi, modus operandi, nom de plume, haute couture, mea culpa, raison d’être, laissez faire, bête noire, en masse, in absentia, sub rosa, schadenfreude, noblesse oblige, sine qua non, deus ex machina, doppelgänger, coup d’état).
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2
bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, <span class="highlight">ad</span> <span class="highlight">hoc</span>, cause célèbre, magnum opus, persona non grata, quid pro quo, je ne sais quoi, modus operandi, nom de plume, haute couture, mea culpa, raison d’être, laissez faire, bête noire, en masse, <span class="highlight">in</span> absentia, sub rosa, schadenfreude, noblesse oblige, sine qua non, deus ex machina, doppelgänger, coup d’état).
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11
sufficiency <span class="highlight">of</span> evidence used to support or oppose an argument. #0;3 3005.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3005.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3005.5.7 Identify false premises and explain the role they play <span class="highlight">in</span> argumentation. #0;3 3005.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {<span class="highlight">ad</span> hominem
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in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded wor...
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in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2
English III Page 2 #0;3 3003.1.9 Demonstrate understanding <span class="highlight">of</span> common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, <span class="highlight">ad</span> nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, <span class="highlight">ad</span> <span class="highlight">hoc</span>
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3
English III Page 3 SPI 3003.1.13 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, <span class="highlight">ad</span> nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, <span class="highlight">ad</span> <span class="highlight">hoc</span>, cause célèbre
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13
sufficiency <span class="highlight">of</span> evidence used to support or oppose an argument. #0;3 3003.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3003.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3003.5.7 Identify false premises and explain the role they play <span class="highlight">in</span> argumentation. #0;3 3003.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {<span class="highlight">ad</span> hominem
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
<span class="highlight">in</span> text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships <span class="highlight">in</span> text. SPI 3003.5.5 Select the persuasive device used <span class="highlight">in</span> an <span class="highlight">ad</span> or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse <span class="highlight">of</span> statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {<span class="highlight">ad</span> hominem}, false dilemma, false analogy
Proposed New 19 TAC
include a ten- to fifteen-minute investigative documentary, ad campaigns, political campaigns, or parodies to engage specific audiences; and (E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and fe...
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include a ten- to fifteen-minute investigative documentary, ad campaigns, political campaigns, or parodies to engage specific audiences; and (E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms. Source: The provisions of this §110.45 adopted to be effective September 1, 1998, 22 TexReg 7549. §110.46. Independent Study in English (One-Half to One Credit). (a) Introduction. (1) Students enrolled in
49
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=49
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=49
include a ten- to fifteen-minute investigative documentary, <span class="highlight">ad</span> campaigns, political campaigns, or parodies to engage specific audiences; and (E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms. Source: The provisions <span class="highlight">of</span> this §110.45 adopted to be effective September 1, 1998, 22 TexReg 7549. §110.46. Independent Study <span class="highlight">in</span> English (One-Half to One Credit). (a) Introduction. (1) Students enrolled <span class="highlight">in</span>
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English II Page 3 SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3002.1.15 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling. SPI 3002.1.16 Use a sampl...
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English II Page 3 SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3002.1.15 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling. SPI 3002.1.16 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms). SPI 3002.1.17 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu
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http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=3
www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=3
English II Page 3 SPI 3002.1.14 Use context clues and/or knowledge <span class="highlight">of</span> roots, affixes, and cognates to determine the meaning <span class="highlight">of</span> unfamiliar words. SPI 3002.1.15 Proofread a written passage for errors <span class="highlight">in</span> punctuation and/or capitalization and/or spelling. SPI 3002.1.16 Use a sample reference source to determine aspects <span class="highlight">of</span> a given word (e.g., spelling, part <span class="highlight">of</span> speech, definition, cognates, etymology, synonyms). SPI 3002.1.17 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu
Academic Standards-English/Language Arts Grade 12
to the purpose of an oral communication and the impact the words may have on the audience. 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifyi...
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to the purpose of an oral communication and the impact the words may have on the audience. 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation).
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade12.pdf#page=9
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
to the purpose <span class="highlight">of</span> an oral communication and the impact the words may have on the audience. 12.7.13 Identify rhetorical and logical fallacies used <span class="highlight">in</span> oral addresses including <span class="highlight">ad</span> hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes <span class="highlight">of</span> some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance <span class="highlight">of</span> the presentation).
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