Lafayette High School
Lexington, Kentucky
Summer Reading Assignments
2015-2016

English 09 – Freshman English

English 10 – Sophomore English

English 11 – Junior English

English 12 – Senior English

Advanced Placement English Language and Composition
o
AP Language Literary Terms Packet

Advance Placement English Literature

Dual Credit (101/102) English
You may access these files online at:
http://www.lafayette.fcps.net/
LHS English Freshman Summer Reading Book Project 2015-2016
Assignment
During your summer break, choose a novel from the approved booklist, read it, and create a poster that displays elements of the
book for the entire school to see. Follow the steps below to complete this project for in-class credit! If you complete the project
according to the requirements, you will start your first semester in English with an A! Participation in the English 9 summer reading
program is OPTIONAL, but highly recommended. DUE: Posters and art forms will be submitted on the first day of class during the
second week of school. Contact Louise Gash ([email protected]) if you have any further questions.
Steps to Completion
1.
Choose a book from the Approved Booklist.
Consider the following elements while reading:
Main Characters (Protagonist/Antagonist), conflict
and complications, author Information and helpful
and credible reviews of the book
2.
Construct a standard-sized poster board that
includes all of the following sections:
a. Summary of each main character
b. Description of your favorite scene from the book
with properly cited quotes
c. “Read This If You Like…” section describing the
genre and key features that will help a viewer
know if they want to read the book
d. A critical review of the book. In your review,
evaluate the characterization of characters, use
of literary devices and techniques, and
development of the plot. (3 paragraphs)
e. At least 3 visuals or images incorporated in the
construction of the poster
f. Identify the overall theme of the book. Find one
artistic medium (photo, sculpture, painting,
sketch, dance etc.) that illustrates this theme.
You will share this piece of art with the class
when you present your project.
Reading Project Checklist
A summary of each main character
Description of favorite scene with properly cited
quotes (MLA format)
“Read this if you like…”
Critical review
Visuals and images – be creative!
Your name written on the back
Gather 1 art form that represents the theme of
the novel. Bring a sample of this form to class
when you submit your project on the first day of
the second week.
Ex. photograph, image of sculpture, video of a
dance etc. Be sure to include artists name during
presentation.
Freshman Book List*
Julia Alvarez, How the García Girls Lost their Accents
Fifteen tales vividly chronicle a Dominican family's exile in the
Bronx, focusing on the four Garcia daughters' rebellion against
their immigrant elders.
Maya Angelou, I Know Why the Caged Bird Sings
In this first of five volumes of autobiography, poet Maya Angelou
recounts a youth filled with disappointment, frustration, tragedy,
and finally hard-won independence.
Avi, Nothing but the Truth
A ninth-grader's suspension for singing "The Star-Spangled
Banner" during homeroom becomes a national news story
Sampson Davis, George Jenkins, and Rameck Hunt, The Pact:
Three Young Men Make a Promise and Fulfill a Dream
The three doctors grew up in the streets of Newark, facing city life’s
temptations, pitfalls, even jail. But one day these three young men
made a pact. They promised each other they would all become
doctors, and stick it out together through the long, difficult journey
to attaining that dream.
Matt De La Pena, Mexican Whiteboy
Sixteen-year-old Danny searches for his identity amidst the
confusion of being half-Mexican and half-white while spending a
summer with his cousin and new friends on the baseball fields
and back alleys of San Diego County, California
Charles Dickens, Great Expectations
A young man's burning desire to fulfill his "great expectations" of
fame and fortune is presented in Charles Dickens's classic tale of
love, madness, forgiveness, and redemption.
Kazuo Ishiguro, Never Let Me Go
Only special students are chosen to attend Hailsham, an
exclusive boarding school tucked away in the English
countryside. The chilling truth of their special nature slowly
unfolds as we follow the stories of three former students.
Sue Monk Kidd, Secret Life of Bees
Searching for the truth about her mother’s life and death, a
grieving Lily finds the answers, love, and acceptance where she
least expects it.
Walter Dean Myers, The Glory Field
Follows a family's two hundred forty-one year history, from the
capture of an African boy in the 1750s through the lives of his
descendants, as their dreams and circumstances lead them away
from and back to the small plot of land in South Carolina that they
call the Glory Field.
Mary Pearson, The Adoration of Jenna Fox
In the not-too-distant future, when biotechnological advances have
made synthetic bodies and brains possible but illegal, a seventeenyear-old girl, recovering from a serious accident and suffering from
memory lapses, learns a startling secret about her existence.
Richard Peck, The Teacher’s Funeral
In rural Indiana in 1904, fifteen-year-old Russell’s dream of
quitting school and joining a wheat threshing crew is disrupted
when his older sister takes over teaching at his one room
schoolhouse after mean, old Myrt Arbuckle "hauls off and dies."
Ginny Rorby, Hurt Go Happy
Thirteen-year-old Joey Willis, deaf since the age of six, is used to
being left out of conversations because her mother never allowed
her to learn sign language. Everything changes when Joey meets Dr.
Charles Mansell and his baby chimpanzee, Sukari, but as Joey's
world blooms with possibilities.
John Steinbeck, The Pearl
In this short book illuminated by a deep understanding and love
of humanity, John Steinbeck retells an old Mexican folk tale: the
story of the great pearl, how it was found, and how it was lost.
J.R.R. Tolkien, Lord of the Rings Trilogy (1 of the 3)
This trilogy includes The Fellowship of the Ring, The Two Towers
and The Return of the King. It is the story of how the dark power
of Sauron is destroyed.
Marcus Zusak, The Book Thief
Living in Nazi Germany, young Liesel and her family choose to lie
and steal to protect a Jewish refugee hiding in their basement.
Narrated by Death, this is not your typical World War II story.
*Books were chosen because of their inclusion on a
College Preparation list, the Quality Core curriculum,
or because they were teacher recommended. They
reflect a variety of genres, time periods, and themes.
Preview the book before you read it and choose a
book with which you are most comfortable and
interested. Parents, preview the book your student
has selected to make sure that it meets your
expectations for what is appropriate within your
home.
Lafayette High School ENGLISH 10 Summer Reading Expectations (2015)
Required Summer Reading Assignment
During your summer break, choose a novel from the approved and attached booklist, read it, and be prepared to
complete a written assignment when you return to school.
Optional Summer Project
For fun and an additional project grade, you can create a poster that displays elements of the book for the entire school
to see. Follow the steps below to guide you as the project is completed. This activity will likely help you discuss the
book better, which can help your grade tremendously!
In-school Writing Assignment
When you return in the fall, you will be asked to write about your required reading. Your prompt will be: Analyze how a
character changes over the course of the novel and how that change contributes to the novel’s theme.
Parent/Guardian:
This year, incoming sophomore students will be given a list of summer reading titles that vary in form and content.
Every book has been carefully chosen for its literary or cultural merits based on a list of 100 books all high school
students should read. With over 10 books on the list, it is important to review the book your student has selected to
make sure that it meets your expectations for what is appropriate within your home. We are excited to hear what
your student thinks about these books. Some of these books can be found (in their entirety) on-line.
Steps to Complete Optional Poster
1.
Pick a book from the Approved Booklist. Pay attention
to and research the elements below while reading.
a.
b.
c.
d.
2.
Main Characters
Favorite Scene
Connection to other texts
Understanding of Society
Construct a standard-sized poster board that includes
all of the following sections:
Requirements Checklist
Explain how a character develops
Description of favorite scene with
properly cited quotes
Connection to another text
Understanding of Society
Visuals and images – be creative!
Your name written on the back
a.
b.
c.
d.
e.
Explain how a character develops using 2 or 3
quotes
Provide a favorite scene from the book with
properly cited quotes
Connect this to another text (art, songs, film, TV,
etc) that shares the same themes or topics and
explain the connection.
Discuss how the text has furthered your
understanding of society.
At least 3 visuals or images incorporated in the
construction of the poster in an appealing
manner
Sophomore Reading List
Emma by Jane Austen
A novel about the perils of misconstrued romance.
(http://www.gutenberg.org/ebooks/158)
The Invisible Man by HG Wells
Griffin, a scientist who has devoted himself to research into optics.
(http://www.gutenberg.org/ebooks/5230)
The Memory Keeper’s Daughter by Kim Edwards
The story of a man who gives away his newborn baby, who has Down syndrome, to one of the nurses.
Miracle’s Boys by Jacqueline Woodson
An older brother takes care of the family after the mother dies.
A Parchment of Leaves by Silas House
In the early 1900s a young man from Kentucky looks for work.
Perfect Chemistry by Simone Elkeles
A fresh, urban twist on the classic tale of star-crossed lovers.
Dune by Frank Herbert
Set in the far future amidst a feudal interstellar society in which noble houses control individual planets.
The Curious Incident of the Dog in the Night-Time by Haddon
Christopher, a mathematically-gifted but socially challenged autistic teen, uncovers secrets about his own family while investigating
the murder of a neighbor’s dog.
Wicked: The Life and Times of the Wicked Witch of the West by Maguire, Gregory
The Wizard of Oz retold from the point of view of Elphaba, the Wicked Witch of the West.
The Natural by Bernard Malamud
Roy Hobbs -- a talented athlete whose promising career is derailed by a youthful indiscretion.
On the Beach by Nevil Shute
After a nuclear World War III has destroyed most of the globe, the few remaining survivors in southern Australia await the radioactive
cloud that is heading their way and bringing certain death.
Divergent by Veronica Roth
From the brink of apocalypse, humanity has reorganized itself into five factions, each of which uphold and live by a single core value.
LAFAYETTE HIGH SCHOOL
LEXINGTON, KY
General and Advanced Junior English
Summer Reading Assignment 2015-2016
Students should read ONE of the following texts. Students will be tested over their selection at the
beginning of the year.
•The Things They Carried by Tim O’Brien
•In Cold Blood by Truman Capote
Feel free to explore the text in ways you enjoy, such as journaling or researching the author. Active
reading of the text, via annotations, brief chapter synopsis, and active vocabulary acquisition is
encouraged.
These reading selections were chosen because of their inclusion on a College Preparation list, the
Common Core/Quality Core curriculum, or because they were teacher recommended. If you are
concerned with the content of any of these texts, preview the texts before your child reads it and choose
another on the list. Feel free to contact Ms. Holland via email ([email protected])
with any questions over the summer.
LAFAYETTE HIGH SCHOOL
LEXINGTON, KY
Advanced Placement English Language and Composition
Summer Reading 2015-2016
AP Language students,
You are on the precipice of a great adventure! The content and contexts of this course are thoroughly
engaging and varied. The following list of assignments and texts to be purchased are a minimal
requirement. Feel free to explore the text in ways you enjoy, such as journaling or researching the
author. You may contact Joanne Trammell ([email protected]) or Heather
Holland ([email protected]) if you have questions over the summer. Have a
great summer!
Texts/Resources to purchase:
• A Prayer for Owen Meany—John Irving
• The Things They Carried- Tim O’Brien
*Purchase of each book is recommended to encourage active reading of the text, via annotations,
brief chapter synopsis, and active vocabulary acquisition.
• Three ring binder (you may choose type, size and color)
Assignments:
- Read A Prayer for Owen Meany and The Things They Carried. Be prepared for an
assessment on the first day of school.
- Complete the attached handout with literary terms and bring it with you on the first day
of class. This list will be used throughout the year. You may use extra paper, if needed.
*Books were chosen because of their inclusion on a College Preparation list, the Common Core/
Quality Core curriculum, or because they were teacher recommended. If you are concerned
with the content of any of these books, preview the book before your child reads it and contact
Mrs. Trammell or Ms. Holland for a recommended alternative.
AP Language Literary Terms 2015-2016 - Lafayette High School
Literary Term
Definition
Example
ab ovo
ad hominem
argument
allegory
alliteration
allusion
ambiguity
amplification
anachronism
analogy
anaphora
andiplosis
anecdote
antanagoge
antecedent
antithesis
aphorism
aporia
apostrophe
asyndeton
atmosphere
Page 1 of 5
Potential Effects
Literary Term
Definition
Example
balance
chiasmus
circular plot
clause
colloquialism
colophon
conceit
concrete detail
conduplicato
connotation
consonance
denotation
descriptive detail
diction
didactic
distinctio
dramatic irony
enthymeme
enumeration
epigram
episodic plot
epistle
Page 2 of 5
Potential Effects
Literary Term
Definition
Example
epistrophe
epithet
eponym
ethos
euphemism
euphony
exemplum
extended
metaphor
generic
conventions
homily
hubris
hyperbation
hyperbole
hypophora
imagery
inference
invective
inversion
juxtaposition
litotes
logical fallacy
Page 3 of 5
Potential Effects
Literary Term
Definition
Example
logos
loose sentence
malapropism
maxim
metabasis
metabasis
metaphor
metonymy
mondegreen
onomatopoeia
organic plot
oxymoron
paradox
parallelism
parataxis
parenthesis
parody
pathetic fallacy
pathos
pedantic
periphrasis
philippic
polysyndeton
Page 4 of 5
Potential Effects
Literary Term
Definition
Example
procatalepsis
prose
satire
semantic
sentenia
simile
situational irony
syllogism
symbol
symploce
synechdoche
syntax
theme
thesis
tone
understatement
unity
verbal irony
verisimilitude
wit
zeugma
Page 5 of 5
Potential Effects
LAFAYETTE HIGH SCHOOL
LEXINGTON, KY
General and Advanced Senior English Summer Reading Assignment 2015-2016
*This is NOT the AP Literature or Dual Credit summer reading assignment.
I.
•
•
II.
Assignment Overview
Your assignment is to complete research on a topic of your choice by following the step-by-step guide found
below. It is recommended that you spend a generous amount of time thinking about your topic because research
completed during the summer will be used throughout the first unit of Senior English, so interest and
investment in topic is ideal.
You MUST select a topic that has two clear opposing viewpoints. Make sure your topic is something you could
argue about with someone.
Step-by-Step Guide to Completing Research/Assignment
1. Step One: Collect 7 articles in varying length and from various sources on your selected topic. 4 of the
articles need to be on the side you will represent, 3 for the opposing side. *You don’t necessarily need to
personally believe in the side you will represent.
2. Step Two: Read each article.
3. Step Three: Read each article again and as you read annotate the article. A minimum of 5 notes are required
per article. Highlighting does not count as a ‘note’, but is a great tool to assist comprehension and annotation.
How To Annotate:
 Highlight information you think is important.
 Take notes in margins or on post-it notes. Notes can include:
a. Questions
i. Ask questions about facts, sources, and information you don’t understand
b. Content-to-Self/World Connections
i. Note connections that article has to your life, something else you have read, another issue in
your world, etc.
c. Evaluations and Judgments
i. Log where and why you disagree or agree with certain claims the author is making, facts they
are providing, etc.
ii. Note when information is off topic, irrelevant, or provides an interesting perspective
4. Step Four: Write a summary for each article. Each summary must be a minimum of 7 sentences.
How To Summarize:
 A summary should put the main idea of the article into your own words, including only the main
points. Think of a summary like a trailer for a movie. You are highlighting the main points, but not
giving away every little detail.
Page 1 of 2
III.
•
•
IV.
•
•
•
Requirements
You must bring a printed copy of each article to school on the first day.
You must keep documentation of each of your articles. This includes logging article web links or the name of the
magazine/newspaper and publishing date.
Suggested Article Sources
Opposing Viewpoints: http://infotrac.galegroup.com/itweb/lexi91833?db=OVIC
o At School Password: generals
http://scholar.google.com/
Most printed magazines/newspapers have online editions (ex. www.nytimes.com and www.kentucky.com).
Page 2 of 2
LAFAYETTE HIGH SCHOOL – AP Literature and Composition
Summer Reading Assignment 2015-2016
Required Reading (Students must read all three selections in the order listed):
How to Read Literature Like a Professor by James C. Foster
Mythology by Edith Hamilton
Hamlet by William Shakespeare
*Note to Parents and Guardians: Please review the selections above. If you decide that you do not want your student reading one
of the selections, please e-mail [email protected] immediately and an alternate selection will be
provided.
Summer Assignment:
1) Read each text carefully in the order listed.
2) You will have a test over Edith Hamilton’s Mythology during the first week back. It is highly recommended that you
construct study notes or notecards as you read, as you will be expected to know the genealogy of the Greek gods, Roman
and Greek names for the gods, their sacred animals and trees, and major events from the major and minor stories that
appear as allusions throughout literature and pop culture. This will be difficult.
3) While reading Hamlet, annotate the text. See attached for example.
a. You are welcome to complete annotations by writing in text, on post it notes/note cards that are placed in book,
etc. If you aren’t writing in book, make sure to note the page number referenced next to each annotation.
b. Your annotations should reflect your comprehension of both Mythology and How to Read Literature Like a
Professor in that your annotations reference specific ideas and concepts presented in both books.
c. Bring annotations with you on the first day of class. They will be checked for a grade and used to assist you on
the essay you will write.
Overview of Annotation for Beginners:
Annotation (n): The act or process of furnishing critical commentary or explanatory notes, a commentary
Annotation (n): A mark made while reading
Types of Annotations -- It is suggested that you include an unspecified number of each type of annotation:
Basic Annotations: This annotation is underlining, circling, starring, bracketing and is used to identify important developments in
plot, characterization, and theme and later used for quick recall during discussions and writing.
Summary Annotations: This annotation should provide a detailed account of a section or part of the reading. They will help with
comprehension and quick recall of plot, characterization, and conflict.
Comprehension Annotations: This annotation should research people and places mentioned in the text and define words that
you do not know.
Critical Analysis Questions: This annotation should ask questions about the author’s style, the purpose and meaning of literary
devices used in the text, the effect of literary devices on the mood, meaning, and tone of the work, and what the text informs us
of the social and cultural values of when it was written.
Analysis Annotation: This annotation should answer your own critical questions. You will need to answer using evidence from the
text (specific references and/or quotes) and respond fully to the question you asked.
LAFAYETTE HIGH SCHOOL
LEXINGTON, KY
Dual Credit Senior Summer Reading Assignment 2015-2016
Follow the directions that explain which books you are required to read over the summer, and then follow the
writing instructions for your assigned class, outlined at the bottom this page. Note to Parents and Guardians: Please
review the selections. If you decide that you do not want your student reading one of the selections, please e-mail
[email protected] immediately and an alternate selection will be provided.
Senior Dual Credit English (101/102)
Read ONE CHOICE below.
Choose ONE to Read
 Pygmalion by George Bernard Shaw
 The Road by Cormac McCarthy
Reading Assignments
IN-CLASS ASSIGNMENT: During the first week of classes next year, you will be required to complete a writing task in
class over the book you chose for summer reading. Below is the task:
After you have read your Senior English summer reading selection(s), please complete the Writing
Task directly following the directions provided. You SHOULD use information and evidence from the
reading selection to complete the writing task. You may not work or conference with anyone.

Locate the writing task for you specific Senior English Level (e.g. General, Advanced, AP, Dual
Credit).

If you are required to read more than one selection, complete the writing task for only ONE of
the reading selections. You will be required to complete other tasks for the other required
readings when you return to school.



Think about what you want to write.
Use your Writer’s Reference Sheet to guide you in planning, revising, and editing your response.
Review the scoring criteria provided in this packet. These criteria will be used to score your
work.
Pygmalion Writing Task
Literacy Acquisition is the act of learning to read and write within the acceptable standards of a given language.
Discuss the importance of Literacy Acquisition in George Bernard Shaw’s Pygmalion and its impact on both Eliza and
Higgins. What implications does this theme still have for us today? (2-3 pages)
The Road Writing Task
Narrative is defined as “the art, technique, or process of narrating” or simply, the telling of a story. As authors write,
they develop their own distinct voice based on the particular style they are using throughout the work. Dialog is
defined as “the conversation between characters in a novel, drama, etc.” Throughout The Road, Cormac McCarthy
uses language to reflect the context in which the characters must exist. Contrast the simplicity of the dialog with the
complexity of the narrative and discuss this thematic importance as seen throughout the novel. What implications
does this have for us today? (2-3 pages)
Writer’s Reference Sheet
Follow the steps below to help you successfully
write your response.
Focusing
Read the task to identify your purpose and
audience and the form of writing you should
use.
Think about information you may have
(personal experiences, current issues, and your
knowledge about this topic) that will help you
fulfill the purpose in your response to the task
and meet the needs of the audience.
Prewriting
After reading the task and focusing your thinking,
begin to plan what you will write.
• Select and narrow your topic.
• Focus on your purpose by identifying a
central/controlling idea.
• Identify your audience’s needs.
• Generate and organize your ideas and
support. (You may use graphic
organizers).
Drafting
Write a first draft of your response to the task on
paper provided by your teacher.
Revising
Be sure to review your writing for the following:
• Focus and attention to purpose and
audience
• Development of ideas, details, and
support
• Clear organization, with transitions as
necessary
• Variety of sentence structures
Editing
Review your writing and correct any errors in
sentence structure, word choice, punctuation,
capitalization, and spelling.
Publishing
The final draft of your response must be written in
your Student Response Booklet.
As you revise, ask yourself these important
questions.
When I organized my writing, did I
• include an attention-getting lead (such as a
quote, a question, or a statement)?
• develop the body (with supporting details,
transitions, and paragraphs)?
• conclude effectively (by referring back to the
lead, asking the audience to take action,
leaving the audience something to think about,
etc.)?
If it is a letter, have I
• used the correct letter form (business or
friendly)?
• supported my purpose with details?
• answered my audience’s anticipated
questions?
If it is an editorial, have I
• given my opinion?
• supported my opinion with reasons?
• given examples, statistics, stories, etc., to
support each reason?
If it is an article, have I
• focused on an interesting angle of the topic?
• supported my purpose with relevant idea
development?
• used text features effectively (sections with
headings, bulleted lists, etc.)?
If it is a speech, have I
• met the needs of my audience?
• supported my purpose with details that will
engage the audience?
Remember to print or write neatly.
Kentucky Writing Scoring Rubric
0
1
2
3
4
CONTENT
Purpose and Audience; Idea Development and Support
The writing:
 Lacks purpose
 Lacks awareness of
audience
 Lacks idea
development; may
provide random
details
0
The writing:
 Attempts to establish a
general purpose; lacks focus
 Indicates limited awareness
of audience’s needs
 Demonstrates limited idea
development with few details
and/or weak support; may
attempt to apply some
characteristics of the genre
The writing:
 Attempts to establish and maintain a
narrowed purpose; some lapses in
focus
 Indicates some awareness of
audience’s needs; makes some
attempt to communicate with an
audience; may demonstrate some
voice and/or tone
 Demonstrates some idea
development with details/support;
support may be unelaborated,
irrelevant and/or repetitious; may
apply some characteristics of the
genre
The writing:
 Establishes and maintains an
authentic focused purpose
throughout
 Indicates an awareness of
audience’s needs; communicates
adequately with audience; conveys
voice and/or appropriate tone
 Demonstrates depth of idea
development with specific,
sufficient details/support; applies
characteristics of the genre
The writing:
 Establishes and maintains an
authentic and insightful focused
purpose throughout
 Indicates a strong awareness of
audience’s needs;
communicates effectively with
audience; sustains distinctive
voice and/or appropriate tone
 Demonstrates reflective,
analytical and/or insightful idea
development; provides specific,
thorough support; skillfully
applies characteristics of the
genre
1
2
3
4
STRUCTURE
Organization: unity and coherence; Sentences: structure and length
The writing:
 Demonstrates
random organization
 Lacks transitional
elements
 Demonstrates
incorrect sentence
structure throughout
The writing:
 Demonstrates ineffective or
weak organization
 Demonstrates limited and/or
ineffective transitional
elements
 Demonstrates some
ineffective or incorrect
sentence structure
0
1
The writing:
 Demonstrates logical organization
with lapses in coherence
 Demonstrates some effective
transitional elements
 Demonstrates simple sentences; may
attempt more complex sentences but
lacks control of sentence structure
The writing:
 Demonstrates logical, coherent
organization
 Demonstrates logical, effective
transitional elements throughout
 Demonstrates control and variety
in sentence structure
The writing:
 Demonstrates careful and/or
subtle organization that
enhances the purpose
 Demonstrates varied and subtle
transitional elements
throughout
 Demonstrates control, variety
and complexity in sentence
structure to enhance meaning
4
2
3
CONVENTIONS
Language: grammar and usage, word choice; Correctness: spelling, punctuation, capitalization, abbreviation and documentation
The writing:
 Demonstrates lack of control
in grammar and usage
 Demonstrates incorrect or
ineffective word choice
 Demonstrates lack of control
in correctness
The writing:
 Demonstrates some control of
grammar and usage with some errors
that do not interfere with
communication
 Demonstrates simplistic and/or
imprecise word choice
 Demonstrates some control of
correctness with some errors that do
not interfere with communication
The writing:
 Demonstrates control of grammar
and usage relative to length and
complexity
 Demonstrates acceptable word
choice appropriate for audience
and purpose
 Demonstrates control of
correctness relative to length and
complexity
The writing:
 Demonstrates control of
grammar and usage to enhance
meaning
 Demonstrates accurate, rich
and/or precise word choice
appropriate for audience and
purpose
 Demonstrates control of
correctness to enhance
communication