21st Century Learning Language Arts Standard
Grade 11
Eleventh grade English emphasizes a wide variety of texts in American literature throughout history. Through
literature, students will explore significant themes and traditions in American literature. The course emphasizes
analytical reading and writing of narrative and expository text, literary analysis, critical thinking skills, and
oratory. Students will expand their vocabulary and refine conventions of written English in their writing. To
meet the needs of the 21st century student, instruction is enhanced through a wide range of media. Eleventh
graders integrate content, thinking skills, and technology, as needed, to learn and communicate effectively with
a wide range of audiences. In preparation for senior year and beyond, students will develop the skills to create
effective job or college applications.
1. Concepts About Print
Not assessed at this level.
2. Phonemic Awareness
Not assessed at this level.
3. Reading Fluency
Not assessed at this level.
4. Word Analysis and Vocabulary
LA11.4.1 Uses context clues to identify a plausible meaning of an unfamiliar word (for example:
definition, description, antonym/synonym, item is a series, cause and effect).
5. Strategies to Guide and Monitor Comprehension
LA11.5.1 Uses multiple strategies to understand words, sentences, and passages (for example: text
connections, mental images, vocabulary in context, summarizing).
LA11.5.2 Asks questions about omissions or ambiguities in the text to understand and extend meaning.
LA11.5.3 Makes inferences.
LA11.5.4 Uses visual tools (for example: charts, Venn Diagrams, double-column notes, outline notes,
table) to organize information during and after reading in order to understand important ideas
and details.
6. Main Idea and Supporting Details
LA11.6.1 Extracts complex implicit themes or ideas in complex texts.
LA11.6.2 Locates details with multiple plausible interpretations, or details that subtly contradict obvious
interpretations.
LA11.6.3 Explains role of important details/events.
7. Textual Relationships
LA11.7.1 Analyzes a text based on a particular idea, theory, philosophy, or perspective (for example:
Marxist, feminist, race, class, religious, existentialist) to arrive at a theme.
8. Author’s Approach
LA11.8.1 Describes how the historical, cultural, political, or geographical context for the
writing/speaking affects the text.
9. Text Structures, Elements, and Techniques
LA11.9.1 Analyzes how the organization of the text (for example: beginning, end, sequence, pacing, time
lapses, flashback/forward) affects the audience.
LA11.9.2 Analyzes how the author creates the narrator/speaker/persona.
LA11.9.3 Analyzes the meaning of complex figurative language (for example: extended
metaphor/conceit, allusion, imagery, motif, symbolism).
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LA11.9.4
Explains how meaning and the reader’s experience are constructed by various features of
poetry, including sound (for example: rhythm, repetition, alliteration, consonance, assonance)
and graphic elements (for example: line length, enjambment, punctuation, word position).
LA11.9.5 Explains the meaning of ironies (for example: verbal, dramatic), contradictions, paradoxes,
incongruities, and ambiguities.
10. Research
Not assessed at this level.
11. Writing Process
LA11.11.1 Selects strategies to generate a variety of ideas and details into a plan for a writing task.
LA11.11.2 Incorporates suggested strategies/techniques/advice used by published writers for specific
writing tasks.
LA11.11.3 Develops and monitors goals for own writing to enhance writing.
LA11.11.4 Solicits feedback on specific aspects of work-in-progress, and uses abstract or strategic
feedback to inform revision (for example: suggestions about changing overall tone, structure,
mood, etc.).
12. Writing Style
LA11.12.1 Employs diction that is precise and clear (Word Choice).
LA11.12.2 Employs appropriate and varied transition words and phrases that smoothly move the reader
from one idea to the next (Sentence Fluency).
13. Language Conventions
LA11.13.1 Demonstrates control of standard writing conventions in own writing, and is able to correct
errors in others’ writing (required: complex punctuation [quotation marks, semicolon, dash,
hyphen, colon, ellipsis], spelling of unusual words, complex capitalization rules, commonly
confused homophones, commas after introductory elements or in series, commonly confused
words [affect/effect, than/then, accept/except, anyone/any one, all together/altogether,
who/whom, among/between, lose/loose], possessive apostrophes, agreement between pronoun
and antecedent, correct placement and use of modifiers, correct hanging or unnecessary
prepositions where stylistically appropriate).
14. Functional Writing
LA11.14.1 Writes college/career-related documents (required; application materials; for example:
resume, cover letter, college essay/personal statement, scholarships) (see bullets below for
required criteria).
o Markets the subject knowledgeably and accurately (Ideas/Content).
o Follows a clear organizational plan with an effective logical sequence (Organization Plan).
o Constructs an introduction or an objective that establishes an explicit purpose,
demonstrates knowledge of the audience, and motivates the reader to continue reading
(Organization – Introduction).
o Divides text into paragraphs or sections, each organized to illustrate a single idea or
topic, which contain vivid, specific well-chosen and accurate details that succinctly, yet
thoroughly, support the desired impression of the writer (Organization - Paragraphing
& Sections).
o Concludes with a clear ending that helps reveal, support, and extend a positive
impression of the writer (resume excepted) (Organization/Conclusion & Word
Choice).
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15. Expositive/Persuasive Writing
LA11.15.1 Writes literary analyses (required: use of present tense when referring to textual events,
academic audience) (see bullets below for required criteria).
o
o
o
o
o
o
o
o
Develops a complex thesis that fulfills the purpose and controls the entire piece, and which
explores the relationship between a specific aspect of the text (for example: symbol,
characterization, tone) and the theme (Ideas/Content - Thesis).
Uses a variety of strategies to introduce examples, details, and their sources; provides enough
context for evidence to be understood (Ideas/Content – Development).
Supports ideas with subtle details and comprehensive evidence from the text (Ideas/Content –
Details).
Logically explains significance of details (Ideas/Content – Details).
Follows an overall organizational plan with an effective, unified sequence that takes the reader
through a complete argument (Organization – Plan).
Constructs an introduction that frames a compelling question, problem, contradiction, or
dilemma within the text, and contains an effectively placed thesis (Organization – Introduction).
Divides the body into paragraphs that are organized to effectively develop a single idea
(Organization – Paragraphing).
Creates a conclusion that provides a clear ending, helps reassert and extend the thesis, and states
the implications of the thesis for the audience (Organization - Conclusion).
16. Narrative/Expressive Writing
LA11.16.1 Writes narratives (for example: memoir, personal narrative for college essay/personal
statement) based on real or imagined events (see bullets below for required criteria).
o Develops a complex, central idea or dominant impression, implicit or explicit (Ideas/Content o
o
o
o
o
o
o
Central Idea).
Develops a sequence of events around a clearly defined conflict, and the action is arranged so
that the reader knows how the conflict started, how it developed, and how it was resolved (Ideas
& Organization – Development).
Creates details that thoroughly support central ideas or dominant impressions (Ideas/Content Details).
Creates an introduction that suggests the topic and mood, and motivates reader to continue
reading (Organization - Introduction).
Follows a strategic organizational plan, placing events in position to manipulate the reader’s
emotions or create suspense (Organization – Plan).
Employs pacing to compress time or accelerate an event in order to develop the author’s purpose
(Organization - Pacing).
Divides text into paragraphs or sections, each organized to illustrate a single idea or topic
(Organization - Paragraphing).
Creates a conclusion that helps reveal, support, and extend the central idea (Organization Conclusion).
17. Interactive Communication: Visual and Written Applications
LA11.17.1 Plans and creates an effective media product that demonstrates format, purpose, and audience
(see required criteria below).
o
o
o
Organizes color, space, graphics, and text to show information clearly.
Selects well-chosen, specific media to illustrate specific pieces of information.
Conveys a complex idea(s) that is clear and fulfills the purpose.
Varies text (font, style, or size) to fit specific images and ideas.
o
18. Interactive Communication: Speaking and Listening Applications
LA11.18.1 Delivers effective formal and informal presentations (see required criteria below).
o Speaks with confidence and fluidity (for example: articulation/enunciation, emphasis, tone,
o
o
o
pauses, clarity, posture, gestures).
Varies volume, inflection, and pace to create a desired effect.
Skillfully incorporates or refers to visuals (for example: digital media, costumes/props, graphics,
body language) to enhance presentation.
Interprets or references source material accurately.
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Descriptions of the Reading Passages
Uncomplicated Literary Narratives refers to excerpts from essays, short stories, and novels that tend to use
simple language and structure, have a clear purpose and a familiar style, present straightforward interactions
between characters, and employ only a limited number of literary devices such as metaphor, simile, or
hyperbole.
More Challenging Literary Narratives refers to excerpts from essays, short stories, and novels that tend to
make moderate use of figurative language, have a more intricate structure and messages conveyed with some
subtlety, and may feature somewhat complex interactions between characters.
Complex Literary Narratives refers to excerpts from essays, short stories, and novels that tend to make
generous use of ambiguous language and literary devices, feature complex and subtle interactions between
characters, often contain challenging context-dependent vocabulary, and typically contain messages and/or
meanings that are not explicit but are embedded in the passage.
Uncomplicated Informational Passages refers to materials that lend to contain a limited amount of data,
address basic concepts using familiar language and conventional organizational patterns, have a clear purpose,
and are written to be accessible.
More Challenging Informational Passages refers to the materials that tend to present concepts that are not
always stated explicitly and that are accompanied or illustrated by more—and more detailed—supporting data,
include some difficult context-dependent words, and are written in a somewhat more demanding and less
accessible style.
Complex Informational Passages refers to materials that tend to include a sizeable amount of data, present
difficult concepts that are embedded (not explicit) in the text, use demanding words and phrases whose
meaning must be determined from context, and are likely to include intricate, explanations of processes or
events.
Characteristics of Uncomplicated, More Challenging, and Complex Texts
Degree of Text Complexity
Aspect of Text
Uncomplicated
More Challenging
Complex
Relationships
Basic, straightforward
Sometimes implicit
Richness
Minimal/limited
Moderate/more detailed
Structure
Simple, conventional
More involved
Style
Vocabulary
Plain, accessible
Familiar
Purpose
Clear
Richer, less plain
Some difficult, context-dependent
words
Conveyed with some subtlety
Subtle, involved, deeply
embedded
Sizable/highly
sophisticated
Elaborate, sometimes
unconventional
Often intricate
Demanding, highly
context dependent
Implicit, sometimes
ambiguous
Source: American College Testing (ACT), 2006
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