A Correlation of
Prentice Hall
Writing Coach
©2012
To
Pearson
Common Core Literature
©2015
Grade 11
A Correlation of Prentice Hall Writing Coach, Grade 11 ©2012
to
Pearson Common Core Literature, Grade 11, ©2015
Introduction
This document demonstrates how Prentice Hall Writing Coach, ©2012 aligns to
Pearson Common Core Literature, ©2015, and fully complements the program.
Correlation page references are to the Teacher’s Edition and are cited by activity and page
number. Lessons in the Teacher’s Edition contain facsimile Student Edition pages.
Prentice Hall Writing Coach is a digitally driven grammar and writing program that
improves students’ skills in Grades 6–12.
It’s Personalized
Prentice Hall Writing Coach gives students personalized, detailed feedback on the
strengths and weaknesses of their writing. It is the only program that uses a paragraph
scorer as well as an essay scorer so struggling students that aren’t ready to write larger
pieces can receive the same productive feedback as the rest of the class.
It’s Flexible
Prentice Hall Writing Coach has several components that work together as a
comprehensive writing program or a seamless complement to any literature anthologies,
novels, or other language arts program teachers might be using.
It’s Manageable
The best way for students to become better writers is to spend more time writing. The
problem is, the more time they spend writing, the more time teachers need to spend
grading and assessing. Prentice Hall Writing Coach performs this time-consuming task
by grading students’ writing examples and providing personalized feedback. This lets
teachers spend more time teaching and a lot less time grading.
It’s Engaging
Prentice Hall Writing Coach provides targeted writing feedback in an online format. Plus,
students will receive extensive experience communicating in today’s digital world with skills
instruction in writing e-mails and blogs, evaluating material on the Internet, and developing
multimedia presentations.
It’s Comprehensive
Prentice Hall Writing Coach is more than just a writing program. It’s a complete
language arts program that provides personalized grammar instruction as well. Prentice
Hall Writing Coach uses students’ writing examples to diagnose strengths and weaknesses
in their grammar and supports them with grammar instruction and remediation.
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A Correlation of Prentice Hall Writing Coach, Grade 11 ©2012
to
Pearson Common Core Literature, Grade 11, ©2015
Table of Contents
Unit 1 A Gathering of Voices................................................................................... 4
Unit 2 A Growing Nation ......................................................................................... 8
Unit 3 Division, Reconciliation, and Expansion ..................................................... 13
Unit 4 Disillusion, Defiance, and Discontent ......................................................... 17
Unit 5 Prosperity and Protest ............................................................................... 22
Unit 6 New Voices, New Frontiers ........................................................................ 26
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Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Prentice Hall Writing Coach
Grade 11, ©2012
Grade 11
Unit 1 A Gathering of Voices
The Earth on Turtle's Back
Onondaga, page 20
Historical fiction, script based on, 113, 114,
115; Writing for Media: Script Adaptation,
218–219; also see: Documentary script,
86, 87; Docudrama, 249
When Grizzlies Walked Upright
Modoc, page24
Coordinating conjunctions, 326, 329, 330;
Combining sentences with coordinating
conjunctions, 398, 401; Faulty
coordination, 418–419; Commas with
coordinating conjunctions, 569–571
from The Navajo Origin Legend
Navajo, page 27
Grammar: Coordinating Conjunctions, page
31
Writing to Sources: Play, page 30
from The Iroquois Constitution
Dekanawidah, page 42
Poetry and Description, 118–119; Feature
Assignment: Ballad and Free Verse Poem,
120–121, 122–123, 124–125, 126–138,
142–143
Writing to Sources: Found Poem, page 45
from of Plymouth Plantation
William Bradford, page 58
Make Your Writing Count: Give a Speech to
Persuade, 191; Evaluating a Speech, R31;
also see: Mentor Text: Speech (Try It),
174–175; Use a Writer’s Eye, 177
Writing to Sources: Explorer’s Journal
Entry, page 55
Writing: Speaker Introduction, page 67
Journal(s), 4, 10, 21
Part 2
To My Dear and Loving Husband
Anne Bradstreet, page 76
“A Response to Walt Whitman’s ‘Song of
Myself,’” 200–201; also see: Response to
Literature, 196–197; Forms of Interpretive
Response, 198–199; Featured Assignment:
Response to Literature Essay, 202–203,
204–216
Nonfiction Narration: Memoir, 64–67, 68–
69, 70–71, 72–75, 76–77, 78–81, 82–83,
84, 85, 86–87, 88–89
Writing to Sources: Interpretive Essay,
page 79
Huswifery
Edward Taylor, page 82
Writing: Reflective Essay, page 83
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Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Prentice Hall Writing Coach
Grade 11, ©2012
from Sinners in the Hands of an Angry
God
Jonathan Edwards, page 86
Persuasion: Mentor Text, 174–175,
Revision Model, 184–185, Rhetorical
Questions, 187, Model Proposal, 192
Grammar: Correlative Conjunctions, page
94
Writing to Sources: Evaluation of
Persuasion, page 93
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Correlative conjunctions, 326, 329–331,
416
Part 3
Speech in the Virginia Convention
Patrick Henry, page 100
Compare–and–contrast essays, 15, 20,
147; Comparison essays, 199
Speech in the Convention
Benjamin Franklin, page 105
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Writing to Sources: Compare-and-Contrast
Essay, page 109
Speech to Persuade: Listening and
Speaking, 191; Evaluating a Speech, R31;
also see: Mentor Text: Speech (Try It),
174–175; Use a Writer’s Eye, 177
The Declaration of Independence
Thomas Jefferson, page 112
Persuasion, 170–171, 172–173, 174–175,
176–177, 178–181, 182–182, 184–187,
188–189, 190, 191, 192–193, 194–195;
Proposal, 262–263; also see: Editorials, 18,
173
from The American Crisis
Thomas Paine, page 117
Writing Lesson: Persuasive Editorial, page
121
To His Excellency, General Washington
Phillis Wheatley, page 124
Persuasion, 170–171, 172–173, 174–175,
176–177, 178–181, 182–182, 184–187,
188–189, 190, 191, 192–193, 194–195;
Proposal, 262–263; also see: Memos, 22
Writing: Persuasive Memorandum, page
127
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Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Prentice Hall Writing Coach
Grade 11, ©2012
from The Autobiography
Benjamin Franklin, page 140
Cause–and–effect essays, 15, 147; also
see: Exposition: Pro-Con Essay, 144–147,
148–149, 150–151, 152–155, 156–157,
158–161, 162–163, 164, 165, 166–167,
168–169
Benjamin Franklin: America’s
Everyman
William L. Andrews, page 147
from Poor Richard's Almanac
Benjamin Franklin, page 148
Grammar: Subordinating Conjunctions,
page 155
Writing to Sources: Essay Analyzing Cause
and Effect, page 154
Straw Into Gold: The Metamorphosis of
the Everyday
Sandra Cisneros, page 158
Compare–and–contrast essays, 15, 20,
147; Comparison essays, 199
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Timed Writing: Explanatory Essay
(comparing and contrasting writers’ ideas),
page 165
from the Interesting Narrative of the
Life of Olaudah Equiano
Olaudah Equiano, page 170
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Response to Literature, page 165
Writing Lesson: Museum Placard, page 177
Biographical narratives, 9, 67; Biographical
profiles, 225
Nonfiction Narration: Documentary script,
86, 87
Make Your Writing Count: Summary, 166–
167
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Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Prentice Hall Writing Coach
Grade 11, ©2012
Letter from the President's House
John Adams, page 181
Research Writing: Checklist for Evaluating
Sources, 233; Collect and Organize Data,
234; Avoid Plagiarism, 235; Document Your
Sources, 236–237; Provide and Document
Evidence, 240; Use Graphics and
Illustrations, 241; Add Citations, 244
Letter to Her Daughter From the New
White House
Abigail Adams, page 182
Floor Plan of the President's House
Benjamin Henry Latrobe, page 184
Research Task, Topic: Changing the White
House, page 187
Common Core Assessment Synthesis
Test Taking Practice, page 200
Editing, 42–45, 82–83, 87, 110–111, 115,
141, 167, 188–189, 193, 219, 246–247,
250, 253, 261, 263, 267
Performance Tasks, page 204
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Writing Workshop
Narration: Autobiographical Narrative,
pages 188-195
Nonfiction Narration: Memoir, 64–67, 68–
69, 70–71, 72–75, 76–77, 78–81, 82–83,
84, 85, 86–87, 88–89
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Pearson Common Core Literature, ©2015
The American Experience
Prentice Hall Writing Coach
Grade 11, ©2012
Unit 2 A Growing Nation
Part 1
The Devil and Tom Walker
Washington Irving, page 228
Historical Fiction, 90–93, 94–97, 98–99,
100–103, 104–105, 106–109, 110–111,
113, 114–115, 116
Writing: Modern Retelling of a Story, page
241
Commission of Meriwether Lewis
Thomas Jefferson, page 245
Research Writing, 222–225, 226–229, 230–
237, 238–241, 242–245, 246–247, 248,
249, 250–253, 254–255
Crossing the Great Divide
Meriwether Lewis, page 250
Research Task, Topic: The Life of
Sacagawea, page 255
from the Song of Hiawatha
Henry Wadsworth Longfellow, page 258
Compare–and–contrast essays, 15, 20,
147; Comparison essays, 199
The Tide Rises, The Tide Falls
Henry Wadsworth Longfellow, page 260
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Thanatopsis
William Cullen Bryant, page 262
Old Ironsides
Oliver Wendell Holmes, page 266
Writing: Comparing Literary Works, page
268
Part 2
The Minister's Black Veil
Nathaniel Hawthorne, page 272
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Grammar: Adjective and Adverb Clauses,
page 287
Grammar in Your Writing, page 287
Writing to Sources: Interpretive Essay
About Ambiguity, page 286
Adjectival clauses, 188, 189, 301, 374–375,
376, 377–378, 380, 381, 385, 386, 409
Adverbial clauses, 82, 83, 188, 189, 378–
379, 382, 383, 385, 386, 387, 409, 413,
414, 574
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Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Prentice Hall Writing Coach
Grade 11, ©2012
The Fall of the House of Usher
Edgar Allan Poe, page 292
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
The Raven
Edgar Allan Poe, page 311
Grammar: Comparative and Superlative
Adjectives and Adverbs, page 321
Writing to Sources: Essay Evaluating
Differing Critical Views, page 320
Degrees of Comparison, 506–510; Making
Clear Comparisons, 511–518
Where Is Here?
Joyce Carol Oates, page 325
Compare–and–contrast essays, 15, 20,
147; Comparison essays, 199
Timed Writing: Explanatory Text: Analytical
Essay, page 333
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
from Moby Dick
Herman Melville, page 336
Characters, in narratives, 66, 68, 77, 89,
92, 94, 96, 103, 105, 106, 107 108, 117,
143
Grammar: Participles, Gerunds, and
Infinitives (Verbals), page 358
Writing Lesson: Character Study, page 357
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Verbal Phrases, 364–372
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Pearson Common Core Literature, ©2015
The American Experience
Part 3
from Nature
Ralph Waldo Emerson, page 366
from Self-Reliance
Ralph Waldo Emerson, page 369
Concord Hymn
Ralph Waldo Emerson, page 371
Prentice Hall Writing Coach
Grade 11, ©2012
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Writing to Sources: Evaluation of a
Philosophical Essay, page 373
from Walden
Henry David Thoreau, page 378
from Civil Disobedience
Henry David Thoreau, page 388
Exposition: Pro-Con Essay, 144–147, 148–
149, 150–151, 152–155, 156–157, 158–
161, 162–163, 164, 165, 166–167, 168–
169; also see: Editorials, 18, 173
Writing Argument: Editorial, page 391
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Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Part 4
Emily Dickinson’s Poetry
Because I Could Not Stop for Death
Emily Dickinson, page 408
I Heard a Fly Buzz – when I Died
Emily Dickinson, page 410
There’s a Certain Slant of Light
Emily Dickinson, page 412
My Life Closed Twice Before Its Close
Emily Dickinson, page 413
Prentice Hall Writing Coach
Grade 11, ©2012
Response to Literature, 196–197; Forms of
Interpretive Response, 198–199; Featured
Assignment: Response to Literature Essay,
200–201, 202–203, 204–216
Poetry and Description, 118–119; Feature
Assignment: Ballad and Free Verse Poem,
120–121, 122–123, 124–125, 126–138,
142–143
Blogs, 9, 24, 67, 199, 267, R7; Blog
comments, 20
The Soul Selects her own Society
Emily Dickinson, page 414
The Brain - Is Wider Than the Sky
Emily Dickinson, page 415
There Is a Solitude of Space
Emily Dickinson, page 416
Water, Is Taught by Thirst
Emily Dickinson, page 417
Writing to Sources: Blog Entry About
Poetry, page 421
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Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Poetry and Essay Excerpt by Walt Whitman
from Preface to the 1855 Edition of
Leaves of Grass
Walt Whitman, page 426
Prentice Hall Writing Coach
Grade 11, ©2012
Poetry and Description, 118–119; Feature
Assignment: Ballad and Free Verse Poem,
120–121, 122–123, 124–125, 126–138,
142–143
from Song of Myself
Walt Whitman, page 428
When I Heard the Learn’d Astronomer
Walt Whitman, page 432
By the Bivouac’s Fitful Flame
Walt Whitman, page 433
I Hear America Singing
Walt Whitman, page 434
A Noiseless Patient Spider
Walt Whitman, page 436
Writing: Free verse Poem in Honor of
Whitman, page 439
Common Core Assessment Synthesis
Test Taking Practice, page 452
Performance Tasks, page 456
Writing Workshop
Informative Text: Reflective Essay, page
440-447
Editing, 42–45, 82–83, 87, 110–111, 115,
141, 167, 188–189, 193, 219, 246–247,
250, 253, 261, 263, 267
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Nonfiction Narration: Memoir, 64–67, 68–
69, 70–71, 72–75, 76–77, 78–81, 82–83,
84, 85, 86–87, 88–89
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Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Prentice Hall Writing Coach
Grade 11, ©2012
Unit 3 Division, Reconciliation, and Expansion
Part 1
An Occurrence at Owl Creek Bridge
Response to Literature, 196–197, 198–199,
Ambrose Bierce, page 480
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
Writing to Sources: Critical Essay on a
also see: “A Response to Walt Whitman’s
Stylistic Device, page 491
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
from Mary Chestnut's Civil War
Mary Chestnut, page 495
Recollections of a Private
Warren Lee Gross, page 500
Research Writing, 222–225, 226–229, 230–
237, 238–241, 242–245, 246–247, 248,
249, 250–253, 254–255
A Confederate Account of the Battle of
Gettysburg
Randolph McKim, page 502
Research task, Topic: Women and the Civil
War, page 505
An Episode of War
Stephen Crane, page 508
Writing to Sources: Essay in Response to
Criticism, page 515
from My Bondage and My Freedom
Frederick Douglass, page 520
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
College applications, 23; College application
essays, 257, 258–259
Writing: College Application Essay, page
529
Go Down, Moses
Traditional, page 532
Swing Low Sweet Chariot
Traditional, page 534
Multimedia projects/presentations, 25, 85,
139, 165, 191; also see: Writing for media,
24, 114, 115, 140, 141, 166–167, 192,
250, 251–252, 266–267; New media, R6–
R11
Writing to Sources: Electronic Slide
Presentation, page 535
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Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Prentice Hall Writing Coach
Grade 11, ©2012
The Gettysburg Address
Abraham Lincoln, page 538
Compare–and–contrast essays, 15, 20,
147; Comparison essays, 199
Letter to His Son
Robert E. Lee, page 541
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Writing to Sources: Compare-and-Contrast
Essay, page 543
An Account of an Experience with
Discrimination
Sojourner Truth, page 554
Newspapers, 17, 147, 602; Feature article,
166–167
Writing to Sources: Newspaper Article,
page 557
Part 2
from Life on the Mississippi
Mark Twain, page 570
from How to Tell a Story
Mark Twain, page 575
Notorious Jumping Frog of Calaveras
County
Mark Twain, page 576
Grammar: Fixing Misplaced and Dangling
Modifiers, page 585
Writing to Sources: Analytical Essay, page
584
Grammar in Your Writing: page 613
from The Life and Times of the
Thunderbolt Kid
Bill Bryson, page 589
Writing to Sources: Compare-and-Contrast
Essay, page 593
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Misplaced and Dangling Modifiers, 412–413,
414
Compare–and–contrast essays, 15, 20,
147; Comparison essays, 199
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
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Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
To Build a Fire
Jack London, page 596
Grammar: Introductory Phrases and
Clauses, page 613
Writing to Sources: Literary Criticism, page
612
Grammar in Your Writing, page 613
Heading West
Miriam Davis Colt, page 617
I Will Fight No More Forever
Chief Joseph, page 622
Prentice Hall Writing Coach
Grade 11, ©2012
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Introductory taglines, 214; Introductory
words / expressions capitalizing, 544–545,
546; Commas after introductory material,
574–575, 594
Research Writing, 222–225, 226–229, 230–
237, 238–241, 242–245, 246–247, 248,
249, 250–253, 254–255
Research task, Topic: Westward Expansion,
page 624
Part 3
The Story of an Hour
Kate Chopin, page 628
Writing: Reflective Essay, page 633
Douglass
Paul Laurence Dunbar, page 636
We Wear the Mask
Paul Laurence Dunbar, page 638
Nonfiction Narration: Memoir, 64–67, 68–
69, 70–71, 72–75, 76–77, 78–81, 82–83,
84, 85, 86–87, 88–89
Research Writing, 222–225, 226–229, 230–
237, 238–241, 242–245, 246–247, 248,
249, 250–253, 254–255
Writing to Sources: Report on Literary
History, page 639
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Pearson Common Core Literature, ©2015
The American Experience
Prentice Hall Writing Coach
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Luke Havergal
Edwin Arlington Robinson, page 642
Historical Fiction, 90–93, 94–97, 98–99,
100–103, 104–105, 106–109, 110–111,
113, 114–115, 116
Richard Cory
Edwin Arlington Robinson, page 644
Lucinda Matlock
Edgar Lee Masters, page 646
Richard Bone
Edgar Lee Masters, page 647
Writing: Outline for a Short Story, page 649
A Wagner Matinee
Willa Cather, page 652
Writing Argument: Editorial, page 663
Common Core Assessment Synthesis
Test Taking Practice, page 680
Performance Tasks, page 684
Writing Workshop
Research: Historical Investigation Report,
page 664-675
Exposition: Pro-Con Essay, 144–147, 148–
149, 150–151, 152–155, 156–157, 158–
161, 162–163, 164, 165, 166–167, 168–
169; also see: Editorials, 18, 173
Editing, 42–45, 82–83, 87, 110–111, 115,
141, 167, 188–189, 193, 219, 246–247,
250, 253, 261, 263, 267
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Research Writing, 222–225, 226–229, 230–
237, 238–241, 242–245, 246–247, 248,
249, 250–253, 254–255
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Pearson Common Core Literature, ©2015
The American Experience
Prentice Hall Writing Coach
Grade 11, ©2012
Unit 4 Disillusion, Defiance, and Discontent
Part 1
The Love Song of J. Alfred Prufrock
Characters, in narratives, 66, 68, 77, 89,
T.S. Eliot, page 708
92, 94, 96, 103, 105, 106, 107 108, 117,
143
Writing to Sources: Character Analysis,
Response to Literature, 196–197, 198–199,
page 715
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
The Imagist Poets
A Few Don'ts
Ezra Pound, page 719
In a Station of the Metro
Ezra Pound, page 722
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
The Red Wheelbarrow
William Carlos Williams, page 723
This Is Just to Say
William Carlos Williams, page 723
The Great Figure
William Carlos Williams, page 724
Pear Tree
H.D. , page 725
Writing Argument: An Editor’s Review of a
manuscript, page 727
Winter Dreams
F. Scott Fitzgerald, page 730
Grammar: Subject-Verb Agreement, page
755
Writing to Sources: Literary Criticism, page
754
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Subject and verb agreement, 476–490
17
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to
Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
The Turtle from The Grapes of Wrath
John Steinbeck, page 758
Writing to Sources: Essay About Historical
Context, page 763
The Unknown Citizen
W.H. Auden, page 774
Writing to Sources: Political Approach to
Literary Criticism, page 777
old age sticks
E.E. Cummings, page 780
anyone lived in a pretty how town
E.E. Cummings, page 781
Prentice Hall Writing Coach
Grade 11, ©2012
Research Writing, 222–225, 226–229, 230–
237, 238–241, 242–245, 246–247, 248,
249, 250–253, 254–255
Historical Fiction, 90–93, 94–97, 98–99,
100–103, 104–105, 106–109, 110–111,
113, 114–115, 116
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Poetry and Description, 118–119; Feature
Assignment: Ballad and Free Verse Poem,
120–121, 122–123, 124–125, 126–138,
142–143
Writing to Sources: Poet’s Introduction,
page 783
Of Modern Poetry
Wallace Stevens, page 786
Compare–and–contrast essays, 15, 20,
147; Comparison essays, 199
Ars Poetica
Archibald MacLeish, page 789
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Poetry
Marianne Moore, page 791
Writing to Sources: Comparison-andContrast Essay, page 794
18
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to
Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Part 2
In Another Country
Ernest Hemingway, page 800
Writing to Sources: Critical Essay on Style,
page 807
A Rose for Emily
William Faulkner, page 816
Nobel Prize Acceptance Speech
William Faulkner, page 828
Writing to Sources: Critical Review, page
831
The Jilting of Granny Weatherall
Katherine Anne Porter, page 834
Writing: Stream-of-Consciousness
Monologue, page 845
A Worn Path
Eudora Welty, page 848
Writing: Sequel, page 857
The Night the Ghost Got In
James Thurber, page 860
Writing to Sources: Explanatory Essay on
Humor, page 868
Chicago
Carl Sandburg, page 868
Grass
Carl Sandburg, page 870
Writing to Sources: Analytical Essay, page
871
Prentice Hall Writing Coach
Grade 11, ©2012
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Characters, in narratives, 66, 68, 77, 89,
92, 94, 96, 103, 105, 106, 107 108, 117,
143
Writing for Assessment: Short Story, 116–
117; also see: Historical Fiction, 90–93,
94–97, 98–99, 100–103, 104–105, 106–
109, 110–111, 113, 114–115
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
19
A Correlation of Prentice Hall Writing Coach, Grade 11 ©2012
to
Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Robert Frost’s Poetry
Birches
Robert Frost, page 874
Stopping By Woods on a Snowy
Evening
Robert Frost, page 877
Prentice Hall Writing Coach
Grade 11, ©2012
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Mending Wall
Robert Frost, page 878
"Out, Out-"
Robert Frost, page 880
Acquainted With the Night
Robert Frost, page 882
The Gift Outright
Robert Frost, page 884
Writing to Sources: Critical Essay, page 887
Part 3
The Negro Speaks of Rivers
Langston Hughes, page 902
I, Too
Langston Hughes, page 904
Dream Variations
Langston Hughes, page 906
Refugee in America
Langston Hughes, page 907
Grammar and Style lesson: PronounAntecedent Agreement, page 911
Writing: Multi-Genre Response to
Literature, page 910
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Multimedia projects/presentations, 25, 85,
139, 165, 191; also see: Writing for media,
24, 114, 115, 140, 141, 166–167, 192,
250, 251–252, 266–267; New media, R6–
R11
20
A Correlation of Prentice Hall Writing Coach, Grade 11 ©2012
to
Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Prentice Hall Writing Coach
Grade 11, ©2012
Study the Masters
Lucille Clifton, page 915
Compare–and–contrast essays, 15, 20,
147; Comparison essays, 199
For My Children
Colleen McElroy, page 916
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Timed Writing: Explanatory Text: Analytical
Essay, page 919
The Tropics in New York
Claude McKay, page 923
Compare–and–contrast essays, 15, 20,
147; Comparison essays, 199
A Black Man Talks of Reaping
Arna Bontemps, page 924
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
From the Dark Tower
Countee Cullen, page 926
Writing to Sources: Compare-and-Contrast
Essay, page 927
from Dust Tracks on a Road
Zora Neale Hurston, page 930
Writing: Reflective Essay, page 937
Common Core Assessment Synthesis
Test Taking Practice, page 956
Performance Tasks, page 960
Nonfiction Narration: Memoir, 64–67, 68–
69, 70–71, 72–75, 76–77, 78–81, 82–83,
84, 85, 86–87, 88–89
Editing, 42–45, 82–83, 87, 110–111, 115,
141, 167, 188–189, 193, 219, 246–247,
250, 253, 261, 263, 267
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
21
A Correlation of Prentice Hall Writing Coach, Grade 11 ©2012
to
Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Writing Workshop
Argumentation: Multimedia Presentation of
an Argument, page 944-951
Prentice Hall Writing Coach
Grade 11, ©2012
Persuasion; Speech, 170–171, 172–173,
174–175, 176–177, 178–181, 182–182,
184–187, 188–189, 190, 191, 192–193,
194–195; Proposal, 262–263
Multimedia projects/presentations, 25, 85,
139, 165, 191; also see: Writing for media,
24, 114, 115, 140, 141, 166–167, 192,
250, 251–252, 266–267; New media, R6–
R11
Unit
Part
from
John
5 Prosperity and Protest
1
Hiroshima
Hersey, page 984
The Death of the Ball Turret Gunner
Randall Jarrell, page 997
Writing to Sources: Compare-and-Contrast
Essay on Theme, page 999
Junk Rally Poster
Poster, page 1003
The Battle of the Easy Chair
Dr. Seuss, page 1004
Compare–and–contrast essays, 15, 20,
147; Comparison essays, 199
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Research Writing, 222–225, 226–229, 230–
237, 238–241, 242–245, 246–247, 248,
249, 250–253, 254–255
Backing the Attack
Editors of the NY Times, page 1005
Research Task, Topic: Society and Culture
in the Media, page 1008
Part 2
The Life You Save May Be Your Own
Flannery O'Connor, page 1012
Writing to Sources: Essay of Interpretation,
page 1025
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
22
A Correlation of Prentice Hall Writing Coach, Grade 11 ©2012
to
Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Prentice Hall Writing Coach
Grade 11, ©2012
The First Seven Years
Bernard Malamud, page 1028
Writing to Sources: Personality Profile, page
1039
Constantly Risking Absurdity
Lawrence Ferlinghetti, page 1042
Writing: Poem Using an Extended
Metaphor, page 1045
Mirror
Sylvia Plath, page 1052
Courage
Anne Sexton, page 1053
Writing to Sources: Analytical Essay, page
1055
Characters, in narratives, 66, 68, 77, 89,
92, 94, 96, 103, 105, 106, 107 108, 117,
143
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Poetry and Description, 118–119; Feature
Assignment: Ballad and Free Verse Poem,
120–121, 122–123, 124–125, 126–138,
142–143
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Cuttings
Theodore Roethke, page 1058
Compare–and–contrast essays, 15, 20,
147; Comparison essays, 199
Cuttings (later)
Theodore Roethke, page 1060
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Writing to Sources: Essay Comparing
Science to Poetry, page 1061
The Explorer
Gwendolyn Brooks, page 1064
Frederick Douglass
Robert Hayden, page 1066
Writing to Sources: Literary Criticism, page
1069
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
23
A Correlation of Prentice Hall Writing Coach, Grade 11 ©2012
to
Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
One Art
Elizabeth Bishop, page 1072
The Filling Station
Elizabeth Bishop, page 1074
Writing to Sources: Multi-Genre Response
to Poetry, page 1078
Part 3
The Rockpile
James Baldwin, page 1082
Grammar: Avoiding Shifts in verb Tense,
page 1093
Grammar in Your Writing, page 1093
Writing: Radio Play, page 1092
Prentice Hall Writing Coach
Grade 11, ©2012
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Multimedia projects/presentations, 25, 85,
139, 165, 191; also see: Writing for media,
24, 114, 115, 140, 141, 166–167, 192,
250, 251–252, 266–267; New media, R6–
R11
Historical fiction, script based on, 113, 114,
115; Writing for Media: Script Adaptation,
218–219; also see: Documentary script,
86, 87; Docudrama, 249
Sentences, tense sequence in, 444–447,
448–450; Adverbs, clarifying tense with,
451
Life in His Language
Toni Morrison, page 1096
Biographical narratives, 9, 67; Biographical
profiles, 225
Writing: Essay of Tribute, page 1101
Nonfiction Narration: Memoir, 64–67, 68–
69, 70–71, 72–75, 76–77, 78–81, 82–83,
84, 85, 86–87, 88–89
Inaugural Address
John F. Kennedy, page 1104
Persuasion, 170–171, 172–173, 174–175,
176–177, 178–181, 182–182, 184–187,
188–189, 190, 191, 192–193, 194–195;
Proposal, 262–263
from Letter From Birmingham Jail
Martin Luther King, Jr. , page 1109
Grammar: Using Active, Not Passive Voice,
page 1115
Grammar in Your Writing, page 1115
Writing Argument: Letter to the Editor,
page 1114
The Crucible, Act 1
Arthur Miller, page 1126
Letters: to editors, 19, 173, to authors, 20,
199
Voice active / passive, 456–458, 459–460
Newspapers, 17, 147, 602; Feature article,
166–167
Writing to Sources: Newspaper Article,
page 1159
24
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Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
The Crucible, Act 2
Arthur Miller, page 1161
Writing Argument: Persuasive Letter, page
1183
The Crucible, Act 3
Arthur Miller, page 1187
Writing Argument: Workplace
Document/Legal Brief, page 1215
The Crucible, Act 4
Arthur Miller, page 1217
Grammar: Avoiding Sentence Fragments
and Run-ons, page 1237
Grammar in Your Writing, page 1237
Writing to Sources: Literary Criticism on
Universal Theme, page 1236
from Good Night, and Good Luck
George Clooney and Grant Heslov, page
1241
Timed Writing: Explanatory Text: Analytical
Essay, page 1249
Common Core Assessment Synthesis
Test Taking Practice, page 1268
Performance Tasks, page 1272
Prentice Hall Writing Coach
Grade 11, ©2012
Persuasion, 170–171, 172–173, 174–175,
176–177, 178–181, 182–182, 184–187,
188–189, 190, 191, 192–193, 194–195;
Proposal, 262–263
Letters: to editors, 19, 173, to authors, 20,
199
Workplace Writing, 256–269
Persuasion, 170–171, 172–173, 174–175,
176–177, 178–181, 182–182, 184–187,
188–189, 190, 191, 192–193, 194–195;
Proposal, 262–263
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Fragments, 339–340, 342, 407–409, 411
Run–ons, 407, 410, 411, 570
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Editing, 42–45, 82–83, 87, 110–111, 115,
141, 167, 188–189, 193, 219, 246–247,
250, 253, 261, 263, 267
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
25
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to
Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Writing Workshop
Argumentation: Argumentative Essay, page
1256-1263
Unit 6 New Voices, New Frontiers
Part 1
Antojos
Julia Alvarez, page 1298
Writing: Same Story, Different Point of
View, page 1309
Everyday Use
Alice Walker, page 1312
Grammar and Style lesson: Using
Transitional Expressions, page 1323
Writing Argument: Critical Review, page
1322
Prentice Hall Writing Coach
Grade 11, ©2012
Persuasion, 170–171, 172–173, 174–175,
176–177, 178–181, 182–182, 184–187,
188–189, 190, 191, 192–193, 194–195;
Proposal, 262–263
Writing for Assessment: Short Story, 116–
117; also see: Historical Fiction, 90–93,
94–97, 98–99, 100–103, 104–105, 106–
109, 110–111, 113, 114–115
Point of view (viewpoint): in poetry and
description, 120, 123, in interpretative
responses, 209
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Grammar in Your Writing, page 1323
Part 2
Everything Stuck to Him
Raymond Carver, page 1326
Writing to Sources: Analytical Essay on the
Ending, page 1332
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Traveling Through the Dark
William Stafford, page 1336
Compare–and–contrast essays, 15, 20,
147; Comparison essays, 199
The Secret
Denise Levertov, page 1339
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
The Gift
Li-Young Lee, page 1342
Writing to Sources: Compare and Contrast
Essay, page 1345
26
A Correlation of Prentice Hall Writing Coach, Grade 11 ©2012
to
Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Who Burns for the Perfection of Paper
Martin Espada, page 1348
Camouflaging the Chimera
Yusef Komunyakaa, page 1350
Streets
Naomi Shihab Nye, page 1353
Prentice Hall Writing Coach
Grade 11, ©2012
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Writing to Sources: Analytical Essay on
Theme, page 1355
Halley's Comet
Stanley Kunitz, page 1358
Writing: Reflective Essay, page 1361
The Latin Deli: An Ars Poetica
Judith Ortiz Cofer, page 1366
Writing to Sources: Interpretive Essay,
page 1369
Onomatopoeia
William Safire, page 1378
Writing: Research Paper on Word Origins,
page 1381
Coyote v. Acme
Ian Frazier, page 1384
Writing Argument: Parody of an Opening
Statement, page 1391
Nonfiction Narration: Memoir, 64–67, 68–
69, 70–71, 72–75, 76–77, 78–81, 82–83,
84, 85, 86–87, 88–89
Create a Definition Essay, 140–141
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Create a Definition Essay, 140–141
Word Bank, 67, 93, 121, 147, 173, 199,
225, 247
Research Writing, 222–225, 226–229, 230–
237, 238–241, 242–245, 246–247, 248,
249, 250–253, 254–255
Persuasion: Speech, 170–171, 172–173,
174–175, 176–177, 178–181, 182–182,
184–187, 188–189, 190, 191, 192–193,
194–195; Proposal, 262–263
27
A Correlation of Prentice Hall Writing Coach, Grade 11 ©2012
to
Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Part 3
One Day, Now Broken in Two
Anna Quindlen, page 1394
Writing: Letter to the Author, page 1397
Urban Renewal
Sean Ramsay, page 1401
Playing for the Fighting Sixty-Ninth
William Harvey, page 1403
Prentice Hall Writing Coach
Grade 11, ©2012
Letters: to authors, 20, 199
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Research Writing, 222–225, 226–229, 230–
237, 238–241, 242–245, 246–247, 248,
249, 250–253, 254–255
Research Task: the Value and Values of
Memorials, page 1407
Mother Tongue
Amy Tan, page 1410
For the Love of Books
Rita Dove, page 1418
Writing to Sources: Letter to the Author,
page 1422
Grammar in Your Writing, page 1423
from The Woman Warrior
Maxine Hong Kingston, page 1426
from The Names
N. Scott Momaday, page 1434
Letters: to authors, 20, 199
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Nonfiction Narration: Memoir, 64–67, 68–
69, 70–71, 72–75, 76–77, 78–81, 82–83,
84, 85, 86–87, 88–89
Writing: Memoir, page 1440
Grammar in your Writing, page 1441
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A Correlation of Prentice Hall Writing Coach, Grade 11 ©2012
to
Pearson Common Core Literature, Grade 11, ©2015
Pearson Common Core Literature, ©2015
The American Experience
Common Core Assessment Synthesis
Test Taking Practice, page 1460
Performance Tasks, page 1464
Writing Workshop
Narration: Short Story, page 1448-1455
Prentice Hall Writing Coach
Grade 11, ©2012
Editing, 42–45, 82–83, 87, 110–111, 115,
141, 167, 188–189, 193, 219, 246–247,
250, 253, 261, 263, 267
Response to Literature, 196–197, 198–199,
202–203, 204–207, 208–209, 210–213,
214–215, 216, 217, 218–219, 220–221;
also see: “A Response to Walt Whitman’s
‘Song of Myself,’” 200–201; “Point of View
in ‘An Occurrence at Owl Creek Bridge,’”
202–203
Historical Fiction, 90–93, 94–97, 98–99,
100–103, 104–105, 106–109, 110–111,
113, 114–115, 116
29