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(6) Multiple genres: listening, speaking,reading, writing, and thinking using multiple texts--literary elements. Thestudent recognizes and analyzes literary elements within and acrossincreasingly complex traditional, contemporary, classical, and diverse literarytexts. The student is expected to:

Whether your students are writing essays, stories, or letters, these online tools can help.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

Puritan culture .Thesis statement for the book the crucible.

The Crucible Essay - Shmoop Starting an essay on Arthur Miller’s The Crucible?

(8) Author's purpose and craft: listening,speaking, reading, writing, and thinking using multiple texts. The student usescritical inquiry to analyze the authors' choices and how they influence andcommunicate meaning within a variety of texts. The student analyzes and appliesauthor's craft purposefully in order to develop his or her own products andperformances. The student is expected to:

(8) Author's purpose and craft: listening,speaking, reading, writing, and thinking using multiple texts. The student usescritical inquiry to analyze the authors' choices and how they influence andcommunicate meaning within a variety of texts. The student analyzes and appliesauthor's craft purposefully in order to develop his or her own products andperformances. The student is expected to:

It is impossible to write a strong essay without a strong thesis.

But this new version? This I hope gets the recognition it deserves, because it is GOOD.

(A) write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone;

(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:

time from confessing his sin, however, for the sake of his own good name and his wife's honor.
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Crucible Essay - Explore the importance of reputation.

(B) explain how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints;

Find how to explore ideas to write thesis statements on Beowulf.

(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction.

Against All Odds, Mayweather Versus McGregor Was a Good Fight.

(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(iii) a clear thesis statement or controlling idea;

(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(i) advances a clear thesis statement;

(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

(iii) a clear thesis statement or controlling idea;

(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

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