Oroville Union High School District
English Curriculum

Language Arts - Journalism: Graphic Communications

Journalism: Graphic Communications

COURSE TITLE: Journalism: Graphic Communications

LENGTH OF COURSE:    One Year

TYPE OF CREDIT:

Sophomores: English Elective (10 credits)

Juniors and Seniors: English Core (5 credits) and
English Elective (5 credits)
    
GRADE LEVEL:    10-12

PREREQUISITES:

Application with writing sample; Staff Recommendation; Consent of Instructor (Elective credit for grade 10; Core credit for grades 11 and 12)
    
REQUIRED TEXTS:                

Associated Press Stylebook and Libel Manual. Edited by Aileen Powell and Howard Angoine, The Associated Press
ISBN 0-201-040717-5

The Newspaper Designer's Handbook, Tim Harrower,
ISBN 0-697-32720-5

High School Journalism, H. L. Hall, Rosen Publishing Group, Inc., New York, 1994, ISBN 0-8239-1745-2

Student Workbook for High School Journalism, H. L. Hall, Rosen Publishing Group, Inc., New York, 1986,
ISBN 0-8239-2857-8

SUPPLEMENTAL RESOURCES:            

A Treasury of Great Reporting, edited by Lois L. Snyder and Richard B. Morris, Simon and Schuster        
                
Current professional publications prominent both in journalism
and graphic design. Such publications include Time, Newsweek, The Sacramento Bee, Elle, Mercury-Register, USA Today, New York Times

Current school newspapers exchanged among schools nationwide    

Franklin, Ben. Poor Richard's Almanac
The Autobiography Hemingway, Ernest.
By-Line: Ernest Hemingway
The Complete Short Stories of Ernest Hemingway
Orwell, George. 1984
"Politics of the English Language" Paine, Thomas.
"The Crisis"
Professional journalists from the community
Publications produced by the Journalism Education Association and by prominent publishing companies, such as C-Jet and Student Press Law Review
Sinclair, Upton. The Jungle (excerpts)
Selected Essays/Columns of Bob Greene, Ellen Goodman,
and Anna Quindlen
All the President's Men
News at 11

COURSE DESCRIPTION

This course will provide extensive training in journalistic style writing, editing, interviewing and newspaper production, as well as an understanding of press laws and ethical issues, through a lab method of instruction. It will also furnish students with a chance to develop themselves as readers, writers, listeners, designers and thinkers. Students will produce a monthly school newspaper; learn the skills and standards of professional journalism and accurate reporting; strengthen writing skills through the writing process of fluency, form and correctness in several writing domains relevant to journalism such as report of information, interpretation, evaluation, and persuasion; develop vocabulary, style and diction through the study of fiction and non-fiction content; strengthen listening and speaking skills through interviews, lectures, discussions and demonstrations; develop computer skills through word processing, desktop publishing and Internet research; read and view selected classical/journalistic supplemental works in order to gain a historical perspective of the role and influence of the media in American society; and recognize and understand the significance of historical and legal precedents affecting the rights and the responsibilities of journalists. In addition, students will create a portfolio of their work and explore the career options available within the field of journalism. Students should demonstrate outstanding ability in writing, art, typing/word processing, or photography, be self-motivated, and be able to work under the pressure of deadlines.

This journalism course will emphasize graphic communications. Students will learn the historical, social, and economic impact of the graphic communications industry in society. Studens will learn how basic design principles, typography, and illustration are used to persuade, communicate, identify, attract attention, or create action in a layout. Students will learn how to use the software, hardware, materials and tools employed in a computerized desktop environment. Finally, students will gain an understanding of career preparation and work ethics and how they apply across all standards for students planing to successfully enter an advanced course or career in the graphic communication industry.

BOARD ADOPTION DATE: July 18, 2001
AMENDED: July 16, 2003


Introduction to Graphic Communications
Students will understand the historical, social, and economic impact of the graphic communications industry in society.

    Graphic Commuications Careers
The learner will be able to describe the various career opportunities and educational requirements for employment in the graphic communications industry.
Strand Scope Source
Introduction to Graphic Communications Master CA: Industrial and Technology Educaiton Challenge Standards, January 2001, Graphic Communications 1.4.
  
    Education in Graphic Communications
The learner will be able to identify local educational institutions and programs that prepare students for employment in the graphic communications industry.
Strand Scope Source
Introduction to Graphic Communications Master CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 1.5.
  

Graphic Design
Students will understand how basic design principles, typography, and illustration are used to persuade, communicate, identify, attract attention, or create action in a
layout.

    Sequence of Design Process
The learner will be able to employ the proper sequence of events in the design process (target audience, product, budget, and so forth.
Strand Scope Source
Graphic Design Master CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.1.
  
    Preparing a Layout
The learner will be able to prepare a layout using the proper sequence of events in the process (thumbnail, rough layout, comprehensive, and so forth).
Strand Scope Source
Graphic Design Master CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.2.
  
    Type Classifications
The learner will be able to identify type classifications (serif, san-serif, script, and so forth and basic typographical rules (readability, legibility, and so forth).
Strand Scope Source
Graphic Design Master CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.3.
  
    Basic Design Principles
The learner will be able to demonstrate basic design principles (balance, proportion, contrast, and so forth).
Strand Scope Source
Graphic Design Master CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.4.
  
    Illustrations
The learner will be able to describe the different kinds of illustrations (pencil, ink, airbrush, and so forth).
Strand Scope Source
Graphic Design Master CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.5.
  
    Camera-Ready Artwork
The learner will be able to generate camera-ready artwork using a variety of methods (clip art, line art, half tones, and so forth).
Strand Scope Source
Graphic Design Master CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.6.
  
    Black & White/Color Layouts
The learner will be able to illustrate the advantages and disadvantages of black and white and color layouts as applied to graphic design.
Strand Scope Source
Graphic Design Master CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.7.
  
    Designing an Advertisement
The learner will be able to design an advertisement that communicates an idea, service, or product effectively.
Strand Scope Source
Graphic Design Master CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.9.
  
    Teamwork in Production
The learner will be able to explain the importance of, and use, teamwork in producing a product.
Strand Scope Source
Graphic Design Master CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.10.
  

Electronic Imaging
Students will understand the software, hardware, materials and tools used in a computerized desktop environment.

    Desktop Design
The learner will be able to identify various items that can be designed and produced in a desktop environment.
Strand Scope Source
Electronic Imaging Master CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.1.
  
    Software
The learner will be able to identify, distinguish between, select, and use appropriate software for word-processing, graphics, scanning, and page layout processes.
Strand Scope Source
Electronic Imaging Master CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.2.
  
    File Management Operations
The learner will be able to organize and demonstrate file management operations for opening, copying, saving, and deleting files.
Strand Scope Source
Electronic Imaging Master CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.3.
  
    Hardware Components
The learner will be able to identify, select, and use appropriate hardware components used in the industry.
Strand Scope Source
Electronic Imaging Master CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.4.
  
    Measuring Copy
The learner will be able to measure copy in points and picas using appropriate tool.
Strand Scope Source
Electronic Imaging Master CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.5.
  
    Typography
The learner will be able to define letter, word, and line spacing as applied to typography.
Strand Scope Source
Electronic Imaging Master CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.6.
  
    Rules of Page Design
The learner will be able to demonstrate the alignment of text, element positioning, and rules of page design.
Strand Scope Source
Electronic Imaging Master CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.7.
  
    Digital Photography
The learner will be able to apply digital photography and electronic imaging.
Strand Scope Source
Electronic Imaging Master CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.8.
  
    Single-Color Layout
The learner will be able to create a single color layout by placing copy and graphics from various applications into a page layout program.
Strand Scope Source
Electronic Imaging Master CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.9.
  
    Output Media
The learner will be able to explain the various output media including image setters, digital presses, CD ROMs, and the Internet.
Strand Scope Source
Electronic Imaging Master CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.11.
  
    Computerized Desktop Environment
The learner will be able to use correct terminology in identifying tools and materials used in a computerized desktop environment.
Strand Scope Source
Electronic Imaging Master CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.12.
  
    Graphic Communication Careers
The learner will be able to identify various career opportunities and educational requirement in this sector of the graphic communications industry.
Strand Scope Source
Electronic Imaging Master CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.13.
  
    Education in Graphic Communications
The learner will be able to name the educational institutions and programs that prepare students for employment in this sector of the graphic communications industry.
Strand Scope Source
Electronic Imaging Master CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.14.
  

Finishing and Distribution
Students will understand the operations that comprise the final stages in the graphic communication reproduction process.

    Finishing and Distribution Careers
The learner will be able to identify various career opportunities and educational requirement in this sector of the graphic communications industry.
Strand Scope Source
Finishing and Distribution Master CA: Industrial and Technology Education Challenge Standards, January 2001, Finishing and Distribution 5.7.
  
    Education in Finishing & Distributio
The learner will be able to name the educational institutions and programs that prepare students for employment in this sector of the graphic communications industry.
Strand Scope Source
Finishing and Distribution Master CA: Industrial and Technology Education Challenge Standards, January 2001, Finishing and Distribution 5.8.
  

Career Preparation
Student will understand career preparation and work ethics and how they apply across all standards for students planing to successfully enter an advanced course or career in the graphic communication industry.

    Personal Qualities
The learner will be able to exhibit a positive attitude, self-confidence, honesty, integrity, self-discipline, and personal hygiene.
Strand Scope Source
Career Preparation Master CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.1.
  
    Time Management & Priorities
The learner will be able to manage times and balance priorities to succeed in a work environment.
Strand Scope Source
Career Preparation Master CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.2.
  
    Life-Long Learning
The learner will be able to demonstrate capacity for life long learning.
Strand Scope Source
Career Preparation Master CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.3.
  
    Employability Skills
The learner will be able to work cooperatively with others, share responsibilities, accept supervision and assume leadership roles.
Strand Scope Source
Career Preparation Master CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.4.
  
    Information Skills
The learner will be able to identify, locate and organize needed information or data.
Strand Scope Source
Career Preparation Master CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.5.
  
    Active Listening
The learner will be able to listen attentively and follow instructions, requesting clarification or additional information as needed.
Strand Scope Source
Career Preparation Master CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.6.
  
    Work Ethics
The learner will be able to demonstrate proper ethics in the work place.
Strand Scope Source
Career Preparation Master CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.7.
  
    Legal Regulations
The learner will be able to identify legal regulations as they apply to the graphic communications industry (Sexual harassment, copyright laws, postal restrictions, and so forth).
Strand Scope Source
Career Preparation Master CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.8.
  
    Job Acquisition Skills
The learner will be able to exhibit job acquisition skills (resume writing, locate job openings, complete employment application forms and so forth).
Strand Scope Source
Career Preparation Master CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.9.
  

Reading Comprehension (Informational)
Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Readings in Literature, Grades Nine Through Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature such as textbooks, technical manuals/instructions, magazines, newspapers, biographies/autobiographies, ballots and propositions, maps, charts, graphs, and online information.

    Features & Rhetoric of Public Docume
The learner will be able to analyze both the features and rhetorical devices of different types of public documents as they appear in media (e.g., policy statements, speeches, debates, platforms, ballots/propositions) and the way in which authors use those features and devices.
Strand Scope Source
Structural Features of Info. Materials Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.1.
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
- Web Page, www.highschooljournalism.org [On-line]
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and websites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.studentpress.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
http://studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Structure of Functional Documents
The learner will be able to analyze the structure of functional documents, including charts and graphs, leases, schedules, notices, maps, simple tax forms, and basic legal documents in researching and writing articles for publication.
Strand Scope Source
Structural Features of Info. Materials Introduce Oroville Union High School District(a)
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
- Web Page, www.highschooljournalism.org [On-line]
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and websites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.studentpress.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
http://studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Clarity of Meaning
The learner will be able to (in preparation of articles for publication), analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.
Strand Scope Source
Comprehension & Analysis of Text Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.2; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
- Web Page, www.highschooljournalism.org [On-line]
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and websites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.studentpress.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
http://studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Fact & Opinion in Expository Texts
The learner will be able to verify and clarify facts presented in a variety of expository sources by using a variety of consumer and public documents and distinguish between fact and opinion in preparation of articles for publication.
Strand Scope Source
Comprehension & Analysis of Text Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.3; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
- Web Page, www.highschooljournalism.org [On-line]
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and websites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.studentpress.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
http://studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Influence of Audience
The learner will be able to recognize how audience influences the style and content of a publication in the preparation of articles for publication.
Strand Scope Source
Comprehension & Analysis of Text Master Oroville Union High School District(a)
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
- Web Page, www.highschooljournalism.org [On-line]
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and websites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.studentpress.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
http://studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Critique of Arguments in Public Document
The learner will be able to critique the power, truthfulness, and validity of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion) and recognize bias and pro and con positions in the preparation of articles for publication.
Strand Scope Source
Expository Critique Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.6; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
- Web Page, www.highschooljournalism.org [On-line]
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and websites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.studentpress.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
http://studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  

Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature, including prose, poetry, and drama, that reflect and enhance their studies or history and social science. They conduct in-depth analyses of recurrent themes. The selections in Recommended Reading and Literature, Grades Nine Through Twelve illustrate the quality and complexity of materials to be read by students.

    Rhetorical & Aesthetic Purposes
The learner will be able to analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical or aesthetic purposes or both in the preparation of articles for publication.
Strand Scope Source
Analysis of Grade-Level-Appropriate Text Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.3
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Political Assumptions in Literature
The learner will be able to analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women's role in organized labor) in the preparation of articles for publication.
Strand Scope Source
Literary Criticism Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.8
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  

Writing Strategies
Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process.

    Elements of Discourse in Writing
The learner will be able to demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive articles written for publication.
Strand Scope Source
Organization and Focus Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.1
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Cgaoters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Point of View, Characterization & St
The learner will be able to use point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes within articles written for publication.
Strand Scope Source
Organization and Focus Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.2
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Structure of Ideas & Arguments
The learner will be able to structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples within articles written for publication.
Strand Scope Source
Organization and Focus Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.3
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Unity & Coherence in Writing
The learner will be able to write with unity and coherence (e.g., establish and maintain controlling idea; sequence paragraphs effectively; use transitions; provide ample, concrete support) within articles written for publication.
Strand Scope Source
Organization and Focus Master Oroville Union High School District(a)
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Quotes & Context
The learner will be able to lead into quotes when appropriate by providing context within articles written for publication.
Strand Scope Source
Organization and Focus Master Oroville Union High School District(a)
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
pp. 38, 59-62, 115, 197-199, 337-338,
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Rhetorical Devices in Writing
The learner will be able to enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action within articles written for publication.
Strand Scope Source
Organization and Focus Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.4
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Language Use & Tone
The learner will be able to use language in natural, fresh, and vivid ways to establish a specific tone within articles written for publication.
Strand Scope Source
Organization and Focus Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.5
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]
News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Organizing & Recording Information
The learner will be able to use systematic strategies to organize and record information (eg., notetaking) in preparation of articles for publication.
Strand Scope Source
Research and Technology Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.7
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-6 [Textbook]
pp. 60, 89, 116
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Databases, Graphics, & Spreadsheets
The learner will be able to integrate databases, graphics, and spreadsheets into word-processed articles for publication.
Strand Scope Source
Research and Technology Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.8
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 5, 11 [Textbook]
pp. 89-94, 220-254
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Text Revision: Voice, Style, & Tone
The learner will be able to revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre within articles written for publication.
Strand Scope Source
Evaluation and Revision Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.9
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook]
Style and Editing, pp. 31-54
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  

Writing Applications (Genres)

    Reflective Compositions
The learner will be able to write reflective opinion articles for publication: a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion). b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life. c. Maintain a balance in describing individual incidents and relate those incident to more general and abstract ideas .
Strand Scope Source
Writing Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.3
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 4 [Textbook]
News Writing, pp. 55-82
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Home Study Guide, Skills Connection, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Job Applications & Resumes
The learner will be able to write job applications or resumes: a. Provide clear and purposeful information and address the intended audience appropriately. b. Use varied levels, patterns, and types of language to achieve intended effects and aid comprehension. c. Modify the tone to fit the purpose and audience. d. Follow the conventional style for that type of document (e.g., resume, memorandum) and use page formats, fonts, and spacing that contribute to he readability and the impact of the document .
Strand Scope Source
Writing Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.5
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Home Study Guide, Skills Connection, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Multimedia Presentations
The learner will be able to deliver multimedia presentations: a. Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images). b. Select an appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing appropriately and monitoring for quality. d. Test the audience's response and revise the presentation accordingly. .
Strand Scope Source
Writing Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.6
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 11 [Textbook]
Newspaper Design, pp. 220-254
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Home Study Guide, Skills Connection, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  

Written and Oral Eng. Lang. Conventions
Students write and speak with a command of Standard English conventions.

    Grammar, Diction, Structure & Usage
The learner will be able to demonstrate control of grammar, diction, and paragraph and sentence structure, and an understanding of English usage within articles written for publication.
Strand Scope Source
Grammar and Mechanics of Writing Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Written and Oral English Language Conventions 1.1
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook]
Style and Editing, pp. 31-54
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Spelling, Punctuation & Capitalizati
The learner will be able to produce legible work that shows accurate spelling and correct punctuation and capitalization within articles written for publication.
Strand Scope Source
Manuscript Form Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Written and Oral English Language Conventions 1.2
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook]
Style and Editing, pp. 31-54
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Manuscript Requirements in Writing
The learner will be able to reflect appropriate newspaper style requirements in writing articles for publication.
Strand Scope Source
Manuscript Form Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Written and Oral English Language Conventions 1.3
Instructional Resources
- Web Page, http://www.ldl.net/~bill/aparev.htm [On-line]
Guidelines for Writing in APA Style by William U Borst
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook]
Style and Editing, pp. 31-54
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Proofread
The learner will be able to proofread for correct spelling and comma usage in preparation of articles written for publication. That/which, who who/whom slow/slowly i.e./e.g. lay/lie beside/besides hanged/hung real/really further/farther .
Strand Scope Source
Manuscript Form Master Oroville Union High School District(a)
Instructional Resources
- Web Page, http://teachers.net/lessons/posts/1650.html [On-line]
#1650. Proofreading and Editing Marks
- Web Page, http://goanna.cs.rmit.edu.au/~jz/write/proof.html [On-line]
Justin Zobel - Proofreading Marks
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook]
Style and Editing, pp. 31-54
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  

Listening and Speaking Strategies
Students formulate adroit judgements about oral communication. They deliver focused and coherent presentations that convey clear and distinctive perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.

    Focus on Speaker's Message
The learner will be able to focus on the speaker's message in preparation of articles written for publication a. Maintain attention. b. Ask relevant and clarifying questions. c. Summarize verbal information. .
Strand Scope Source
Listening and Comprehension Master Oroville Union High School District(a)
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4, 5, 6 [Textbook]
News Writing, pp. 58-62; Sports Writing, pp. 98-99; Feature Writing, pp. 110, 115-118
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Accurate & Organized Notes
The learner will be able to take accurate and organized notes during interviews, lectures and discussions distinguishing between main and subordinate ideas in preparation of articles written for publication. a. Identify verbal clues that signify the importance of ideas. · Inflection, tone, volume, significant pauses. · Repetition. · Key words and phrases. b. Take notes using a variety of methods. · Formal outline. · Informal outline. .
Strand Scope Source
Listening and Comprehension Master Oroville Union High School District(a)
Instructional Resources
- Web Page, http://www.mxctc.commnet.edu/clc/notestsk.htm [On-line]
Notetaking and Study Skills: Describes different strategies for notetaking
- Web Page, http://www.dartmouth.edu/admin/acskills/no_frames/ [On-line]
Effective Notetaking: Describes notetaking strategies upon a pleasant pink background.
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-6 [Textbook]
pp. 60, 89, 116
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Strategies Used by Media
The learner will be able to recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language).
Strand Scope Source
Listening and Comprehension Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.1
Instructional Resources
- Web Page, http://www.dartmouth.edu/admin/acskills/no_frames/ [On-line]
Adbusters: Website critical of media techniques.
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 14 [Textbook]
Advertising, pp. 305-318
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Media's Impact on Democratic Process
The learner will be able to analyze the impact of the media on the democratic process (e.g., exerting influence on elections, creating images of leaders, shaping attitudes) at the local, state, and national levels.
Strand Scope Source
Listening and Comprehension Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.2
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 1-2 [Textbook]
A Brief History of American Journalism, pp. 1-12; Rights and Responsibilities of Journalists, pp. 13-30
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Communication by Visual Image-Makers
The learner will be able to interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (e.g., advertisers, graphic artists, documentary film makers, illustrators, news photographers).
Strand Scope Source
Listening and Comprehension Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.3
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 14 [Textbook]
Advertising, pp. 305-318
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Exchange of Ideas
The learner will be able to engage critically and constructively in an exchange of ideas in preparation of articles written for publication. a. Participate actively in discussions b. Facilitate group discussions. c. Refrain from making uninformed comments. d. Listen to others and wait for a suitable time to add comments or insights. e. Build on comments of others in stead of offering tangential ideas. f. Argue with ideas presented instead of personally attacking the speaker or the person being discussed. g. Restate another's point of view to clarify understanding. h. Ask relevant questions. i. Discover multiple viewpoints and, if necessary to reach consensus, negotiate to find common ground. .
Strand Scope Source
Discussion Master Oroville Union High School District(a)
Instructional Resources
- Web Page, http://www.nusd.k12.az.us/nhs/gthomson.class/web.p [On-line]
Socratic Seminars
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Logical, Ethical, & Emotional Appeal
The learner will be able to use logical, ethical, and emotional appeals that enhance a specific tone and purpose in preparation of articles written for publication.
Strand Scope Source
Organization and Delivery of Oral Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.6
Instructional Resources
- Web Page, http://www.rpi.edu/dept/llc/webclass/web/project1/ [On-line]
The Art of Rhetoric: Learning How to Use the Three Main Rhetorical Styles
- Web Page, http://www.millikin.edu/wcenter/workshop7d.html [On-line]
Rhetoric, Logos, Pathos, and Ethos
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 2, 14 [Textbook]
Rights and Responsibilities, pp. 13-30; Advertising, pp. 305-318
- Web Page, http://www.splc.org [On-line]
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Effective & Interesting Language
The learner will be able to use effective and interesting language, including informal expressions for effect, Standard American English for clarity, and technical language for specificity within articles written for publication.
Strand Scope Source
Organization and Delivery of Oral Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.8
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 3-8 [Textbook]
Style and Editing (pp. 31-54), News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  
    Media Message Techniques
The learner will be able to analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Wells' radio broadcast "War of the Worlds").
Strand Scope Source
Analysis/Evaluation of Oral/Media Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.14
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 14 [Textbook]
Advertising, pp. 305-318
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  

Speaking Applications (Genres)
Students deliver polished formal and extemporaneous presentations (e.g., group presentations, debates, panel discussions, impromptu speeches) that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Strategies.

    Multimedia Presentations
The learner will be able to deliver multimedia presentations: a. Combine text, images, and sound by incorporating information from a side range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images. b. Select an appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing appropriately and monitoring for quality. d. Test the audience's response and revise the presentation accordingly .
Strand Scope Source
Speaking Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 2.4
Instructional Resources
- High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 11 [Textbook]
Newspaper Design, pp. 220-254
Unit Instructional Resources
- Web Page, www.highschooljournalism.org [On-line]
- Web Page, search engines and web sites [On-line]
http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
- Web Page, Journalism Education Association [On-line]
http://www.jea.org/
- Web Page, Columbia Journalism Review [On-line]
www.cjr.org
- Web Page, Columbia Scholastic Press Association [On-line]
http://www.columbia.edu/cu/cspa/
- Web Page, National Scholastic Press Association [On-line]
www.studentpress.org
- Web Page, Journalism Links [On-line]
http://www.poynter.org/links/
  

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