CAHSEE, part 2 (English)

Hello everyone,

Yesterday I mailed the math blueprint for the California High School Exit Exam. Today, I'm including the English portion.

English takes a different approach to testing than math does. Students must be able to read and understand selections from fiction, non-fiction, poetry, or drama. They must also be able to write well organized, well thought out, well constructed, coherent essays.

There is no way to suddenly teach students to read and write. Those things require practice over a period of time. Furthermore, the sorts of essays that students write on tests like the CAHSEE (not to mention the AP exams) are not the sorts of essays that allow them to edit and be edited. These are supposed to be excellent first drafts, not carefully edited final drafts.

If I were teaching 9th or 10th grade English (I have, by the way), and I wanted to help my students pass the CAHSEE, I would require them to read and write more than they wanted to. Because students are reluctant to read independently, we would read together in class. Because writing can be done at home without supervision, I would frequently assign editable essays for homework. There would also be frequent in-class quickwrites and essay tests. I know from experience that the students don't always like to do that much reading and writing; but I also know from experience that they need it, and there's no other way to perfect the skills than to practice them frequently.

You will note from the blueprint I include below that students must be able to interact with a variety of texts. You will not be able to predict which texts they will be tested on, so you must present that variety in class. You will also note that students must have a good grasp of grammar and usage.

You may see the entire blueprint by clicking on the link:

http://www.cde.ca.gov/ta/tg/hs/documents/bplangarts03.pdf

I include which standards are tested and how many objective questions or essays are required. If a standard is not listed, it isn't tested.

THE BLUEPRINT IS BELOW.

Reading (Grades Nine and Ten with two standards from Grade Eight as noted*)

45 Multiple-choice Items Total

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

7 Multiple Choice Items

1.1 Identify and use the literal and figurative meanings of words and understand word derivations.

(5)

1.2 Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.

(2)

2.0 Reading Comprehension

18 Multiple-choice Items

Structural Features of Informational Materials

†2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).

(3 questions; 8th grade standard)

2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.

(1)

Comprehension and Analysis of Grade-Level-Appropriate Text

2.4

Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate

comprehension.

(3)

2.5

Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

(3)

Expository Critique

2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings.

(3)

2.8

Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., in

professional journals, editorials, political speeches, primary source material).

(5)

3.0

Literary Response and Analysis

20 Multiple-choice Items

Structural Features of Literature

3.1

Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).

(2)

Narrative Analysis of Grade-Level-Appropriate Text

3.3

Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.

(2)

3.4

Determine characters’ traits by what the characters say aboutthemselves in narration, dialogue, dramatic monologue, and soliloquy.

(2)

3.5

Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.

(2)

3.6

Analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).

(2)

3.7

Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

(2)

3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.

(2)

3.9 Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.

(2)

3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.

(1)

Literary Criticism

(3) (Tasks that assess the three different approaches will be rotated across test forms.)

†8.3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach--8th grade standard)

3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. (Aesthetic approach)

3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach)

Writing (Grades Nine and Ten)

27 Multiple-choice Items

1.0

Writing Strategies

12 Multiple-choice Items

Organization and Focus

1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

(3)

1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.

(3)

1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).

(2)

1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).

(1)

Evaluation and Revision

1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.

(3)

2.0

Writing Applications (Genres and Their Characteristics)

Essay Item

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

THESE ARE THE POSSIBLE ESSAYS THAT MIGHT BE INCLUDED ON THE TEST:

Students:

2.1

Write biographical narratives:

a. Relate a sequence of events and communicate the significance of the events to the audience.

b. Locate scenes and incidents in specific places.

c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters’ feelings.

d. Pace the presentation of actions to accommodate changes in time and mood.

e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.

2.2

Write responses to literature:

a. Demonstrate a comprehensive grasp of the significant ideas of literary works.

b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works.

c. Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.

d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

2.3

Write expository compositions, including analytical essays and research reports:

a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives.

b. Convey information and ideas from primary and secondary sources accurately and coherently.

c. Make distinctions between the relative value and significance of specific data, facts, and ideas.

d. (Deleted)

e. Anticipate and address readers’ potential misunderstandings, biases, and expectations.

f. Use technical terms and notations accurately.

2.4

Write persuasive compositions:

a. Structure ideas and arguments in a sustained and logical fashion.

b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).

c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.

d. Address readers’ concerns, counterclaims, biases, and expectations.

2.5 Write business letters:

a. Provide clear and purposeful information and address the intended audience appropriately.

b. Use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients.

c. Highlight central ideas or images.

d. Follow a conventional style with page formats, fonts, and spacing that contribute to the documents’ readability and impact.

2.6 Write technical documents (e.g., a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, minutes of a meeting):

a. Report information and convey ideas logically and correctly.

b. Offer detailed and accurate specifications.

c. Include scenarios, definitions, and examples to aid comprehension (e.g., troubleshooting guide).

d. Anticipate readers’ problems, mistakes, and misunderstandings.

1.0

Written and Oral English Language Conventions

15 Multiple Choice Items

1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens).

(5)

1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).

(5)

1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax.

(5)