The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a
grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are
reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of
connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies,
ambiguities, and poor reasoning in texts. (CCSS, Introduction, 8)
Note on range and content of student reading
To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures,
and centuries. Such works offer profound insights into the human condition and serve as models for students‟ own thinking and writing. Along with
high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the
timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain
a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the
challenges posed by complex texts. (CCSS, College and Career Readiness Anchor Standards for Reading, 35)
An integrated model of literacy
Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of
communication are closely connected, as reflected throughout the Common Core State Standards document. For example, Writing standard 9 requires
that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings
from their research. (CCSS, Introduction, 4)
Research and media skills blended into the Standards as a whole
To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume
and extensive range of print and non-print texts in media forms old and new. The need to conduct research and to produce and consume media is
embedded into every aspect of today‟s curriculum. In like fashion, research and media skills and understanding are embedded throughout the
Standards rather than treated in a separate section. (CCSS, Introduction, 4)
<u>Answer:</u>
My dear Father,
I am fine here and I hope you will receive this letter in the best of health. I received your letter ten days ago but I was busy in my midterm exams so couldn’t write to you earlier. You seemed quite concerned about my studies as my previous result was below 80%. The result of the midterm exams has been announced and you will be delighted to know that I have got 88% marks in it. I owe this success to god's favour, your prayers and blessings and the proper guidance of my worthy teachers. For the final exams, I shall have to work hard even more. I find difficulty in mathematics and I am planning to get private coaching in it. I didn’t prepare myself well enough in Pakistan. studies and I am concentrating on it as well. Moreover, I’m trying to improve my writing speed because at times I cannot mange to complete the paper. I want to assure you that I have recognised my failings and now trying my utmost to improve them. I have reduced my sleeping hours.I have learned that one cannot climb the ladder of success with one’s hands in pockets.
I know your wishes and support are my strength and I will prove myself in studies. Pay my compliments to all at home.
Your loving son/daughter,
________
Answer: The correct answer is d: Outcome distinction.
<u>The outcome of the message is different. </u>
While her verbal communication is enticing the audience to think and to reflect, her nonverbal communication is stimulating emotional responses in her audience which in turn represents an outcome distinction between verbal and nonverbal communication.
The correct answer is d, outcome distinction.
