(1) B-reading/vocabulary development;  RC-10 (A) Reading comprehension skills; (1) A; E reading/vocabulary development; (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; (8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (9)  Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A)  summarize text  (B)  distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts; (C)  make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and (D)  synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence. (13)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (15)  Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A)  write an analytical essay of sufficient length that includes: (i)  effective introductory and concluding paragraphs and a variety of sentence structures; (ii)  rhetorical devices, and transitions between paragraphs; (iii)  a thesis or controlling idea; (iv)  an organizing structure appropriate to purpose, audience, and context; (v)  relevant evidence and well-chosen details; and (vi)  distinctions about the relative value of specific data, facts, and ideas that support the thesis statement; (21)  Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:(A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry; (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and (C)  paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number). (22)  Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) modify the major research question as necessary to refocus the research plan; (B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and (C) critique the research process at each step to implement changes as the need occurs and is identified. (23)  Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A)  marshals evidence in support of a clear thesis statement and related claims; (B)  provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view; (C)  uses graphics and illustrations to help explain concepts where appropriate; (D)  uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and (E)  uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials.