1. (a) Introduction.

   1. (1) Students enrolled in Literary Genres will spend time analyzing the fictional and poetic elements of literary texts and read to appreciate the writer's craft. High school students will discover how well written literary text can serve as models for their own writing. High school students respond to texts through such varied avenues as talk, print, and electronic formats to connect their knowledge of the world with the text being read. For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
   2. (2) The essential knowledge and skills as well as the student expectations for Literary Genres, an elective course, are described in subsection (b) of this section.

2. (b) Knowledge and skills.

   1. (1) The student builds an extensive vocabulary through reading and systematic word study. The student is expected to:

      1. (A) expand vocabulary through wide reading, listening, and discussion;
      2. (B) investigate word origins as an aid to understanding meanings, derivations, and spellings, as well as influences on the English language; and
      3. (C) discriminate between connotative and denotative meanings and interpret the connotative power of words.

   2. (2) The student analyzes fictional and poetic elements focusing on how they combine to contribute meaning in literary texts. The student is expected to:

      1. (A) compare and contrast varying aspects of texts such as themes, conflicts, and allusions;
      2. (B) propose and provide examples of themes that cross texts;
      3. (C) connect literature to historical context, current events, and his/her own experiences;
      4. (D) analyze relevance of setting and time frame to text's meaning;
      5. (E) identify basic conflicts;
      6. (F) describe the development of plot and how conflicts are addressed and resolved;
      7. (G) analyze characters' traits, motivations, changes, and stereotypical features;
      8. (H) describe how irony, tone, mood, style, and sound of language contribute to the effect of the text;
      9. (I) determine and explain purposes and effects of figurative language, particularly symbolic and metaphoric;
      10. (J) identify and analyze text structures;
      11. (K) recognize archetypes, motifs, and symbols across texts, including heroes and beneficence of nature such as Dawn;
      12. (L) analyze distinctive features of text genre such as biography, historical fiction, short story, dramatic literature, or poetry;
      13. (M) identify how authors create suspense; and
      14. (N) tell how points of view affect tone, characterization, and credibility.

   3. (3) The student reads critically to evaluate texts and the authority of sources. The student is expected to:

      1. (A) analyze the characteristics of well-constructed texts;
      2. (B) describe how a writer's motivation, stance, or position may affect text credibility, structure, or tone; and
      3. (C) analyze aspects of texts such as patterns of organization and choice of language for their effect on audiences.

   4. (4) The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

      1. (A) compare text events with his/her own and other readers' experiences;
      2. (B) recognize distinctive and shared characteristics of cultures through wide reading; and
      3. (C) recognize and discuss themes and connections that cross cultures.

   5. (5) The student uses writing as a tool for learning and research. The student is expected to:

      1. (A) use writing to discover, record, review, and learn; and
      2. (B) link related information and ideas from a variety of sources.

   6. (6) The student communicates with writers inside and outside the classroom, including those representing different cultures. The student is expected to:

      1. (A) examine strategies that writers in different fields use to compose; and
      2. (B) recognize how writers represent and reveal their cultures and traditions in texts.

Source Note:The provisions of this §110.51 adopted to be effective September 1, 1998, 22 TexReg 7549.