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# ELA Exit Level TAKS Objective 3

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## Joshua Dennis

on 15 October 2012

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#### Transcript of ELA Exit Level TAKS Objective 3

Analysis and Critical Evaluation Objective 3 Reading Between the Lines The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. Making Inferences When you make an inference during reading, you combine information you read with your own knowledge and experience to make a reasonable guess.

Here's an example of an inference: Information: Anna's heart beat rapidly, and her palms felt sweaty as she walked to the podium to give her speech.
Inference: Anna is nervous about giving her speech. Sometimes more than one inference is possible. The material you read will provide clues so that you can make the correct inference. Sometimes a question that focuses on making an inference will ask you to support the inference with information from the text. From the incident in the beer hall, the reader can infer that--

A none of the SA troopers was black
B the author was inspired by the brownshirts
C schoolchildren weren't affected by the Nazi regime
D the author's mother was inattentive Drawing Conclusions Authors often guide you to figure out some things on your own. They give you a piece of evidence and expect you to use your reasoning powers to draw a conclusion. A conclusion is a decision you make after you gather information and think about it. Most of the time you need more than one piece of information to reach a conclusion. Suppose you look out your window and see your neighbors loading beach towels, fishing poles, and a beach umbrella into their car. What conclusion can you draw? Making Predictions When you make a prediction, you try to answer the question, "What will happen next?" To make predictions, it's helpful to notice:

- how characters react to problems

- important details about plot, setting, and
character

A They are fascinated by airplanes and flying
B They grow up under the shadow of war
C They relate memories of an ideal childhood
D They find parades of soldiers thrilling Author's Purpose All writers have at least one purpose for writing a particular text. They may have an idea they care about and want others to care about as well, they may want to debate a certain topic, or sometimes authors just want to share a thought that interests them. Most purposes fall into these general categories:

To inform - the work has mostly factual information. Ex: Newspaper and magazine stories, encyclopedia and textbook passages.
To express - the work presents a point of view or shares personal feelings. Ex: Personal essays, autobiographical stories, feature stories.
To entertain - The author tells a story, often using humor or suspense. Ex: Short stories, novels. The author probably wrote this selection to--

A encourage others to recall their childhood memories
B describe his early experiences with racial discrimination
C explain the reasons Germans rallied behind the Nazis
D illustrate the differences between his early life and his later life "Growing Up Black in Nazi Germany" "Superman and Paula Brown's New Snowsuit" and "Growing Up Black in Nazi Germany" "Growing Up Black in Nazi Germany" Credibility of Information Sources The word "credible" means "deserving belief." When you analyze the credibility of sources, you judge if they are believable. Some things to ask when evaluating credibility:
What is the author's point of view? What is his or her relationship to the topic? Is the author a respected authority on the topic?
Does the author seem to have personal motives for providing this information?
Does the author support opinions with sound reasons?
How current is the information? Information in well-known encyclopedias, almanacs, and atlases is usually reliable. Remember that the Internet is a huge source of information - some of it reliable and some not. Pay attention to the source of the information on the website. For example, sources whose web addresses end in ".edu", ".gov", and ".mil" are usually reliable. How does the author support the idea that Nazis were intolerant of difference?

A By describing a horrifying experience from his own childhood
B By comparing Nazi ideals with those of other political groups
C By describing one of Hitler's speeches
D By listing the various groups the Nazis discriminated against "Growing Up Black in Nazi Germany" Author's Craft Authors make deliberate choices in the words they use, the way they structure a piece of writing, and the tone they create in a selection. These choices are elements of the author's craft and lead the reader to feel and react in ways that the author intends. In paragraph 11, the author uses the word "seeping" to--

A illustrate how threatening the Nazi soldiers are
B show that the war is gradually changing people's lives
C explain why Mrs. Fein grows thin and pale
D stress the importance of Sheldon Fein's uncle Macy in the boy's life "Superman and Paula Brown's New Snowsuit" Modes of Persuasion Modes of persuasion can appeal to a reader's powers of reason. Persuasive writing that appeals to a reader's logic usually:

- states an issue and the author's position
- gives opinions or claims that have supporting reasons or facts
- has a reasonable and respectful tone
-answers opposing views Persuasive writing can also appeal to a reader's emotions, and can sometimes use faulty or deceptive modes. Here are some examples:

Loaded language: Words and phrases that have a positive or negative connotation. For example, "These homesites for sale are one-acre slices of paradise."
Bandwagon appeal: The use of words that urge readers to do or believe something because everyone else does. For example, "Join those who care about our town and support the new airport."
Testimonials: The use of famous people to endorse a product or idea. The term media applies to a variety of communication forms - television, radio, newspapers, magazines, and the Internet. Except for radio, all of these are visual. Like written works, the different purposes of media can be to entertain, inform, and persuade. Here are some questions to ask yourself as you look for the purpose of a media message.
- How is the message presented? Is it presented by an authority? What do your instincts tell you about the truth of the message?
- What kind of language does the message use? Does it use phrases such as "You should?" Does it use words such as "better" or "worse?"
- Does the message present a balanced picture, or does it support only one side of an issue? What are the underlying values of the message?
- What is the source of the information? Is it up-to-date? Here are some tips for analyzing a media message to find its main point:

- Break the message into smaller "pieces": the visual image and the text. Ask yourself, What overall point is this part of the message making? Are the key points in each part the same?
- Look at the details. Do they add up to one main idea?
- Try to summarize each part of the message. Do these summaries point to a main idea?
- Look for symbols in the message - objects that stand for other things or ideas. Are the symbols repeated in the message? What do they stand for? Symbols: A symbol is an object that stands for something beyond itself. Symbols are often used in persuasive media messages to appeal to the emotions.
Loaded Terms: Media messages often contain words or statements that are chosen to draw an emotional response from the viewer. These loaded terms can cause a viewer to respond in a certain way. Persuasion in Media The poster suggests that "While Justice Waits" is a --

A novel
B movie
C short story
D play Which line from the poster is most likely to persuade people to see "While Justice Waits"?

A An edge-of-your-seat thriller.
B Even if he finds her, will she be willing to help?
C James Matson, Daily Times
D From the producers of "Every Second Counts"
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