Texas Register, Volume 35, Number 6, Pages 711-960, February 5, 2010 Page: 758
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(E) create graphic organizers to represent textual infor-
mation.
(4) The student reads critically to evaluate texts and the au-
thority of sources. The student is expected to:
(A) analyze audience, purpose, and message of text;
[fa a .. the . iaracteristics ofcear te t]
(B) evaluate the credibility and relevance of informa-
tion sources [and thei appropriateness fo various ees];
(C) evaluate the author's motivation, stance, or position
and its effect on the validity of the text;
[(- describe hew a writers motivation- , -tOife e
stan e may af et text credibiity,- .str uc ture t ]
(D) analyze aspects of texts (e.g., organizational pat-
terns, diction, format, and tone) s atterns organization and
choice of language] for their effect on audiences;
(E) identify explicit and implicit textual information in
text;
(F) support complex inferences with text evidence and
experience; and
(G) recognize persuasive techniques in texts (e.g.,
bandwagon, glittering generalities, and testimonials).
[(E) apply modes of reasoning such as induction and
deduction to think riticall; and]
[(F) e logical and illogicalmodes ofpersiasion
in texts.]
(5) The student uses study strategies to learn from a variety
of texts [text]. The student is expected to:
(A) use effective reading strategies to earnn and] recall
material [ideas and oeneepts] from text e.g., [such as] previewing,
skimming, scanning, rereading, and asking relevant questions);
(B) summarize information from text (e.g., outlines,
study guides, annotating, and two-columned note taking);
(C) use text features and graphics (e.g., headings, ta-
bles, sidebars, photographs, and captions) to form an overview of in-
formational texts and to determine where to locate information; and
(D) use effective test-taking strategies for different
types of tests.
[(B reeatl important infermaten by taking notes or
ma king margin t notations;]
[()-} summarize information from text through the use
of it1;nes- study guids r learning lgs]
[D) determine important information in test questions
y highlighting a underlining;]
[(E) Swer dife types f questions- including test-
like questions sieh as multiple heice- openended , iteral- interpre-
tative;]
[F) podsma,,ue e summaries oft1ethat i md nain ideas
and their supporting details;]
[(G draw inferences and spp them with text v i-
denee and experienes;]
[- draw . nelBsions fo te-xt ;fe ...atie" and][) analyzeL text structures such as compare/contrast-
cause/e ffe ,eo chronological order for how they influence under-
[(6) The student inquires through reading and researching
self-selct and assigned i; The i.dent is expected ']
VA[ generate relevant- interesting anmd researchable
[s) nt et l; eeate p ate r and non-print information
using text and technical resources, including atabass]
[{-) use text organiers suh as oveiews, headings,
and graphic features to locate and categorize information;]
[-" .. -.., and record new information in systematic
[fEo a tu research proj ,ects and reports in various
formats. f audiences and]
research dn e.ra;.,O conclusions.]
(6) [(7-)] The student expresses and supports responses to
various types of texts. The student is expected to:
(A) respond to literary and informational texts through
various modes of communication (e.g., outletss such as] discussions,
further reading, presentations, journals, written responses, or visual
arts) [oral interpretations er enactments];
(B) formulate and defend a position with support syn-
thesized from multiple texts; and
[(Bt respond to informational reading through varied
and appropriate modes such as writings performance - projects
graphic displays and available technology;]
[(C-) .egotiate- e1 ari and defend responses in large
and small discussion groups]
[(-D- eimpa rev reiews f 14te t , , fet, and live per-
formance with his/her own responses; and]
(C) [{E)] evaluate personal [his/her own] responses to
reading for evidence of growth [in insight, clarity, and supped].
110.49. [Aoalysis of] isual Media Analysis and Production (One-
Half Credit).
(a) Introduction.
(1) [Students need to be critical viewers, consumers- and
producers of media tets- The ability to access, analyze, etuate and
predate communications in a variety of forms is an imporant pat of
language development.] High school students enrolled in [Analysis
of] Visual Media Analysis and Production will interpret various media
forms for a variety of purposes. In addition, students will critique and
analyze the significance of visual representations and learn to produce
media messages that communicate with others. [For high school stu-
dents whose fst language is iot English, the students' native language
serves as a foundation for English language acquisition nd language
learning-]
(2) For high school students whose first language is not
English, the students' native language serves as a foundation for Eng-
lish language acquisition and language learning.
(3) [(2-)] The essential knowledge and skills as well as the
student expectations for [Analysis f] Visual Media Analysis and Pro-
duction, an elective course, are described in subsection (b) of this sec-
tion.35 TexReg 758 February 5, 2010 Texas Register
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Texas. Secretary of State. Texas Register, Volume 35, Number 6, Pages 711-960, February 5, 2010, periodical, February 5, 2010; Austin, Texas. (https://texashistory.unt.edu/ark:/67531/metapth101170/m1/46/: accessed April 25, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Government Documents Department.