Commentary on the Task:
This task measures CCRA.R.9 because it demands that students:
Analyze how two or more texts address similar themes or topics in order to build knowledge or compare the approaches the authors take.
This task measures W.11-12.2.a-f because it demands that students:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
This task measures W.11-12.9.a, b because it demands that students:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
This task measures L.11-12.1 because it demands that students:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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