Persuasive+Texts

Performance Indicators & Descriptors

PreK-2
//Although no performance indicators are stated, students are expected to have instructional experiences that help them to understand and explain that sometimes authors write to convince readers of something.//

3
//Although no performance indicators are stated, students are expected to have instructional experiences that help them to identify the purpose of a text, the main idea, and the supporting details and to explain that sometimes authors write to convince readers of something.//

4
//Although no are stated, students are expected to have instructional experiences that help them to identify the purpose for a text or portion of a text, the central argument and its supporting details, and to explain that sometimes authors write to convince readers of something.//

5
//Although no performance indicators are stated, students are expected to have instructional experiences that help them to identify the purpose for a text or portion of a text, the central argument and its supporting details, to differentiate between facts and opinions and to explain that sometimes authors write to convince readers of something.//

**6**
Students evaluate the information in persuasive texts, within a grade appropriate span of text complexity, noting how the structural features and rhetorical devices affect the information and argument(s) presented in these texts.

a. Recognize arguments for and against issues.

b. Identify the author’s position or perspective.

c. Distinguish among facts, supported inferences, and opinions.

d. Summarize the author’s position or perspective.

e. Identify purpose and intended audience of a text.

f. Identify rhetorical devices an author use to persuade the reader including bandwagon, peer pressure, repetition, and testimonial.

**7**
Students evaluate the information in persuasive texts, within a grade appropriate span of text complexity, noting how the structuralfeatures and rhetorical devices affect the information and argument(s) presented in these texts.

a. Recognize organizational patterns of compare and contrast, proposition and support, and problem and solution in an argument to aid comprehension.

b. Identify and use ways to detect bias.

c. Identify problems with an author’s use of figures of speech, logic, or reasoning.

d. Make reasonable judgments about a text through accurate, supporting evidence.

e. Identify purpose and intended audience of a text.

f. Identify rhetorical devices an author uses to persuade the reader including bandwagon, peer pressure, repetition, testimonial, hyperbole, and loaded words.

**8**
Students evaluate the information in persuasive texts, within a grade appropriate span of text complexity, noting how the structural features and rhetorical devices affect the information and argument(s) presented in these texts.

a. Explain how organizational patterns shape an author’s argument.

b. Analyze the author’s perspective, noting instances of bias,stereotyping, and generalizations.

c. Explain instances of propaganda and faulty reasoning.

d. Evaluate positions presented in text(s) and take a supported stand.

e. Identify purpose and intended audience of a text.

9-Diploma Performance Indicators & Descriptors
Students evaluate the validity, truthfulness, and usefulness of ideas presented in persuasive texts, within a grade appropriate span of text complexity, noting how the structural features and rhetorical devices affect the information and argument(s) presented.

a. Evaluate the logic of persuasive texts, noting instances of unsupported inferences and fallacious reasoning.

b. Recognize and explain the use and misuse of forms of nuance such as ambiguity, contradiction, irony, and over-or-understatement in persuasive texts.

c. Identify and describe the effect of figurative language and other rhetorical devices; explain why they do or do not contribute to the overall effectiveness of the argument.

d. Analyze the purpose(s) of a persuasive text; describe the intended audience, and assess the overall effectiveness of text.