# High school: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 27 concepts ready. In the app: https://ai.page/roadmap/mo-ela-high-school Part of: [Missouri: English language arts](https://ai.page/roadmap/mo-ela.md) Goal: Missouri academic standards: English language arts, High school ## 1. Speaking and Listening · Multimedia - [Speaking Formally and Giving Presentations](https://ai.page/c/speaking-formally-and-giving-presentations/index.md): Use Standard English confidently in formal and informal spoken contexts — give short speeches and presentations expressing own ideas clearly, keeping to the point, and adapting register and vocabulary to the audience ## 2. Speaking and Listening · Viewpoints of others - [Formal Debates](https://ai.page/c/formal-debates/index.md): Participate in formal debates and structured discussions — presenting a position with supporting evidence, responding to others’ points, summarising and building on what has been said, and following rules of discussion ## 3. Writing and Researching · Revise and Edit - [Planning, Revising and Editing Writing](https://ai.page/c/planning-revising-and-editing-writing/index.md): Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar ## 4. Writing and Researching · Development - [Developed Informational and Explanatory Writing](https://ai.page/c/developed-informational-and-explanatory-writing/index.md): Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary - [Writing Character & Dialogue](https://ai.page/c/writing-character-and-dialogue/index.md): Write narratives that develop real or imagined experiences using effective technique — including establishing context and point of view, developing characters through dialogue, pacing, and description, using varied transitions, and providing a reflective conclusion ## 5. Writing and Researching · Research - [Research & Source Evaluation](https://ai.page/c/research-and-source-evaluation/index.md): Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail ## 6. Reading Informational Text · Historical Context - [Critical comparison across texts](https://ai.page/c/critical-comparison-across-texts/index.md): Make critical comparisons across texts — comparing themes, characters, settings, styles, or arguments in two or more works, including texts from different periods, genres, or cultures ## 7. Reading Informational Text · Argument/Evidence - [Evaluating Arguments in Non-Fiction](https://ai.page/c/evaluating-arguments-in-non-fiction/index.md): Evaluate arguments and claims in non-fiction texts — assess whether reasoning is sound, evidence is relevant and sufficient, distinguish between fact and opinion, and recognise bias, propaganda, and rhetorical techniques ## 8. Reading Informational Text · Craft and Meaning - [Figurative Language and Literary Devices](https://ai.page/c/figurative-language-and-literary-devices/index.md): Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony ## 9. Reading Informational Text · Point of View - [Narrative Perspective and Unreliable Narrators](https://ai.page/c/narrative-perspective-and-unreliable-narrators/index.md): Analyse point of view and narrative perspective — including first person, third person limited and omniscient, and unreliable narrator — and how the author's or narrator's perspective shapes the reader's understanding and creates effects such as suspense, irony, or humour ## 10. Reading Informational Text · Structure - [Analysing Text Structure](https://ai.page/c/analysing-text-structure/index.md): Analyse how a text's structure — including its overall organisation, use of chapters, stanzas, scenes, paragraphs, or sections — contributes to its meaning, style, and development of ideas ## 11. Reading Informational Text · Summarize/Claim - [Tracing Theme Across a Text](https://ai.page/c/tracing-theme-across-a-text/index.md): Determine and analyse the theme or central idea of a text, trace how it develops across the text through key details and events, and provide an objective summary distinct from personal opinion ## 12. Reading Informational Text · Text Features - [Using and Evaluating Textual Evidence](https://ai.page/c/using-and-evaluating-textual-evidence/index.md): Cite specific textual evidence to support analysis of what a text says explicitly and what can be inferred, distinguishing between strong and weak evidence and explaining how the evidence supports a point ## 13. Reading Literary Text · Comprehension - [Wide Independent Reading Across Genres](https://ai.page/c/wide-independent-reading-across-genres/index.md): Read widely and independently across fiction and non-fiction — including whole novels, short stories, plays, poetry, and non-fiction from different genres, periods, and cultures — building stamina, breadth, and personal taste as a reader ## 14. Reading Literary Text · Text in Forms - [Understanding drama and performance](https://ai.page/c/understanding-drama-and-performance/index.md): Understand how dramatists communicate meaning through performance — including staging, direction, set design, lighting, and actors' choices — and how different productions can interpret the same script differently ## 15. Reading Literary Text · Interaction and Meaning - [Plot Structure and Character Development](https://ai.page/c/plot-structure-and-character-development/index.md): Analyse how plot structure unfolds through episodes or key events, and how characters develop, respond to challenges, and change over the course of a narrative — including the relationship between character, setting, and plot ## 16. Reading Literary Text · Craft and Meaning - [Grammar for Effect](https://ai.page/c/grammar-for-effect/index.md): Analyse the effectiveness and impact of grammatical features in texts read — understanding how authors make deliberate grammatical choices (sentence length, passive voice, fronted adverbials, listing) to create specific effects on the reader ## 17. Writing · Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to d - [Writing Techniques for Effect](https://ai.page/c/writing-techniques-for-effect/index.md): Apply growing knowledge of vocabulary, grammar, and text structure to writing — drawing on literary and rhetorical devices from reading (e.g., rhetorical questions, tricolon, anaphora, contrast) to enhance impact ## 18. Writing · Use a variety of appropriate transitions to clarify relationships, connect ideas and claims, and signal time shifts. - [Cohesion and Transitions Across Writing](https://ai.page/c/cohesion-and-transitions-across-writing/index.md): Use varied transitions, cohesive devices, and paragraph-linking strategies to create coherence across a whole piece of writing — including temporal transitions, causal connectives, and techniques for signalling shifts in argument, time, or setting ## 19. Writing · Conventions of standard English and usage: Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation. (This list if from ACT test bre - [Standard English](https://ai.page/c/standard-english/index.md): Know and understand the differences between spoken and written language — including differences in formality, register, grammar, and vocabulary — and between Standard English and other varieties of English, using Standard English confidently in writing and speech - [Phrases & Clauses](https://ai.page/c/phrases-and-clauses/index.md): Understand and analyse the function of phrases (noun, verb, adjectival, adverbial, prepositional) and clauses (main, subordinate, relative) in general and in specific sentences, including recognising and correcting misplaced and dangling modifiers - [Literary and Language Terminology](https://ai.page/c/literary-and-language-terminology/index.md): Discuss reading, writing, and spoken language with precise and confident use of linguistic and literary terminology — including terms for word classes, sentence types, clause types, literary devices, and text-level features - [Advanced Punctuation for Clarity](https://ai.page/c/advanced-punctuation-for-clarity/index.md): Use punctuation confidently and accurately for effect and clarity — including semicolons to link related clauses, colons to introduce lists or explanations, dashes and parentheses for parenthetical information, ellipsis for omission or suspense, and commas for coordinate adjectives and nonrestrictive elements ## 20. Writing · Follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose, and audience; self-select and bl - [Writing Across Genres](https://ai.page/c/writing-across-genres/index.md): Write for a range of purposes and audiences beyond narrative — including scripts, poetry, personal and formal letters, notes for talks, and other forms — selecting the appropriate form, register, and conventions for each - [Persuasive Writing](https://ai.page/c/persuasive-writing/index.md): Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement ## 21. Reading Informational Text · Analyze how an author uses rhetoric to advance point of view or purpose. - [Purpose, audience, and context](https://ai.page/c/purpose-audience-and-context/index.md): Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone ## 22. Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and content-specific meanings using context, affixes, or reference materials. - [Vocabulary Strategies](https://ai.page/c/vocabulary-strategies/index.md): Determine the meaning of unknown and multiple-meaning words and phrases using a flexible range of strategies — including context clues, Greek and Latin affixes and roots, reference materials, and verification of inferred meaning ## Health: 0 of 100 Of its 27 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Speaking Formally and Giving Presentations comes before Standard English, which it needs - Speaking Formally and Giving Presentations has no explanation yet - Formal Debates has no explanation yet - Planning, Revising and Editing Writing has no explanation yet - Developed Informational and Explanatory Writing comes before Cohesion and Transitions Across Writing, which it needs - Developed Informational and Explanatory Writing has no explanation yet - Writing Character & Dialogue comes before Cohesion and Transitions Across Writing, which it needs - Writing Character & Dialogue has no explanation yet - Research & Source Evaluation has no explanation yet - Critical comparison across texts comes before Tracing Theme Across a Text, which it needs - Critical comparison across texts has no explanation yet - Evaluating Arguments in Non-Fiction comes before Using and Evaluating Textual Evidence, which it needs - Evaluating Arguments in Non-Fiction comes before Purpose, audience, and context, which it needs - Evaluating Arguments in Non-Fiction has no explanation yet - Figurative Language and Literary Devices has no explanation yet - Narrative Perspective and Unreliable Narrators comes before Using and Evaluating Textual Evidence, which it needs - Narrative Perspective and Unreliable Narrators comes before Plot Structure and Character Development, which it needs - Narrative Perspective and Unreliable Narrators has no explanation yet - Analysing Text Structure has no explanation yet - Tracing Theme Across a Text has no explanation yet - Using and Evaluating Textual Evidence has no explanation yet - Wide Independent Reading Across Genres has no explanation yet - Understanding drama and performance comes before Plot Structure and Character Development, which it needs - Understanding drama and performance has no explanation yet - Plot Structure and Character Development has no explanation yet - Grammar for Effect has no explanation yet - Writing Techniques for Effect comes before Writing Across Genres, which it needs - Writing Techniques for Effect has no explanation yet - Cohesion and Transitions Across Writing has no explanation yet - Standard English has no explanation yet - Phrases & Clauses has no explanation yet - Literary and Language Terminology has no explanation yet - Advanced Punctuation for Clarity has no explanation yet - Writing Across Genres has no explanation yet - Persuasive Writing has no explanation yet - Purpose, audience, and context has no explanation yet - Vocabulary Strategies has no explanation yet Credit: The structure of Missouri academic standards: English language arts (http://dese.mo.gov/sites/default/files/curr-mls-standards-ela-k-5-sboe-2016.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.