(a) Introduction.
  (1) Students enrolled in Literary Genres will spend time analyzing the fictional and poetic elements of literary texts and read to appreciate the writer's craft. High school students will discover how well written literary text can serve as models for their own writing. High school students respond to oral, written, and electronic text to connect their knowledge of the world.
  (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
  (3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
  (4) The essential knowledge and skills as well as the student expectations for Literary Genres, an elective course, are described in subsection (b) of this section.
(b) Knowledge and skills.
  (1) The student builds an extensive vocabulary through reading and systematic word study. The student is expected to:
    (A) expand vocabulary through wide reading, listening, and discussion;
    (B) investigate word origins as an aid to understanding meanings, derivations, and spellings as well as influences on the English language; and
    (C) discriminate between connotative and denotative meanings and interpret the connotative power of words.
  (2) The student analyzes fictional and poetic elements focusing on how they combine to contribute meaning in literary texts. The student is expected to:
    (A) compare and contrast varying aspects of texts such as themes, conflicts, and allusions;
    (B) propose and provide examples of themes that cross texts;
    (C) connect literature to historical context, current events, and his/her own experiences;
    (D) analyze relevance of setting and time frame to text's meaning;
    (E) identify basic conflicts;
    (F) describe the development of plot and how conflicts are addressed and resolved;
    (G) analyze characters' traits, motivations, changes, and stereotypical features;
    (H) describe how irony, tone, mood, style, and sound of language contribute to the effect of the text;
    (I) determine and explain purposes and effects of figurative language, particularly symbolic and metaphoric;
    (J) identify and analyze text structures;
    (K) recognize archetypes, motifs, and symbols across texts;
    (L) analyze distinctive features of text genre such as biography, historical fiction, science fiction, political writing, fantasy fiction, short story, dramatic literature, or poetry;
    (M) identify how authors create suspense; and
    (N) tell how points of view affect tone, characterization, and credibility.
  (3) The student reads critically to evaluate texts and the authority of sources. The student is expected to:
    (A) analyze the characteristics of well-constructed texts;
    (B) describe how a writer's point of view may affect text credibility, structure, or tone;
    (C) analyze aspects of texts such as patterns of organization and choice of language for their effect on audiences; and
    (D) examine strategies that writers in different fields use to compose.
  (4) The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:
    (A) compare text events with personal and other readers' experiences;
    (B) recognize and discuss themes and connections that cross cultures; and
    (C) recognize how writers represent and reveal their cultures and traditions in texts.
  (5) The student uses writing as a tool for learning and researching literary genres. The student is expected to:
    (A) use writing to discover, record, review, and learn; and
    (B) link related information and ideas from a variety of sources.

Source Note: The provisions of this §110.51 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261