Q

EU 1.1: Personal interest and intellectual curiosity inspire investigation of topics or issues that may or
may not be clearly defined. A well-crafted investigation explores the complexity of an issue or topic.
Further inquiry can lead to unexpected conclusions, resolutions , innovations, or solutions .

LO 1.1A: Contextualizing and identifying the complexities of a problem or

issue.

EK 1.1A1: Examining the perspectives and ideas of others often

leads to questions for further investigation. Inquiry begins with
narrowing scope of interest, identifying a problem or issue and
its origins within that scope, and situating the problem or issue
in a larger context.

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EU 1.1: Personal interest and intellectual curiosity inspire investigation of topics or issues that may or
may not be clearly defined. A well-crafted investigation explores the complexity of an issue or topic.
Further inquiry can lead to unexpected conclusions, resolutions , innovations, or solutions .

LO 1.1B: Posing questions and seeking out answers that reflect multiple,
divergent, or contradictory perspectives.

EK 1.1B1: Effective research questions lead to an examination,

taking into account the complexity of a problem or issue.

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EU 1.1: Personal interest and intellectual curiosity inspire investigation of topics or issues that may or
may not be clearly defined. A well-crafted investigation explores the complexity of an issue or topic.
Further inquiry can lead to unexpected conclusions, resolutions , innovations, or solutions .

LO 1.1B: Posing questions and seeking out answers that reflect multiple,
divergent, or contradictory perspectives.

EK 1.1B2: The inquiry process allows one to draw upon

curiosity and imagination to engage with ideas or explore
approaches to complex issues.

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EU 1.2: Strengthening understanding of a concept or issue requires questioning existing ideas, using
what is known to discover what is not known, and making connections to prior knowledge.

LO 1.2A: Retrieving, questioning, organizing, and using prior knowledge

about a topic.

EK 1.2A1: Understanding comes not only through collection

of information but also from a variety of other factors (e.g.,
experience, external sources, cultural context, assumptions ).

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EU 1.2: Strengthening understanding of a concept or issue requires questioning existing ideas, using
what is known to discover what is not known, and making connections to prior knowledge.

LO 1.2A: Retrieving, questioning, organizing, and using prior knowledge

about a topic.

EK 1.2A2: A variety of strategies (e.g., brainstorming, concept

mapping, prewriting, exploration of space, drafting) can be
used to illustrate, organize, and connect ideas.

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EU 1.2: Strengthening understanding of a concept or issue requires questioning existing ideas, using
what is known to discover what is not known, and making connections to prior knowledge.

LO 1.2A: Retrieving, questioning, organizing, and using prior knowledge

about a topic.

EK 1.2A3: Inquiry confirms or challenges one’s existing

understandings, assumptions, beliefs, and/or knowledge.

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EU 1.3: The investigative process is aided by the effective organization, management, and selection of
resources and information. Appropriate technologies and tools enable the scholar to become more
efficient, productive, and credible.

LO 1.3A: Accessing and managing information using effective strategies.

EK 1.3A1: Information used to address a problem may come

from various secondary sources (e.g., articles, other studies,
analyses, reports) and/or primary sources (e.g., original texts
and works, material culture, or personally collected data such
as from experiments, surveys, questionnaires, interviews,
observations, personal narratives).

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EU 1.3: The investigative process is aided by the effective organization, management, and selection of
resources and information. Appropriate technologies and tools enable the scholar to become more
efficient, productive, and credible.

LO 1.3A: Accessing and managing information using effective strategies.

EK 1.3A2: Online databases (e.g., EBSCO, ProQuest, JSTOR,

Google Scholar) and libraries catalog and house secondary and
some primary sources.

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EU 1.3: The investigative process is aided by the effective organization, management, and selection of
resources and information. Appropriate technologies and tools enable the scholar to become more
efficient, productive, and credible.

LO 1.3A: Accessing and managing information using effective strategies.

EK 1.3A3: Advanced search tools, Boolean logic, and key words

allow scholars to refine, focus, and/or limit their searches
based on a variety of factors (e.g., date, peer-review status,
type of publication).

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EU 1.4: The relevance and credibility of the source of information is determined by the context of its use.

LO 1.4A: Evaluating the relevance and credibility of the source of

information and data in relation to the inquiry.

EK 1.4A1: The scope and purpose of one’s research and the

credibility of sources affects the generalizability and the
reliability of the conclusions.

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EU 1.4: The relevance and credibility of the source of information is determined by the context of its use.

LO 1.4A: Evaluating the relevance and credibility of the source of

information and data in relation to the inquiry.

EK 1.4A2: Credibility of evidence depends on use of sources

and data that are relevant and reliable (current, authoritative).

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EU 1.4: The relevance and credibility of the source of information is determined by the context of its use.

LO 1.4A: Evaluating the relevance and credibility of the source of

information and data in relation to the inquiry.

EK 1.4A3: Determining the credibility of a source requires

considering and evaluating the reputation and credentials
of the author, publisher, site owner, and/or sponsor;
understanding and evaluating the author’s perspective and
research methods; and considering how others respond to
their work. Scholarly articles are often peer reviewed, meaning
the research has been reviewed and accepted by disciplinary
experts.

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EU 1.5: There are multiple ways to investigate questions, problems, and issues. Methods should be
aligned with the purpose of the inquiry.

LO 1.5A: Identifying the information needed for the context of the inquiry.

EK 1.5A1: The way the problem is posed, situated, framed, or

contextualized will guide the inquiry process and influence
the type of information needed and the appropriate method of
gathering it.

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EU 2.1: Authors express their ideas, perspectives, and/or arguments through their works. The first step
in evaluating an author’s perspective or argument is to comprehend it. Such comprehension requires
reading, viewing, listening, and thinking critically.

LO 2.1A: Employing appropriate reading strategies and reading critically for

a specific purpose.

EK 2.1A1: Reading critically means reading closely to identify

the main idea, tone, assumptions, context, perspective, line of
reasoning, and evidence used.

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EU 2.1: Authors express their ideas, perspectives, and/or arguments through their works. The first step
in evaluating an author’s perspective or argument is to comprehend it. Such comprehension requires
reading, viewing, listening, and thinking critically.

LO 2.1A: Employing appropriate reading strategies and reading critically for

a specific purpose.

EK 2.1A2: Strategies active readers use to preview and

prioritize a written text include skimming, scanning, rereading,
and questioning.

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EU 2.1: Authors express their ideas, perspectives, and/or arguments through their works. The first step
in evaluating an author’s perspective or argument is to comprehend it. Such comprehension requires
reading, viewing, listening, and thinking critically.

LO 2.1A: Employing appropriate reading strategies and reading critically for

a specific purpose.

EK 2.1A3: Strategies active readers use to make meaning from

texts include annotating, note-taking, highlighting, and reading
aloud.

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EU 2.1: Authors express their ideas, perspectives, and/or arguments through their works. The first step
in evaluating an author’s perspective or argument is to comprehend it. Such comprehension requires
reading, viewing, listening, and thinking critically.

LO 2.1A: Employing appropriate reading strategies and reading critically for

a specific purpose.

EK 2.1A4: Perspectives are shared through written, spoken,

visual, or performance texts. A perspective includes the writer’s
attitude/tone regarding the subject and is expressed through
an argument.

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EU 2.1: Authors express their ideas, perspectives, and/or arguments through their works. The first step
in evaluating an author’s perspective or argument is to comprehend it. Such comprehension requires
reading, viewing, listening, and thinking critically.

LO 2.1B: Summarizing and explaining a text’s main idea or aim while

avoiding faulty generalizations and oversimplification.

EK 2.1B1: The main idea of an argument is often expressed

in the thesis statement, claim, or conclusion, or implied
throughout a work.

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EU 2.1: Authors express their ideas, perspectives, and/or arguments through their works. The first step
in evaluating an author’s perspective or argument is to comprehend it. Such comprehension requires
reading, viewing, listening, and thinking critically.

LO 2.1B: Summarizing and explaining a text’s main idea or aim while

avoiding faulty generalizations and oversimplification.

EK 2.1B2: Artistic works (e.g., painting, film, music, dance)

convey a perspective. Analysis of a work’s context, subject,
structure, style, and aesthetic is critical to understanding its
aims.

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EU 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of
reasoning and evidence to determine to what extent they believe or accept an argument.

LO 2.2A: Explaining and analyzing the logic and line of reasoning of an

argument.

EK 2.2A1: Authors use reasons to support their arguments. The

line of reasoning is composed of one or more claims justified
through evidence.

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EU 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of
reasoning and evidence to determine to what extent they believe or accept an argument.

LO 2.2A: Explaining and analyzing the logic and line of reasoning of an

argument.

EK 2.2A2: An argument’s line of reasoning is organized based

on the argument’s purpose (e.g., to show causality, to define,
to propose a solution).

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EU 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of
reasoning and evidence to determine to what extent they believe or accept an argument.

LO 2.2A: Explaining and analyzing the logic and line of reasoning of an

argument.

EK 2.2A3: Inductive reasoning uses specific observations

and/or data points to identify trends, make generalizations,
and draw conclusions. Deductive reasoning uses broad
facts or generalizations to generate additional, more specific
conclusions about a phenomenon.

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EU 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of
reasoning and evidence to determine to what extent they believe or accept an argument.

LO 2.2A: Explaining and analyzing the logic and line of reasoning of an

argument.

EK 2.2A4: A lack of understanding of the complexities of an

argument (tone, implications, limitations, nuance, context) can
lead to oversimplification and/or generalization.

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EU 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of
reasoning and evidence to determine to what extent they believe or accept an argument.

LO 2.2A: Explaining and analyzing the logic and line of reasoning of an

argument.

EK 2.2A5: Effective arguments acknowledge other arguments

and/or respond to them with counterarguments (e.g.,
concession, refutation, rebuttal).

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EU 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of
reasoning and evidence to determine to what extent they believe or accept an argument.

LO 2.2B: Evaluating the relevance and credibility of evidence used to

support an argument, taking context into consideration.

EK 2.2B1: An argument’s context (time and purpose)

and situation (in relation to other arguments) inform its
interpretation.

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EU 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of
reasoning and evidence to determine to what extent they believe or accept an argument.

LO 2.2B: Evaluating the relevance and credibility of evidence used to

support an argument, taking context into consideration.

EK 2.2B2: Writers use qualitative and/or quantitative evidence

(e.g., facts, data, observations, predictions, analogies,
explanations, opinions) to support their claims. Evidence has
varying degrees of validity.

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EU 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of
reasoning and evidence to determine to what extent they believe or accept an argument.

LO 2.2B: Evaluating the relevance and credibility of evidence used to

support an argument, taking context into consideration.

EK 2.2B3: Authors strategically include evidence to support

their claims.

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EU 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of
reasoning and evidence to determine to what extent they believe or accept an argument.

LO 2.2B: Evaluating the relevance and credibility of evidence used to

support an argument, taking context into consideration.

EK 2.2B4: Writers appeal to (or possibly manipulate) readers

through a variety of strategies and techniques (e.g., language,
authority, qualifiers, fallacies, emphasis).

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EU 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of
reasoning and evidence to determine to what extent they believe or accept an argument.

LO 2.2B: Evaluating the relevance and credibility of evidence used to

support an argument, taking context into consideration.

EK 2.2B5: Evidence may be used to identify and explain

relationships (comparative, causal, or correlational) and/or
patterns and trends.

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EU 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of
reasoning and evidence to determine to what extent they believe or accept an argument.

LO 2.2B: Evaluating the relevance and credibility of evidence used to

support an argument, taking context into consideration.

EK 2.2B6: Credibility is compromised when authors fail

to acknowledge and/or consider the limitations of their
conclusions, opposing views or perspectives, and/or their own
biases .

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EU 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of
reasoning and evidence to determine to what extent they believe or accept an argument.

LO 2.2C: Evaluating the validity of an argument.

EK 2.2C1: An argument is valid when there is logical alignment

between the line of reasoning and the conclusion.

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EU 2.3: Arguments have implications and consequences.

LO 2.3A: Connecting an argument to broader issues by examining the

implications of the author’s claim.

EK 2.3A1: The implications and consequences of arguments

may be intended or unintended.

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EU 2.3: Arguments have implications and consequences.

LO 2.3B: Evaluating potential resolutions, conclusions, or solutions to

problems or issues raised by an argument.

EK 2.3B1: Arguments are significant and have real-world

impact because they can influence behavior (e.g., call one to
action, suggest logical next steps).

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EU 3.1: Different perspectives often lead to competing and alternative arguments. The complexity of an
issue emerges when people bring these differing, multiple perspectives to the conversation.

LO 3.1A: Identifying, comparing, and interpreting multiple perspectives on

or arguments about an issue.

EK 3.1A1: An individual’s perspective is influenced by his

or her background (e.g., experiences, culture, education),
assumptions, and worldview, as well as by external sources.

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EU 3.1: Different perspectives often lead to competing and alternative arguments. The complexity of an
issue emerges when people bring these differing, multiple perspectives to the conversation.

LO 3.1A: Identifying, comparing, and interpreting multiple perspectives on

or arguments about an issue.

EK 3.1A2: Perspectives are not always oppositional; they may

be concurring, complementary, or competing.

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EU 3.2: Not all arguments are equal; some arguments are more credible/valid than others. Through
evaluating others’ arguments, one’s own argument can be situated within a larger conversation.

LO 3.2A: Evaluating alternate, opposing, or competing perspectives or

arguments, by considering their implications and limitations.

EK 3.2A1: Critical thinkers are aware that some arguments

may appeal to emotions, core values, personal biases and
assumptions, and logic.

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EU 3.2: Not all arguments are equal; some arguments are more credible/valid than others. Through
evaluating others’ arguments, one’s own argument can be situated within a larger conversation.

LO 3.2A: Evaluating alternate, opposing, or competing perspectives or

arguments, by considering their implications and limitations.

EK 3.2A2: When evaluating multiple perspectives or arguments,

consideration must be given to how one’s own personal biases
and assumptions can influence one’s judgment.

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EU 4.1: Scholarly works convey perspectives and demonstrate effective reasoning that have been
selected for the intended audience, purpose, and situation.

LO 4.1A: Formulating a well-reasoned argument, taking the complexities of

the problem or issue into consideration.

EK 4.1A1: Effective arguments use reason and evidence to

convey a perspective, point of view , or some version of the
truth that is stated or implied in the thesis and/or conclusion.

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EU 4.1: Scholarly works convey perspectives and demonstrate effective reasoning that have been
selected for the intended audience, purpose, and situation.

LO 4.1A: Formulating a well-reasoned argument, taking the complexities of

the problem or issue into consideration.

EK 4.1A2: Effective arguments are supported and unified by

carefully chosen and connected claims, reasons, and evidence.

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EU 4.1: Scholarly works convey perspectives and demonstrate effective reasoning that have been
selected for the intended audience, purpose, and situation.

LO 4.1A: Formulating a well-reasoned argument, taking the complexities of

the problem or issue into consideration.

EK 4.1A3: Qualifiers place limits on how far a claim may

be carried. Effective arguments acknowledge these limits,
increasing credibility by reducing overgeneralization or
oversimplification.

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EU 4.1: Scholarly works convey perspectives and demonstrate effective reasoning that have been
selected for the intended audience, purpose, and situation.

LO 4.1A: Formulating a well-reasoned argument, taking the complexities of

the problem or issue into consideration.

EK 4.1A4: Effective arguments may acknowledge other

arguments and/or respond to them with counterarguments
(e.g., concession, refutation, rebuttal).

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EU 4.1: Scholarly works convey perspectives and demonstrate effective reasoning that have been
selected for the intended audience, purpose, and situation.

LO 4.1A: Formulating a well-reasoned argument, taking the complexities of

the problem or issue into consideration.

EK 4.1A5: The line of reasoning is a clear, logical path leading

the audience through the reasons to a conclusion.

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EU 4.1: Scholarly works convey perspectives and demonstrate effective reasoning that have been
selected for the intended audience, purpose, and situation.

LO 4.1A: Formulating a well-reasoned argument, taking the complexities of

the problem or issue into consideration.

EK 4.1A6: The logic and reasoning of an argument may be

deductive (claim followed by evidence) or inductive (evidence
leads to a conclusion).

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EU 4.1: Scholarly works convey perspectives and demonstrate effective reasoning that have been
selected for the intended audience, purpose, and situation.

LO 4.1A: Formulating a well-reasoned argument, taking the complexities of

the problem or issue into consideration.

EK 4.1A7: A line of reasoning is organized based on the

argument’s purpose (e.g., to show causality, to evaluate, to
define, to propose a solution).

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EU 4.1: Scholarly works convey perspectives and demonstrate effective reasoning that have been
selected for the intended audience, purpose, and situation.

LO 4.1A: Formulating a well-reasoned argument, taking the complexities of

the problem or issue into consideration.

EK 4.1A8: Claims and supporting evidence are arranged

(e.g., spatially, chronologically, order of importance) to
convey reasoning and relationship (e.g., comparative, causal,
correlational).

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EU 4.1: Scholarly works convey perspectives and demonstrate effective reasoning that have been
selected for the intended audience, purpose, and situation.

LO 4.1A: Formulating a well-reasoned argument, taking the complexities of

the problem or issue into consideration.

EK 4.1A9: The same argument may be organized, arranged,

or supported in multiple ways depending on audience and
context.

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EU 4.2: Scholars responsibly and purposefully engage with the evidence to develop a compelling
argument or aesthetic rationale.

LO 4.2A: Interpreting, using, and synthesizing qualitative and/or quantitative

data/information from various perspectives and sources (e.g., primary,
secondary, print, nonprint) to develop and support an argument.

EK 4.2A1: Evidence can be collected from print and nonprint

sources (e.g., libraries, museums, archives), experts, or
data gathered in the field (e.g., interviews, questionnaires,
observations).

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EU 4.2: Scholars responsibly and purposefully engage with the evidence to develop a compelling
argument or aesthetic rationale.

LO 4.2A: Interpreting, using, and synthesizing qualitative and/or quantitative

data/information from various perspectives and sources (e.g., primary,
secondary, print, nonprint) to develop and support an argument.

EK 4.2A2: Evidence is used to support the claims and reasoning

of an argument. Compelling evidence is sufficient, accurate,
relevant, current, and credible to support the conclusion.

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EU 4.2: Scholars responsibly and purposefully engage with the evidence to develop a compelling
argument or aesthetic rationale.

LO 4.2A: Interpreting, using, and synthesizing qualitative and/or quantitative

data/information from various perspectives and sources (e.g., primary,
secondary, print, nonprint) to develop and support an argument.

EK 4.2A3: Evidence is strategically chosen based on context,

purpose, and audience. Evidence may be used to align an
argument with authority; to define a concept, illustrate a
process, or clarify a statement; to set a mood; to provide an
example; to amplify or qualify a point.

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EU 4.2: Scholars responsibly and purposefully engage with the evidence to develop a compelling
argument or aesthetic rationale.

LO 4.2A: Interpreting, using, and synthesizing qualitative and/or quantitative

data/information from various perspectives and sources (e.g., primary,
secondary, print, nonprint) to develop and support an argument.

EK 4.2A4: The evidence selected and attributed contributes to

establishing the credibility of one’s own argument.

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EU 4.2: Scholars responsibly and purposefully engage with the evidence to develop a compelling
argument or aesthetic rationale.

LO 4.2B: Providing insightful and cogent commentary that links evidence

with claims.

EK 4.2B1: Commentary connects the chosen evidence to the

claim through interpretation or inference, identifying patterns,
describing trends, and/or explaining relationships (e.g.,
comparative, causal, correlational).

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EU 4.3: Responsible participation in the scholarly community requires acknowledging and respecting the
prior findings and contributions of others.

LO 4.3A: Attributing knowledge and ideas accurately and ethically, using an

appropriate citation style.

EK 4.3A1: Accurate and ethical attribution enhances one’s

credibility.

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EU 4.3: Responsible participation in the scholarly community requires acknowledging and respecting the
prior findings and contributions of others.

LO 4.3A: Attributing knowledge and ideas accurately and ethically, using an

appropriate citation style.

EK 4.3A2: Plagiarism is a serious offense that occurs when

a person presents another’s ideas or words as his or her
own. Plagiarism may be avoided by acknowledging sources
thoroughly and accurately.

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EU 4.3: Responsible participation in the scholarly community requires acknowledging and respecting the
prior findings and contributions of others.

LO 4.3A: Attributing knowledge and ideas accurately and ethically, using an

appropriate citation style.

EK 4.3A3: Source material should be introduced, integrated, or

embedded into the text of an argument.

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EU 4.3: Responsible participation in the scholarly community requires acknowledging and respecting the
prior findings and contributions of others.

LO 4.3A: Attributing knowledge and ideas accurately and ethically, using an

appropriate citation style.

EK 4.3A4: Quoted and paraphrased material must be properly

attributed, credited, and cited following a style manual.
Quoting is using the exact words of others; paraphrasing is
restating an idea in one’s own words.

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EU 4.3: Responsible participation in the scholarly community requires acknowledging and respecting the
prior findings and contributions of others.

LO 4.3A: Attributing knowledge and ideas accurately and ethically, using an

appropriate citation style.

EK 4.3A5: Academic disciplines use specific style guides for

citing and attributing sources (e.g., APA, MLA, Chicago, AMA).

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EU 4.4: Forming one’s own perspective and reaching new understandings involve innovative thinking
and synthesis of existing knowledge with personally generated evidence.

LO 4.4A: Extending an idea, question, process, or product to innovate or

create new understandings.

EK 4.4A1: Innovative solutions and arguments identify and

challenge assumptions, acknowledge the importance of
content, imagine and explore alternatives, and engage in
reflective skepticism.

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EU 4.5: Arguments, choices, and solutions present intended and unintended opportunities, and
consequences.

LO 4.5A: Offering resolutions, conclusions, and/or solutions based on

evidence considering limitations and implications.

EK 4.5A1: When making choices and proposing solutions,

the advantages and disadvantages of the options should be
weighed against the goal within its context.

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EU 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same
perspective or argument may be developed or presented differently depending on audience, purpose, and context.

LO 5.1A: Planning and producing a cohesive academic paper, considering

audience, context, and purpose.

EK 5.1A1: An argument may include the following elements:

• Introduction: engages the audience by providing background
and/or context;
• Reasons, evidence, and commentary: provide support for the
argument;
• Counterargument, concession, refutation, and rebuttal:
acknowledge and/or respond to opposing arguments;
• Conclusion: synthesizes reasoning, considers possible
implications for the future, and ties back to the introduction;
• Bibliography: identifies works cited.
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EU 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same
perspective or argument may be developed or presented differently depending on audience, purpose,
and context.

LO 5.1A: Planning, producing, and presenting a cohesive argument,

considering audience, context, and purpose.

EK 5.1A2: Coherence is achieved when the elements and

ideas in an argument flow logically and smoothly. Transitions
are used to move the audience from one element or idea to
another by illustrating the relationship between the elements
or ideas.

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EU 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same
perspective or argument may be developed or presented differently depending on audience, purpose,
and context.

LO 5.1B: Adhering to established conventions of grammar, usage, style, and

mechanics.

EK 5.1B1: A writer expresses tone or attitude about a topic

through word choice, sentence structure, and imagery.

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EU 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same
perspective or argument may be developed or presented differently depending on audience, purpose,
and context.

LO 5.1B: Adhering to established conventions of grammar, usage, style, and

mechanics.

EK 5.1B2: Effective sentences create variety, emphasis, and

interest through structure, agreement of elements, placement
of modifiers, and consistency of tense.

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EU 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same
perspective or argument may be developed or presented differently depending on audience, purpose,
and context.

LO 5.1B: Adhering to established conventions of grammar, usage, style, and

mechanics.

EK 5.1B3: Precision in word choice reduces confusion,

wordiness, and redundancy.

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EU 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same
perspective or argument may be developed or presented differently depending on audience, purpose,
and context.

LO 5.1B: Adhering to established conventions of grammar, usage, style, and

mechanics.

EK 5.1B4: Spelling and grammar errors detract from credibility.

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EU 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same
perspective or argument may be developed or presented differently depending on audience, purpose,
and context.

LO 5.1C: Communicating information through appropriate media using

effective techniques of design.

EK 5.1C1: Effective organizational and design elements (e.g.,

headings, layout, illustrations, pull quotes, captions, lists) may
aid in audience engagement and understanding by calling
attention to important information and/or creating emotional
responses in the audience. Ineffective use or overuse of these
elements disrupts audience engagement and understanding.

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EU 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same
perspective or argument may be developed or presented differently depending on audience, purpose,
and context.

LO 5.1C: Communicating information through appropriate media using

effective techniques of design.

EK 5.1C2: Data and other information can be presented

graphically (e.g., infographics, graphs, tables, models) to aid
audience understanding and interpretation.

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EU 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same
perspective or argument may be developed or presented differently depending on audience, purpose,
and context.

LO 5.1C: Communicating information through appropriate media using

effective techniques of design.

EK 5.1C3: Effective communication requires choosing

appropriate media (e.g., essay, poster, oral presentation,
documentary, research report/thesis) according to context,
purpose, and audience.

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EU 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same
perspective or argument may be developed or presented differently depending on audience, purpose,
and context.

LO 5.1D: Adapting an argument for context, purpose, and/or audience.

EK 5.1D1: Arguments can be adapted by strategically selecting

and emphasizing information considering audience, situation,
medium, and purpose.

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EU 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same
perspective or argument may be developed or presented differently depending on audience, purpose,
and context.

LO 5.1E: Engaging an audience by employing effective techniques of

delivery or performance.

EK 5.1E1: Speakers vary elements of delivery (e.g., volume,

tempo, movement, eye contact, vocal variety, energy)
emphasize information, convey tone, and engage their
audience.

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EU 5.2: Teams are most effective when they draw on the diverse perspectives, skills, and backgrounds of
team members to address complex, open-ended problems.

LO 5.2A: Providing individual contributions to overall collaborative effort to

accomplish a task or goal.

EK 5.2A1: Knowing and communicating one’s strengths and

challenges to a group allows one’s contributions to be more
effective.

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EU 5.2: Teams are most effective when they draw on the diverse perspectives, skills, and backgrounds of
team members to address complex, open-ended problems.

LO 5.2B: Fostering constructive team climate, resolving conflicts, and

facilitating the contributions of all team members to address complex,
open-ended problems.

EK 5.2B1: Teams are built around tasks. Low-risk teambuilding

activities and simulations enhance a team’s performance.

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EU 5.2: Teams are most effective when they draw on the diverse perspectives, skills, and backgrounds of
team members to address complex, open-ended problems.

LO 5.2B: Fostering constructive team climate, resolving conflicts, and

facilitating the contributions of all team members to address complex,
open-ended problems.

EK 5.2B2: Teams function at their best when they understand

the diversity of their social–cultural perspectives, talents, and
skills.

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EU 5.2: Teams are most effective when they draw on the diverse perspectives, skills, and backgrounds of
team members to address complex, open-ended problems.

LO 5.2B: Fostering constructive team climate, resolving conflicts, and

facilitating the contributions of all team members to address complex,
open-ended problems.

EK 5.2B3: Teams function at their best when they practice

effective interpersonal communication, consensus building,
conflict resolution, and negotiation.

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EU 5.2: Teams are most effective when they draw on the diverse perspectives, skills, and backgrounds of
team members to address complex, open-ended problems.

LO 5.2B: Fostering constructive team climate, resolving conflicts, and

facilitating the contributions of all team members to address complex,
open-ended problems.

EK 5.2B4: Effective teams consider the use of online

collaborative tools.

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EU 5.3: Reflection increases learning, self-awareness, and personal growth through identification and
evaluation of personal conclusions and their implications.

LO 5.3A: Reflecting on and revising their own writing, thinking, and creative
processes.

EK 5.3A1: Reflection is an ongoing and recursive process in

inquiry, often leading to changes in understanding. Strategies
for reflection may include journal writing, self-questioning,
drawing, exploration of space, and/or guided contemplation.

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EU 5.3: Reflection increases learning, self-awareness, and personal growth through identification and
evaluation of personal conclusions and their implications.

LO 5.3A: Reflecting on and revising their own writing, thinking, and creative
processes.

EK 5.3A2: Learning requires practice through an iterative

process of thinking/rethinking, vision/revision, and writing/
rewriting.

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EU 5.3: Reflection increases learning, self-awareness, and personal growth through identification and
evaluation of personal conclusions and their implications.

LO 5.3B: Reflecting on experiences of collaborative effort.

EK 5.3B1: Reflection acknowledges the impact of actions on

both the group and individual contributions, noting the reasons
for such actions, assumptions made, and whether or not such
actions and assumptions hindered or helped the achievement
of the group’s and individual’s tasks.

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