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Jill Kriegel earned her Ph.D. in Comparative Studies from Florida Atlantic University. With emphases in nineteenth-century British literature and ancient Greek and early Christian philosophy, her dissertation explores Augustinian echoes in the novels of Charles Dickens. She has published articles in the Saint Austin Review (StAR) and Logos: A Journal of Catholic Thought and Culture. In addition, she is editor of Ignatius Critical Edition volumes. Jill teaches English at St. Joseph's Catholic School in Greenville, South Carolina.

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(1) Students enrolled in Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine communicate in a variety of forms such as print, digital, or online media for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written and/or visual communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the conventions and mechanics of written English. In Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine, students are expected to become analytical consumers of media and technology to enhance their communication skills. In addition, students will apply journalistic ethics and standards. Published works of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine will refine and enhance their journalistic skills, research self-selected topics, and plan, organize, and prepare a project(s) in one or more forms of media.


Great Expectations Study Guide | GradeSaver

(9) Composition: listening, speaking, reading,writing, and thinking using multiple texts--writing process. The student usesthe writing process recursively to compose multiple texts that are legible anduse appropriate conventions. The student is expected to:

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(A) engage in meaningful and respectfuldiscourse when evaluating the clarity and coherence of a speaker's message andcritiquing the impact of a speaker's use of diction, syntax, and rhetoricalstrategies;

Great Expectations Part I, Chapters 1-10 (1-10) …

(4) The essential knowledge and skills as well as the student expectations for Reading I, II, III, elective courses, are described in subsection (b) of this section.

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(6) Oral language proficiency holds a pivotalrole in school success; verbal engagement must be maximized across grade levels(Kinsella, 2010). In order for students to become thinkers and proficientspeakers in science, social studies, mathematics, fine arts, language arts andreading, and career and technical education, they must have multipleopportunities to practice and apply the academic language of each discipline(Fisher, Frey, & Rothenberg, 2008).

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(4) The essential knowledge and skills as well as the student expectations for College Readiness and Study Skills, an elective course, are described in subsection (b) of this section.