Service+Projects

=May 14: Get out a fresh sheet of paper and divide it into ninths.= fadsfk akjsdfhjklasdfjk

= = May 13, 2010 Bellwork: Get out a fresh sheet of paper and make sure the latest version of your project is on your Google site.

Link to Service Project Google Sites

Activities
 * bellwork
 * present
 * evaluate

= = =May 12, 2010=

Bellwork On you home page, make a list of images you are using for your project. Next to each, write why you are using it. Example:
~
 * picture of Fred Smith - Fred Smith committed suicide, and this picture is next to his story on my PhotoStory.
 * Activities**
 * bellwork
 * work on project

May 11, 2010 Bellwork - Answer these questions on the home page of your site.
 * What is the mood (feeling the audience gets) of your project?
 * How do you create that mood?
 * ======Why did you pick that mood?======


 * Activities**
 * bellwork
 * work on project

= = = = =May 10, 2010= =Bellwork - post the answers and questions on the home page of your site.=
 * When will your project be pretty much done?
 * What do you still need to do to get to that point?


 * Activities**
 * bellwork
 * work on project
 * The absolute last day to be completely finished is May 21 (next Friday)

May 7, 2010 Prepare to meet with Ms. Hearnsberger to go over your grades. Work on your project.

= = = =

=May 5-6, 2010= =What will you work on today?=


 * Activities**
 * Work on next item, and be prepare to explain why you chose what you did.


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing. **1D** describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a
 * tete, pas de deux, bon appetit, quid pro quo)
 * **2 Reading/Comprehension of Literary Text/Theme and Genre**. Students analyze, make inferences and draw conclusions about theme and genre in different //cultural, historical and contemporary// contexts and provide evidence from the text to support their understanding. **2A** analyze how the genre of texts with similar themes shapes meaning
 * **10 Reading/Comprehension of Informational Text/Persuasive Text.** Students analyze, make inferences and draw conclusions about //persuasive// text and provide evidence from text to support their analysis. **10A** analyze the **(1)** relevance, **(2)**quality, and **(3)**credibility of evidence given to support or oppose an argument for a specific audience **10B** analyze famous speeches for the rhetorical structures and devices used to convince the reader of the author’s positions
 * **11 Reading/Comprehension of Informational Text/Procedural Texts.** Students understand how to glean and use information in //procedural// texts and documents. **11A** analyze the clarity of the objectives(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications) **11B** analyze factual, quantitative, or technical data presented in multiple graphical sources.
 * **12 Reading/Media Literacy.** Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier s tandards with greater depth in increasingly more complex texts. **12A (1)**compare and (2)contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts **12B** analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music) **12C (1)**compare and (2)contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet) **12D** evaluate changes in formality and tone within the same medium for specific audiences and purposes.

May 4, 2010 What has been your favorite part of the project so far? Least favorite? Why? Explain in 4-5 sentences.
 * Activities**
 * Bellwork
 * Update to-do list on Google site.
 * Do you need to add anything
 * Can you check anything off?
 * If so, strike through the text, don't delete it.
 * Do you need to switch a deadline you had previously set?
 * Work on next item, and be prepare to explain why you chose what you did.


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing. **1D** describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a
 * tete, pas de deux, bon appetit, quid pro quo)
 * **2 Reading/Comprehension of Literary Text/Theme and Genre**. Students analyze, make inferences and draw conclusions about theme and genre in different //cultural, historical and contemporary// contexts and provide evidence from the text to support their understanding. **2A** analyze how the genre of texts with similar themes shapes meaning
 * **10 Reading/Comprehension of Informational Text/Persuasive Text.** Students analyze, make inferences and draw conclusions about //persuasive// text and provide evidence from text to support their analysis. **10A** analyze the **(1)** relevance, **(2)**quality, and **(3)**credibility of evidence given to support or oppose an argument for a specific audience **10B** analyze famous speeches for the rhetorical structures and devices used to convince the reader of the author’s positions
 * **11 Reading/Comprehension of Informational Text/Procedural Texts.** Students understand how to glean and use information in //procedural// texts and documents. **11A** analyze the clarity of the objectives(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications) **11B** analyze factual, quantitative, or technical data presented in multiple graphical sources.
 * **12 Reading/Media Literacy.** Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier s tandards with greater depth in increasingly more complex texts. **12A (1)**compare and (2)contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts **12B** analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music) **12C (1)**compare and (2)contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet) **12D** evaluate changes in formality and tone within the same medium for specific audiences and purposes.

= =

May 3, 2010 Bellwork: Make sure you have created the two pages from last week on you group's site.

Activities: Finish adding content to your new Google site pages. I have extended Friday's deadlines to today.

= =

=April 28-30, 2010= =Bellwork: Make two pages on your Google site:= = =
 * ==content - use this page to house the content for your project that is due today==
 * ==audience - use this page to house the name and position of the person who has given you permission to share your project with their group.==

= = =By the end of this week (today)=
 * =You need to have made arrangements to publish (share with an audience) your project.=
 * =You need to have a rough version of your project to show me.=
 * = **This is a test grade** =

April 27, 2010 We don't meet today.

April 26, 2010 Bellwork Answer these questions with your group:
 * What did you accomplish yesterday toward your service project?
 * Do you feel like you used your time wisely?
 * How could you do better today?
 * Make a to-do list for today.


 * Activities**
 * Bellwork
 * Type the main idea of your project on the home page of your group's Google site. Include:
 * medium (web site, PhotoStory, etc.)
 * intended audience (age and affiliation, such as 8th graders at NBMS
 * a basic run-down of the presentation (what you told me at our meeting)
 * [|Click here] for an example
 * Work on your project with your group.
 * By the end of this week
 * You need to have made arrangements to publish (share with an audience) your project.
 * You need to have a rough version of your project to show me.
 * If you need to leave class to complete items on the list, tear the to-do list paper in half.
 * The top half will have your to-do list, the names of the group members leaving, the date, the class period and a line for my signature.
 * The bottom half will have exactly where you are going, the names of the people who are going, when you will get back, the date, the class period.
 * Leave the bottom half with me after I sign the top half, giving you permission to leave.

April 23, 2010 Bellwork Answer these questions with your group:
 * What did you accomplish yesterday toward your service project?
 * Do you feel like you used your time wisely?
 * How could you do better today?
 * Make a to-do list for today.


 * Activities**
 * Bellwork
 * Work on your project with your group.
 * If you need to leave class to complete items on the list, tear the to-do list paper in half.
 * The top half will have your to-do list, the names of the group members leaving, the date, the class period and a line for my signature.
 * The bottom half will have exactly where you are going, the names of the people who are going, when you will get back, the date, the class period.
 * Leave the bottom half with me after I sign the top half, giving you permission to leave.

= =


 * April 22, 2010**
 * Bellwork: Make a project to-list for today (one per group).**
 * **Put it the top half of a full sheet of paper.**
 * If you haven't completed your needs list with deadlines, this should be number one on your to-do list.


 * Activities**
 * Bellwork
 * Work on your project with your group.
 * If you need to leave class to complete items on the list, tear the to-do list paper in half.
 * The top half will have your to-do list, the names of the group members leaving, the date, the class period and a line for my signature.
 * The bottom half will have exactly where you are going, the names of the people who are going, when you will get back, the date, the class period.
 * Leave the bottom half with me after I sign the top half, giving you permission to leave.

If you have not finished your on-line needs list with due date and your research, do so today.

 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing. **1D** describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a
 * tete, pas de deux, bon appetit, quid pro quo)
 * **2 Reading/Comprehension of Literary Text/Theme and Genre**. Students analyze, make inferences and draw conclusions about theme and genre in different //cultural, historical and contemporary// contexts and provide evidence from the text to support their understanding. **2A** analyze how the genre of texts with similar themes shapes meaning
 * **10 Reading/Comprehension of Informational Text/Persuasive Text.** Students analyze, make inferences and draw conclusions about //persuasive// text and provide evidence from text to support their analysis. **10A** analyze the **(1)** relevance, **(2)**quality, and **(3)**credibility of evidence given to support or oppose an argument for a specific audience **10B** analyze famous speeches for the rhetorical structures and devices used to convince the reader of the author’s positions
 * **11 Reading/Comprehension of Informational Text/Procedural Texts.** Students understand how to glean and use information in //procedural// texts and documents. **11A** analyze the clarity of the objectives(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications) **11B** analyze factual, quantitative, or technical data presented in multiple graphical sources.
 * **12 Reading/Media Literacy.** Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier s tandards with greater depth in increasingly more complex texts. **12A (1)**compare and (2)contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts **12B** analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music) **12C (1)**compare and (2)contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet) **12D** evaluate changes in formality and tone within the same medium for specific audiences and purposes.


 * April 21, 2010**
 * Bellwork: Put due dates next to each item on your needs list from yesterday.**


 * Activities**
 * Bellwork
 * If you have finalized your rubric with me, start working on your project. Use your list to guide you.
 * If you have not finalized your rubric with me, do so. These are the steps:
 * Create rubric at [|rubistar]
 * Log in (See below)
 * Click on "create rubric" at the top.
 * Choose a presentation type.
 * Make it permanent
 * Include rows titled "Accuracy of Content" and "Audience/Presentation," among the other things you believe should be included.
 * Submit it.
 * Make available online.
 * Write down the seven-digit id number.
 * Meet with me and bring the rubric id number.


 * April 20, 2010**
 * Bellwork: Make a list: what do you need to complete your project. Mention everything, including pencils and number of hours. Post the list on your group's home page.**

audience: 4: group secures audience and presents project to it. 3: group secure audience but does not present project. 2: effort to secure audience, but it does not happen. 1: no audience selected.
 * Have you meeting with Ms. Hearnsberger, and start working on your project.**


 * April 19, 2010**
 * Find your new seat with your group: Here is the new chart:**


 * We are still planning our service projects.**
 * **If you have had your short meeting with me, and we have agree upon a project, go to Rubistar and create your rubric.**
 * **Be sure to make it permanent.**
 * **Write down the id number when you publish it so we can go over it together.**
 * **Meet with me when you are finished.**
 * **If we have not agreed upon a project, come see me with your group asap.**


 * April 16, 2010**
 * Bellwork: Get ready to take notes.**


 * Today is a day of planning.**


 * Activities**
 * Agree on a service project with your group. Here is a useful site: http://www.edutopia.org/big-list-project-learning?keys=project+planning
 * Run it by Ms. Hearnsberger for tentative approval.
 * Create a rubric for your project
 * Go to [|Rubistar]
 * [[image:rubistar_login.jpg width="223" height="151"]]
 * Select a rubric that might match.
 * Modify it to match your project.
 * Make sure it includes sections for presentation.


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing. **1D** describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a
 * tete, pas de deux, bon appetit, quid pro quo)
 * **2 Reading/Comprehension of Literary Text/Theme and Genre**. Students analyze, make inferences and draw conclusions about theme and genre in different //cultural, historical and contemporary// contexts and provide evidence from the text to support their understanding. **2A** analyze how the genre of texts with similar themes shapes meaning
 * **10 Reading/Comprehension of Informational Text/Persuasive Text.** Students analyze, make inferences and draw conclusions about //persuasive// text and provide evidence from text to support their analysis. **10A** analyze the **(1)** relevance, **(2)**quality, and **(3)**credibility of evidence given to support or oppose an argument for a specific audience **10B** analyze famous speeches for the rhetorical structures and devices used to convince the reader of the author’s positions
 * **11 Reading/Comprehension of Informational Text/Procedural Texts.** Students understand how to glean and use information in //procedural// texts and documents. **11A** analyze the clarity of the objectives(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications) **11B** analyze factual, quantitative, or technical data presented in multiple graphical sources.
 * **12 Reading/Media Literacy.** Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier s tandards with greater depth in increasingly more complex texts. **12A (1)**compare and (2)contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts **12B** analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music) **12C (1)**compare and (2)contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet) **12D** evaluate changes in formality and tone within the same medium for specific audiences and purposes.

April 15

Bellwork: Get ready to go to the library to conduct research for your project. Today is the last day of research, so make sure you get what you need.
 * Activities**


 * Make sure the last name of members of your group are on the home page.
 * Research Service Project
 * Copy these prompts to your new research page:
 * Who is most likely to commit suicide?
 * Why?
 * When is suicide most likely to happen?
 * Where does suicide frequently occur?
 * What works to prevent suicide?
 * What doesn't work to prevent suicide?
 * What useful statistics are there about suicide?
 * What other factors play a role?
 * Based on the other questions, who will be the target audience of your project?
 * What types of service projects are out there that might appeal to our target audience?
 * What is a good medium to reach your target group?
 * Answer each question based on research you conduct in the library.
 * Each question will have several responses.
 * Cite your work (informally) next to each answer.
 * Save frequently
 * When you are finished, you may design


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing. **1D** describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a
 * tete, pas de deux, bon appetit, quid pro quo)
 * **2 Reading/Comprehension of Literary Text/Theme and Genre**. Students analyze, make inferences and draw conclusions about theme and genre in different //cultural, historical and contemporary// contexts and provide evidence from the text to support their understanding. **2A** analyze how the genre of texts with similar themes shapes meaning
 * **10 Reading/Comprehension of Informational Text/Persuasive Text.** Students analyze, make inferences and draw conclusions about //persuasive// text and provide evidence from text to support their analysis. **10A** analyze the **(1)** relevance, **(2)**quality, and **(3)**credibility of evidence given to support or oppose an argument for a specific audience **10B** analyze famous speeches for the rhetorical structures and devices used to convince the reader of the author’s positions
 * **11 Reading/Comprehension of Informational Text/Procedural Texts.** Students understand how to glean and use information in //procedural// texts and documents. **11A** analyze the clarity of the objectives(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications) **11B** analyze factual, quantitative, or technical data presented in multiple graphical sources.
 * **12 Reading/Media Literacy.** Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier s tandards with greater depth in increasingly more complex texts. **12A (1)**compare and (2)contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts **12B** analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music) **12C (1)**compare and (2)contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet) **12D** evaluate changes in formality and tone within the same medium for specific audiences and purposes.

April 14, 2010 Bellwork:
 * Finish creating your [|Google site].
 * Invite me to join as an **owner**. My e-mail is lhearnsberger@newbraunfels.txed.net.
 * Make sure everyone in your group can log on.
 * On the home page, write the last names of each member of your group.


 * Activities**
 * Bellwork
 * Research Service Project
 * Create a new page on your group's site
 * Call it Research, make it a plain web page, and put it at the top level
 * Click save
 * Copy these prompts to your new research page:
 * Who is most likely to commit suicide?
 * Why?
 * When is suicide most likely to happen?
 * Where does suicide frequently occur?
 * What works to prevent suicide?
 * What doesn't work to prevent suicide?
 * What useful statistics are there about suicide?
 * What other factors play a role?
 * Based on the other questions, who will be the target audience of your project?
 * What types of service projects are out there that might appeal to our target audience?
 * What is a good medium to reach your target group?
 * Answer each question based on research you conduct in the library.
 * Cite your work (informally) next to each answer.


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing. **1D** describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a
 * tete, pas de deux, bon appetit, quid pro quo)
 * **2 Reading/Comprehension of Literary Text/Theme and Genre**. Students analyze, make inferences and draw conclusions about theme and genre in different //cultural, historical and contemporary// contexts and provide evidence from the text to support their understanding. **2A** analyze how the genre of texts with similar themes shapes meaning
 * **10 Reading/Comprehension of Informational Text/Persuasive Text.** Students analyze, make inferences and draw conclusions about //persuasive// text and provide evidence from text to support their analysis. **10A** analyze the **(1)** relevance, **(2)**quality, and **(3)**credibility of evidence given to support or oppose an argument for a specific audience **10B** analyze famous speeches for the rhetorical structures and devices used to convince the reader of the author’s positions
 * **11 Reading/Comprehension of Informational Text/Procedural Texts.** Students understand how to glean and use information in //procedural// texts and documents. **11A** analyze the clarity of the objectives(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications) **11B** analyze factual, quantitative, or technical data presented in multiple graphical sources.
 * **12 Reading/Media Literacy.** Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier s tandards with greater depth in increasingly more complex texts. **12A (1)**compare and (2)contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts **12B** analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music) **12C (1)**compare and (2)contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet) **12D** evaluate changes in formality and tone within the same medium for specific audiences and purposes.

Link to Service Project Google Sites

April 13, 2010 Bellwork: Describe a project you are interested in making by answering these questions:
 * Who is the audience?
 * What is your primary message about teen suicide?
 * What medium would you use?
 * How would you get your message across to the audience?


 * Activities**
 * Bellwork
 * Plan Service Project
 * Pick group
 * Agree upon project idea
 * Get pre-approval from Ms. Hearnsberger
 * Create rubric
 * Have scope of work meeting with Ms. Hearnsberger
 * Create Project Google site
 * Research Service Project


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing. **1D** describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a
 * tete, pas de deux, bon appetit, quid pro quo)
 * **2 Reading/Comprehension of Literary Text/Theme and Genre**. Students analyze, make inferences and draw conclusions about theme and genre in different //cultural, historical and contemporary// contexts and provide evidence from the text to support their understanding. **2A** analyze how the genre of texts with similar themes shapes meaning
 * **10 Reading/Comprehension of Informational Text/Persuasive Text.** Students analyze, make inferences and draw conclusions about //persuasive// text and provide evidence from text to support their analysis. **10A** analyze the **(1)** relevance, **(2)**quality, and **(3)**credibility of evidence given to support or oppose an argument for a specific audience **10B** analyze famous speeches for the rhetorical structures and devices used to convince the reader of the author’s positions
 * **11 Reading/Comprehension of Informational Text/Procedural Texts.** Students understand how to glean and use information in //procedural// texts and documents. **11A** analyze the clarity of the objectives(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications) **11B** analyze factual, quantitative, or technical data presented in multiple graphical sources.
 * **12 Reading/Media Literacy.** Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier s tandards with greater depth in increasingly more complex texts. **12A (1)**compare and (2)contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts **12B** analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music) **12C (1)**compare and (2)contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet) **12D** evaluate changes in formality and tone within the same medium for specific audiences and purposes.

April 12, 2010 Bellwork: Why do you think some people get bullied into committing suicide? Explain in 3-4 sentences.


 * Activities**
 * Bellwork
 * Guest speaker - take notes/highlight ideas that might be useful for your project.
 * Plan Service Project


 * Resources**


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing. **1D** describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a
 * tete, pas de deux, bon appetit, quid pro quo)
 * **2 Reading/Comprehension of Literary Text/Theme and Genre**. Students analyze, make inferences and draw conclusions about theme and genre in different //cultural, historical and contemporary// contexts and provide evidence from the text to support their understanding. **2A** analyze how the genre of texts with similar themes shapes meaning
 * **10 Reading/Comprehension of Informational Text/Persuasive Text.** Students analyze, make inferences and draw conclusions about //persuasive// text and provide evidence from text to support their analysis. **10A** analyze the **(1)** relevance, **(2)**quality, and **(3)**credibility of evidence given to support or oppose an argument for a specific audience **10B** analyze famous speeches for the rhetorical structures and devices used to convince the reader of the author’s positions
 * **11 Reading/Comprehension of Informational Text/Procedural Texts.** Students understand how to glean and use information in //procedural// texts and documents. **11A** analyze the clarity of the objectives(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications) **11B** analyze factual, quantitative, or technical data presented in multiple graphical sources.
 * **12 Reading/Media Literacy.** Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier s tandards with greater depth in increasingly more complex texts. **12A (1)**compare and (2)contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts **12B** analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music) **12C (1)**compare and (2)contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet) **12D** evaluate changes in formality and tone within the same medium for specific audiences and purposes.