English Language Arts 20 (2026)

(a)	Create a fully developed theme (e.g., love becomes destructive when rooted in fear) beyond a thematic topic (e.g., love).
(b)	Generate open-ended questions that reflect personal, societal or literary concerns (e.g., Who am I becoming? What shapes my values? How do we respond to fear or hope?).
(c)	Narrow a topic by exploring patterns, tensions or perspectives that emerge across texts or experiences, using these insights to shape a precise central message, theme or argument.
(d)	Select a genre and form that best aligns with a narrowed focus, considering how structure, modality and voice can amplify the intended impact (e.g., argument in editorial form, theme in short story, message in visual collage).
(e)	Refine the central message, theme or argument by ensuring it is reflected not only in content, but in aesthetic or craft techniques (e.g., repetition in spoken word poetry; visual symbolism in film; motif in prose).
(f)	Ensure each section, paragraph or design element contributes meaningfully to the overall message, avoiding content that distracts or contradicts the intended purpose.
(g)	Revise to improve clarity, emotional resonance and coherence, assessing whether the narrowed focus remains visible and sustained throughout the piece.
(h)	Consider how cultural, social, historical and personal lenses can shape how audiences interpret the central message, theme or argument and revise to strengthen clarity, relevance, or resonance across diverse contexts.