11th+Grade+Honors

=11th Grade Honors=

=
Spoken and Written Language. Students adjust their spoken and written language to communicate effectively with a variety of audiences for a range of purposes and practical applications. ======

Writing Process. Students use the writing process for both informal and formal writing.
Language Skills. Students use appropriate language, mechanics and style in their written work (e.g. rich vocabulary, grammar, proofreading and editing, varied sentence structure).

__**1. Description of 11th Grade Writing Program**__ (Reflect upon goals and aims, or describe how the writing and language skills standards are applied at this grade level.)


 * Students in 11th grade Honors American Literature continue to write essays of literary analysis of novels, poetry, and plays.
 * However, they expand their analytical skills to discuss how writers, particularly writers of nonfiction and argument, use rhetoric and style to achieve their purpose--to persuade an audience of their viewpoint.This rhetorical analysis of prose passages continues throughout the year to advance critical thinking and to prepare for the AP English and Comp
 * Composing a synthesis argument, using several outside sources to incorporate with their own views on a topic, is addressed in different ways throughout the year to prepare for the AP English Language and Composition Exam. Students are encouraged to use a conversational tone and make personal connections to add voice to their writing.
 * Students write creatively in response to certain texts--a nature walk with descriptive observations and reflections, a short story with an ironic twist, a piece of satire on an aspect of contemporary life.
 * Students write reading response journals to different aspects of the literature
 * Students use the writing process and peer collaboration for their essays.

__**2. Signature Strengths**__ Include comments if/when applicable on:
 * Classroom successes; Stories, moments, anecdotes
 * Several of the research arguments have been submitted to represent the school for the "Cum Laude" essay contest. (Katie Colford's argument for a change in science teaching strategies to address student interest, curiosity, and imagination, was submitted last year. Katie Randolph's argument for illegal immigrants was submitted a year or so ago.
 * Many pieces of creative writing have been published in //Perspectives// over the years. Several have won Regional Gold Medals in the Scholastic Writing Awards Contest. (Katie Eisenberg, Sylvia Khoury, Alana Murphy, Katie Colford, Krystyna Miles, and others)
 * Particular success has been with students writing short descriptive memoirs about nature walks after our study of Thoreau.
 * Another success has been with satire--narrating and describing events or circumstances in their lives that have been annoying or frustrating.
 * Classroom strategies | methods
 * Providing a graphic organizer for the parts of an essay or a classic argument has helped students structure their thoughts.
 * Requiring students to keep notes under different topics such as characterization, setting, etc. has helped them prepare and review for in-class essay tests.
 * Teaching the research argument as a process with intermediate steps which are evaluated, has given students a clear example of how to write a research paper. Student posing questions to find a topic, selecting and evaluating sources on certain criteria, outlining or writing a first draft, writing the final draft, are all parts of the process.
 * Teaching students how to write a synthesis essay--selecting from a series of short essays, poems, or speeches, on the topic of nature, and determining which defend, refute, or qualify a prompt about writers placing their own perspective on nature, has been very successful in teaching the writing process. Students had to write their analysis of the individual texts, or the middle of their essay, before writing their thesis. This process results in more complex theses and thinking.
 * Goals and Criteria
 * Personal choice in an atomosphere of wise freedom is the basis of most writing. Students have choices in essay topics and in test questions.
 * Building community is addressed in writing workshops and peer collaboration.
 * Pedagogy | methodology
 * Students go through the writing process in most assignments.
 * Diversity
 * Informal responses, journal writing, creative writing, literary analysis, and essay writing, are all included in the curriculum.
 * Technology
 * The class Moodle web site has been invaluable for posting handouts on writing.
 * Students use laptops for writing and research.
 * Examples of writing that have been successful in addressing the requirements of an assignment are displayed, using the Elmo projection device or the laptop.

Consider:
 * __3. Areas for Growth | New Directions__**
 * Resources
 * The ability to attend workshops on preparing students for the AP English Language and Composition Exam, as well as other workshops on Writing and Thinking at Bard College, have been invaluable. The budget for buying professional books has been of great help.
 * Class size
 * Class size in recent years has been very good, ranging from 12-16 students. However, years ago, when classes were 18-19 atudents, both parents and students complained that students did not get enough of a chance to enter class discussion. Large class sizes affect the time and attention an English teacher has for evaluation and grading of essays and tests.
 * Support
 * Support for professional development in new methods of teaching and uses of technology for twenty-first century digital literacy skills combining media, writing, and video, will be important. Administrative support for carving out more class time on a consistent basis will be helpful.
 * Schedule
 * Recently a very short school year and special schedules resulting in loss of class time have presented challenges to addressing all of the topics I would like to address. Creating a schedule with more consistent class meetings will provide needed structure and focus for students.
 * Curriculum
 * In the 2011-2012 school year the curriculum was organized topically rather than chronologically. This change has allowed for addressing a greater variety of genres and texts in a limited time, perhaps enabling more retention as texts are more closely related.
 * Technology
 * New directions in technology might include the integration of art, photography, and video in student projects and responses to literature.
 * Research
 * Teaching students online literacy skills--how to search for topics and evaluate web sites will be important.
 * Time for collaboration
 * Time for collaboration is available and should be used to try new ideas.


 * __4. Addenda__**
 * Course Description
 * Syllabus
 * Sample Handouts | Lessons
 * Samples of Student Work