11th+Grade+College+Prep

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).


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

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The course challenges students to read closely, annotate, analyze a text carefully, discover bias, locate points of controversy, form an opinion, develop a thesis, find evidence to support it, systematically construct an argument, draw conclusions, and develop interpretations about the author's purpose. Frequent workshops give students practice in the writing process including brainstorming and mapping ideas, and drafting, revising and peer editing. =====

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__1st trimester writing focus__: Short, focused pieces of writing. Writing to prompts. Extensive practice in structuring persuasive expository paragraphs, based on the Toulmin Model of Argument --a topic sentence that makes a claim, supported by evidence, commentary on evidence, and concluding sentences. Frequent daily practice in writing instruction focuses specifically on: microthemes, reading journal entries, informal responses, quotation analyses, introductory and concluding paragraphs. Students are introduced to short essay formats (Two Reasons and Nestorian Logic) and conventions useful for organizing their ideas. There are frequent do-now written exercises to sum up ideas generated in Harkness seminar discussions. =====

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__2nd trimester writing focus__: Sustaining a line of inquiry in essays of various lengths, including in-class essays. Students read several articles of literary criticism (aggregated on the class Moodle site) and apply their findings to a synthesis essay on //The Adventures of Huckleberry Finn.// Later in the trimester, a guided and structured research process introduces students to scholarly research in literary criticism. They develop and explore a topic of their choice related to // The Great Gatsby // that synthesizes an argument and uses formal MLA documentation, including an annotated Works Cited page, in which they evaluate their sources, key ideas, and the writer's bias. =====

__ 3rd trimester writing focus __ : Continued practice in crafting expository essays.Timed in-class essays. Poetry analysis and terminology. After close reading and analysis of //The Color of Water,// students write a memoir (that may also serve as a college application essay).

__ Language Skills __ In written and oral work, students practice using academic discourse and the terminology associated with literary interpretation and criticism. Writing workshops focus on diction and style; students proofread, edit, and revise to craft polished, clear, crisp drafts. **2.** **Signature Strengths of the 11th Grade College Writing Program** [] [] [] [|http://www.iub.edu/~cwp/assgn/biomods/assigntypes.shtml#microthemes]
 * **Writing instruction based on the Microtheme. See these links**.

A microtheme is a short, focused piece of writing that clearly states a point of view (which is the topic or thesis), presents tightly organized examples and explanations to support that thesis, and uses academic discourse. Present tense. Clear, clean language. **Guidelines** for writing literary Microthemes. Feel free to deviate from these, but also feel free to lean on them if you’re unsure about the clarity and focus of your writing. 1. TOPIC SENTENCE that makes a claim 2. a point that supports your argument 3. an example to support that point (go to the text) 4. an explanation of your example (commentary) 5. [transition] to point 2 6. example from text 7. explanation | commentary 8. [transition] to point 3 9. example from text 10.explanation | commentary 11.CONCLUDING SENTENCE(s). These are 1-2 sentences that sum up and draw conclusions the paragraph’s ideas in a "So what?" statement that refers to the writer’s purpose. A good way to do this is to use phrases such as, Hawthorne suggests, Twain implies, etc. Additional signature strengths :
 * **The small class size affords many opportunities for 1:1 writing instruction and feedback.**
 * **Focus on voice, style and structure. Students learn to map their ideas, and take time to develop a topic and plan their papers. They learn new ways of developing introductory paragraphs, crafting a compelling, developed thesis, seamlessly embedding quotations and textual evidence, and making connections in concluding paragraphs,**
 * **Instruction and practice in seminar discussion. Harkness table methodology. The roles: initiator, responder, facilitator, listener.**
 * **Focus on critical thinking and Bloom's higher order critical thinking skills. Instruction in the metacognitiive terms.**
 * **Discussion of the narrative structures of the novel.**
 * **Connections to American history and to the Ethics and Morality courses**
 * **Connections to issues of social responsibility, justice, equity, action and service as raised by the Goals and Criteria.**
 * **Frequent use of technology and Web 2.0 applications (blogs, online discussion forums, RSA animate videos, mindmapping, etc) to enrich units of study: TED.com videos, Wordle clouds for analysis of character traits and values.**

Include comments if/when applicable on:
 * Goals and Criteria. Class discussion focuses on the traits and values of characters as they wrestle with moral dilemmas. Students are encouraged to make connections to the values reflected in the Goals and Criteria.
 * Methodology. Methodology is centered on student-centric seminar discussion, which gives students opportunities to generate a range of inquiry questions (from informational to open-ended).


 * __3. Areas for Growth | New Directions__ **
 * Curriculum: restructuring the American literature curriculum so that students can make cross-disciplinary connections with American history and Theology.
 * It would be great to have a bona fide oval Harkness table
 * Time for collaboration with colleagues to find curricular touchpoints and ways to reinforce skills.

[|Awakening In-Class Jan 2012.doc] > [|BenzaHF essay.doc][|Final DraftAttubato.doc]
 * __4.Addenda__ **
 * Course Description
 * Syllabus
 * Sample Handouts | Lessons
 * Samples of Student Work [|Essay Draft_Brett.doc]