10th+Grade+College+Prep

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10th 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).

__**1. Description of 10th Grade CP**__ __**Writing Program**__ (Reflect upon goals and aims, or describe how the writing and language skills standards are applied at this grade level.)

2. DESCRIPTION Students in 10th grade college prep write frequently and in a variety formats. These formats include: analytical essay, research paper, journaling, reflections, descriptive, perspective and interpretive writing. All of these assignments stem from and complement the study of the literature. __**3. Signature Strengths**__


 * Students maintain a portfolio of all writing assignments. At the beginning of the year, the students write a goals statement for their accomplishments in writing. At the end of the year, the students review their portfolilos and write an end-of-year evaluation of their writing based on their production vis a vis their goals.
 * Each unit of literature studied provides the students with an opportunity to write creatively, as well as analytically. The creative assignments, however, have parameters which focus the students' efforts on utilizing and developing a particular aspect of writing. For example, in the //Girl in Hyacinth Blue// unit, the descriptive writing assignment requires the students to describe in great detail either a particular room from the novel or a specific character. The parameters of the assignment direct the student to "show, don't tell," challenging them to use vivid, decriptive language rather than narrative to convey to the reader the details of the room or the character.
 * Each unit of literature studied provides the students with an opportunity to write analytically. The assignments range from a short, "Write Now" on the previous night's reading designed not only to assess a student's completion and comprehension of the reading, but also to provide opportunity for reflection and analysis, to an in-class 5-paragraph essays and long range essay assignments. The long range assignments provide for the opportunity to develop the writing process. Student's are required to provide working thesis statements, outlines, and several drafts with edits along with their final drafts.
 * After each writing assignment is graded and returned, students are required to re-read their work on the assignment, and choose one section (i.e.,thesis statement, paragraph, several sentences) upon which to improve before it can be filed in the writing portfolio.
 * Students at this level often lack a facility with the language, both vocabulary and grammatical structure, which causes them to lack confidence in their ability to write process and see it as a challange rather than an opportunity to express their ideas. Vocabulary is studied both in context of the literature and through a text book. Grammar is reviewed extensively during the writing process for each assignment.


 * __3. Areas for Growth | New Directions__** Consider:
 * Class size
 * A class size of no more than 12 is most effective for college prep level readers and writers. This allows for more productive class discussions will opportunity for balanced contributions and questions. Further, a class of this size facilitates in-class writing workshops and quality instructor feedback.
 * Support
 * Support is available from a variety of sources such as a full-time learning specialist dedicated solely to the upper school and the librarian/research specialist. As the student population continues to diversify, the need for an ESL specialist may arise. These students often find the understanding and analysis of literature challenging.
 * Schedule
 * The brevity of the academic year, the missed class days due to vacations, field trips, etc. and truncated class periods because of special schedules interfere with satisfactorily completing the curriculum. We often have to rush through units; subsequently, the targeted skills and proficiencies are not completely practiced.
 * Research
 * As part of the unit on Tragedy, the students write a research paper on the modern day tragic hero. This involves researching using both print and on-line resources, development of an outline, works cited and bibliography pages. The assignment is done in cooperation with the Head Librarian.
 * Time for collaboration
 * Collaboration is a natural occurrence.
 * __4.Addenda__**
 * Course Description
 * Syllabus
 * Sample Handouts | Lessons
 * Samples of Student Work
 * Samples of Student Work