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5 Weeks
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Part One: The Writing Process
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| (4) |
11-12L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (4) |
11-12L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (3) |
11-12L3 |
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| (1) |
11-12L4 |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. |
| (1) |
11-12L6 |
Acquire and accurately use general academic and content-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in applying vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
| (1) |
9-12LAS1 |
Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
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| (1) |
9-12LAS2 |
Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
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What is the writing process and how can this process help me to become a more effective writer?
What is critical reading and How can it help me to become a better reader and writer?
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Reading to Write
Invention
Arrangement
Drafting and Revising
Editing and Proofreading
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Writing Process: invention (prewriting), arrangement, drafting and revising, proofreading and editing
Critical Reading- active reading, purpose, preview, skim, recognizing visual signals,highlighting, boldfaced, annotation,verbal signals
Invention- length, purpose, espressive writing, informative writing, persuasive writing
Audience, Occasion
General topic/specific topic
Questions for probing
Freewriting, focused freewriting, looping
Brainstorming
Journal writing
Clustering/mapping
Informal Outline
Thesis/Thesis Steatment
Implied Thesis
Arrangment- intrpduction, body paragraphs, conclusion
Thesis and support structure
Unified paragrpah
Topic Sentence
Coherence
Keywords
Transitions
Pronouns
Development
Support: examples, reasons, facts, statistics, details, expert opinions, personal experiences, visuals
Support: relevant, specific, adequate, representative
Formal Outline
First Draft
Revision
Review Outline'Revision Checklist
Instructor's comments
One-on-one conference with instructor
Peer-conferencingCOnference with a writing tutor
Peer-editing worksheet
Second Draft
Final Copy
Edit
Proofread
sentence fragment
run on
comma splice fused sentence
modifier, misplaced modifier
parallelism
commas with restricted/non-restrivtive clauses
Apostrophes
Indirect Quotations
Dashes
Editing for clarity and word choice, snetence style
Commonly confused words
MLA Formatting
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Pattens for College Writing: A Rhetorical Reader and Guide
Laurie G. Kirszner and Stephen R. Mandell
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Essay 1 – College Application Essay (Narration/Cause and Effect)
Essay 2 – “This I Believe” Essay (Exemplification)
Quizzes, homework, and participation will be worth 10%
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5 Weeks
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Part Two: Readings for Writers
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| (4) |
11-12L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (4) |
11-12L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (3) |
11-12L3 |
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| (2) |
11-12R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (2) |
11-12R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL) |
| (2) |
11-12R8 |
Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient. (RI&RL) |
| (2) |
11-12SL1 |
Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others. |
| (2) |
11-12SL2 |
Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral). Evaluate the credibility and accuracy of each source, and note any discrepancies among the data to make informed decisions and solve problems. |
| (1) |
11-12SL3 |
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; assess the premises and connections among ideas, diction, and tone. |
| (2) |
11-12SL4 |
Present claims, findings, and supporting evidence, conveying a clear and distinct perspective; alternative or opposing perspectives are addressed; organization, development, substance, and style are appropriate to task, purpose, and audience. |
| (2) |
11-12SL5 |
Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience. |
| (1) |
11-12SL6 |
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. |
| (3) |
11-12W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (1) |
11-12W2 |
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| (1) |
11-12W3 |
Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. |
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What is the relationship between reading and writing?
What is Narration?
What is a narrative Essay?
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Narration
Cause and Effect
Description
Exemplification
Comparison and Contrast
Classification and Division
Argumentation
Combining the Patterns
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Narration
Narrative Essay
imply
infer
detail
chronological order
flashback/flashforward
verb tense
introduction, body, conclusion
literacy narrative
run ons
fused sentences
comma splice
thesis statement
working with sources
structure
topic sentences
details and development
cliché
paradox
rite of passage
summary
cause and effect
comparison and contrast
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Pattens for College Writing: A Rhetorical Reader and Guide
Laurie G. Kirszner and Stephen R. Mandell
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Essay 2 – “This I Believe” Essay (Exemplification)
Essay 3 – Revision Essay 5%
Essay 4 – Midterm Exam (Comparison and Contrast
Quizzes, homework, and participation will be worth 10%
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5 Weeks
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Part Three: Working with Sources
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| (4) |
11-12L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (4) |
11-12L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (2) |
11-12R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (2) |
11-12R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL) |
| (2) |
11-12R8 |
Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient. (RI&RL) |
| (1) |
11-12R9 |
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL) |
| (2) |
11-12SL1 |
Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others. |
| (2) |
11-12SL2 |
Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral). Evaluate the credibility and accuracy of each source, and note any discrepancies among the data to make informed decisions and solve problems. |
| (2) |
11-12SL4 |
Present claims, findings, and supporting evidence, conveying a clear and distinct perspective; alternative or opposing perspectives are addressed; organization, development, substance, and style are appropriate to task, purpose, and audience. |
| (2) |
11-12SL5 |
Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience. |
| (3) |
11-12W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (2) |
11-12W5 |
Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 11/12 Reading standards to both literary and informational text, where applicable. |
| (2) |
11-12W7 |
Gather relevant information from multiple sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism, overreliance on one source, and follow a standard format for citation. |
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How do I develop an argument?
How do I find appropriate sources?
How do I evaluate sources?
What is plagiarism and how do I avoid it?
How do I document sources?
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Finding and Evaluating Sources
Integrating Sources and Avoiding Plagiarism
Documenting Sources: MLA
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Argumentation
Persuasion
ethos, pathos, logos
Appeals
thesis
debatable
friendly, neutral, hostile audience
skeptical
evidence
facts, opinions, expert opinions
credibility
relevance
representative
typical
sufficient
documentation
plagiarism
common knlwledge
refutation
concession
creating a straw man Rogerian Argument
Deductive Reasoning
Inductive Reasoning
syllogism
major premise
minor premise
conclusion
self-evident
undistributed/distributed
true/sound
hypothesis
inductive leap
Toulmin Logic
jumping to a conclusion claim, grounds, warrant
backing, qualifiers, rebuttals
Fallacies
analogy
Personal Attack (Argument Ad Hominem)
False Dilemma (either/or fallacy)
Equivocation
Red Herring
You Also (Tu Quoque)
Appeal to doubtful authority
Misleading Statistics
Post-Hoc, Ergo Proptor Hoc (After this, Therefore this
Post-Hoc Reasoning
Mon Sequitor (it Does Not Follow)
Bandwagon (Argument of Ad Populum)
Bandwagon fallacy
Stacking the Deck (Cherry Picking)
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Pattens for College Writing: A Rhetorical Reader and Guide
Laurie G. Kirszner and Stephen R. Mandell
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Essay 5 – Essay TBD (Process) 15%
Essay 6 – Research Paper (Argumentation) 20%
Quizzes, homework, and participation will be worth 10%
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5 Weeks
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Part Four: The Research Paper
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| (4) |
11-12L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (4) |
11-12L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (3) |
11-12L3 |
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| (3) |
11-12W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (2) |
11-12W5 |
Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 11/12 Reading standards to both literary and informational text, where applicable. |
| (1) |
11-12W6 |
Conduct research through self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding and analysis of the subject under investigation. |
| (2) |
11-12W7 |
Gather relevant information from multiple sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism, overreliance on one source, and follow a standard format for citation. |
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How do I develop an argument?
How do I find appropriate sources?
How do I evaluate sources?
What is plagiarism and how do I avoid it?
How do I document sources?
How do I combine the Patterns of Writing to make the most effective paper?
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Identifying a Thesis
Collecting Evidence
Responding to Texts
Evaluating an Argument
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Critical Thinking
Research
Online Catalog
Electronic Databases
Abstract
Reference Works
General vs. Specialized Encyclopedias
Discovery Service
Keyword Search
Subject Search
General Purpose Search Engines
Specialized Search Engines
Metasearch Engines
URL
Evaluating Sources
Authoritative Source
Credentials
Acceptable vs. Unaccaptable Sources
Objective vs. Biased
Currency of Source
Chomprehensiveness of Source
Synthesize Information
Paraphrase
Quoting Material: identifying phrase, synthesis,plagiarism (intentional vs. unintentional)
Parenthetical Reference (Citation)
MLA Style
Works Cited List
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Pattens for College Writing: A Rhetorical Reader and Guide
Laurie G. Kirszner and Stephen R. Mandell
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Essay 7 – Final Exam – (TBD) 20%
Quizzes, homework, and participation will be worth 10%
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