The document outlines the mandatory writing list for grades 9 through 12 at AISC. It includes the main writing forms of narrative, expository, persuasive, informational/procedural, and research writing. For each grade level, it lists the minimum number of major writing assignments in each form that students must complete, with details on formatting and length. It also provides the writing process that will be taught and lists writing skills that will be developed across grades 6-12.
Moot is an annual meeting of teachers of The City School of a specific region and in this meeting the teachers gather to discuss various issues and aspects of any particular subject. Any one teacher from the region is selected to conduct Moot in which possible solutions and methods are shared with teachers to impart effective and quality teaching.
CIE O-Level English 1123- Recommended TasksSara Niazi
As per assessment objectives mentioned in the curriculum of CIE O-Level English 1123 this presentation recommends certain tasks that the teachers conduct to assure effective and quality teaching in the classroom.
Moot is an annual meeting of teachers of The City School of a specific region and in this meeting the teachers gather to discuss various issues and aspects of any particular subject. Any one teacher from the region is selected to conduct Moot in which possible solutions and methods are shared with teachers to impart effective and quality teaching.
CIE O-Level English 1123- Recommended TasksSara Niazi
As per assessment objectives mentioned in the curriculum of CIE O-Level English 1123 this presentation recommends certain tasks that the teachers conduct to assure effective and quality teaching in the classroom.
Mapping media literacy to media education: a transferable methodology Julian McDougall
Presentation given to Media Education Summit, Prague and United Kingdom Literacy Association workshop at Media Education Association conference, London (both November 2014).
Cascading Workshop of CIE English 1123- Professional Development for TeachersSara Niazi
This presentation is to cascade the entire content learnt at the professional development workshop held in Islamabad in the year 2016, conducted by the Principal Examiner at Cambridge, Helen Reed Bidder.
Project 4 PortfolioWriter’s Role EvaluatorAudience UA Stude.docxbriancrawford30935
Project 4: Portfolio
Writer’s Role: Evaluator
Audience: UA Students, Your Current and Subsequent Writing Instructor
Genre: Portfolio
Due Dates:
· Wednesday, Nov. 30th: Portfolio Idea Proposal
· Monday, Dec. 5th: First Draft of Portfolio
· Friday, Dec. 9th: Final Portfolio due via d2l by 7:59 AM
The goal of this final portfolio is to reflect on and demonstrate your learning in this course. Kathleen Yancey, an expert in reflective writing, says writers need to know their work before they can like or critique it. Applying what we’ve learned to subsequent (and different) writing contexts depends on taking time to assess your writing practices. Evaluating your progress in English 101, it follows, should convince readers that you know your work and you can reflect on and assess your writing experiences. Project 4, as a portfolio, allows you to document your performance in this class by examining what you’ve produced this semester in relation to some of the student learning outcomes. So, too, the course has emphasized key terms that represent core concepts in writing, and they will be useful vocabulary for explaining what you’ve learned about writing.
Course Key Terms
· Audience
· Purpose
· Context
· Genre
· Community
· Rhetorical situation
Before beginning your portfolio, then, it is important to carefully read over the learning outcomes and key terms (as we have been doing throughout the semester). Decide which outcomes and key terms you would like to highlight; in the reflective essay, you will explain how learning is demonstrated (or areas in which you still need to improve) in the artifacts you’ve curated to represent your writing.
Portfolio Requirements
Task #1: Curate Portfolio Artifacts.
An important part of reflection involves reviewing and selecting samples of your writing across the semester. “Any writing” means anything you’ve written for English 101. It might be notes you made in class. It might be all of the major assignments with rough drafts. It might be one or two homework assignments that you felt had a big influence on your learning this semester. It could even be all of the homework assignments put together in a way that you think demonstrates learning outcomes.
Of course, learning is not always captured in successes. While you will predominately select writing that illustrates success in learning outcomes in the portfolio, you will also select at least one instructive failure, one example of writing that represents an outcome you have struggled with and will continue to work on. Often a critical incident with writing, or an instructive failure, prompts the best learning. With that in mind, use the following guidelines to curate a portfolio:
· Select artifacts that demonstrate mastery of one or two learning outcomes in each goal (see below). Remember, any writing you did for class counts.
· Select one artifact that represents your struggle with one learning outcome.
· Design a table of contents (TOC) with clear titles.
In the literary sense, a composition (from the Latin "to put together") is the way a writer assembles words and sentences to create a coherent and meaningful work. Composition can also mean the activity of writing, the nature of the subject of a piece of writing, the piece of writing itself
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Handout for 2010 NISOD presentation, "Assessment, like revision, is recursive: Re-designing and re-thinking metrics and methods for the assessment of student writing"
Reflective analysis helps you to make an evidence-based argument.docxcarlt3
Reflective analysis
helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts,
it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
Your Reflective Analysis should accomplish four tasks:
1.
It should make
an argument
about your writing development. Read the FWP Outcomes and choose
ONE
of the Outcomes as the focus for your argument. You have lots of options here.
2.
It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a.
1 major project from 101
b.
1 major project from 102
c.
2 informal compositions from either 101 or 102
d.
Any other supporting compositions you would like to use
3.
It should do “meta-analysis” of those artifacts as it makes its argument. “Meta-analysis” is your examination of your own work, your writing-about-your-writing.
4.
It should be directed to a specific audience: Professional employer, friend, teacher, parent or guardian, future child, yourself…you choose.
Citing Your Own Writing
:
In your Reflective Analysis, you should, of course, provide proper in-text citation of your sources, just as you would with any other source in a composition. In this case, however, your sources are your own compositions; so, you’ll be citing yourself. Here is an example:
In my second project for English 101, I discuss the impact of drafting on my writing development: “I have always drafted because I have been required to. But I really wanted to reflect analytically on how the process of drafting actually impacted my overall writing development. Was I becoming a ‘better’ writer?” (“Drafting and Development” 1).
You can choose from one of the flowing outcome:
1) Students will learn
the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively
.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as
argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and r.
Your Reflective Analysis should accomplish four tasks1. It shou.docxdanielfoster65629
Your Reflective Analysis should accomplish four tasks:
1. It should make an argument about your writing development. Read the FWP Outcomes and choose ONE of the Outcomes as the focus for your argument. You have lots of options here.
2. It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a. 1 major/formal project from 101
b. 1 major/formal project from 102
c. 1 major/formal project from 103
d. 2 informal compositions from 101, 102, or 103 (you may use writings from discussions)
e. Any other supporting samples of writing you would like to use*
Choose one outcome from below:
1) Students will learn the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and reflective analysis.
•These terms will appear in course discussions, readings, and assignments.
2) Students will apply the writing process and revision to the creation of persuasive projects.
Assessment/Deliverables:
•Students will complete at least two major assignments with a substantive written component.
• Students will draft and revise at least one substantive written composition guided by instructor and peer rough draft comments (instructors’ evaluations can be delivered via written comments, verbal comments, and/or conferencing).
•Students will meet with their instructorat least once to discuss a writing assignment.
3) Students will continue to reflect on their own and others’ writing and communication
processes and practices.
Assessment/Deliverables:
•Students will conduct in-depth, well-structured peer review of other students’ written work. Peer reviews will be graded or will “count” in some way in the course grade, demonstrating the value of the review both to the reviewer and to the student being reviewed.
•Guided by their instructor, students will create a reflective analysis for a writing portfolio that examines the portfolio materials in relationship to the FWP Outcomes and demonstrates their ability to make rhetorical choices about how they present themselves to external audiences.
4) Students will use course writing and conversations to develop their critical thinking skills
and their ability to engage open-ended, complex problems.
Assessment/Deliverables:
•Students will complete multiple assignments demonstrating critical thinking skills
5) Students will reinforce their understanding that grammatical and mechanical errors detract
from achieving their communication purposes.
Assessment/Deliverable:
•St.
Task post mortems as writing center preparationLawrie Hunter
Presented at the 4th Symposium on Writing Centers in Asia, Tokyo, 12.02.04.
Exploring means of aiding second language writers of English technical academic writing to develop the noticing and cohesion skills to become semi-autonomous writers of research papers.
LE 4000 week1a pptslides general info. Englishiiumgodzilla
iiumgodzilla presents this paper for English language students and others who do LE4000.
Some times lecturers don't give you good notes. so use it and get a A grade. Good Luck :)
Similar to Aisc mandatory writing list grades 9 12 (20)
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1. AISC Mandatory Writing List Grades 9-12
The Mandatory Writing List is designed to promote strong writing skills and knowledge
in the fundamental forms of writing. This is by no meansa complete list of all the writing
tasks expectedfrom gradelevel students. Writing skills and knowledgewill be supported
thorough the academic year through a multitude of formative writing tasks and
assignments.
NARRATIVE:
Purpose: to entertain
Focus: sequential specific events
Framework: Orientation, Initiating Events, Complications/problems, Resolution
Language: Defined characters, Descriptive language, Dialogue, Usually past tense
EXPOSITORY/LITERARY ANALYSIS:
Purpose: to argue
Focus: a thesis presentedfrom a particular point of view
Framework: Thesis, Argument, Reiteration
Language: Linking words associatedwith reason
PERSUASIVE:
Purpose: to persuade
Focus: a thesis presentedfrom a particular point of view
Framework: Thesis, Argument, Reiteration
Language: Linking words associatedwith reason
INFORMATIONAL/PROCEDURAL:
Purpose: to deal with the way to do things
Focus: Sequential general events
Framework: Goal, Materials, Method, Evaluation (optional)
Language: Detailed factual description, Linking words to do with time, tenseis timeless
RESEARCH – deals with the researchprocess.Research units are designed to prepare
studentsfor the IB extendedessay, the senior project, and university. Research units
teach studentsthe following knowledgeand skills:
- formulating a question for investigation
- the research process
- validating sources
- citation- MLA
The Writing Curriculum supports the following school-wide initiatives.
Interdisciplinary- The AISC Writing Curriculum is designed to connect writing tasks to
the reading curriculum. When possible, mandatory writing tasks are basedon classes’
current reading selections.
Cross-curricular- The Writing curriculum also supports cross-
curricular efforts and
2. encouragesstudentsto makesconnections between skills and knowledgeacquired in the
languagearts classwith other subject areas. Various subject teachersare encouragedto
plan alongside the languagearts instructor to preparemeaningful writing assignments.
I.e. Grade 8 research project being basedon conceptsfrom the grade8 social science
class.
Integrated Technology- Mandatory writing assignmentsare frequently supported by the
integration of technology. As all mandatory writing assignmentsrequire students to
follow the stepsof the writing process,pen and paper will be a standard, subsequently
promoting script and handwriting skills essential for SAT and IB examinations.
Technology resourcesnot only provide studentswith the a an outlet for the final stageof
the writing process,publication, they also promote the
Differentiation- Although the primary objective of the mandatory writing assignmentsis
to promote growth and development of the studentswriting in five forms, narrative,
expository, research, etc., teachersare encouragedto present students with a multitude of
options for written assignments. Students are encouragedto pursue tasks that promote
their interest while increasing intrinsic motivation.
Writing Process
All gradelevels will focus and itemize the various stagesof the writing process.
Establish purposeand identify criteria
Formulate questions
Focus/plan/classify
Develop thesis statement
Prewriting/webbing/graphic organizers
Outlining
Sequencing/Chronology
Draft
Assess/revise
Assess/edit
Publish
Evaluate
GRADE 9: Focus on developing all writing forms
MANDATORY WRITING FORMS AND WRITING SKILLS CHECKLIST
3. Students will write works of 750-1000 words (for shorter or creative works, statement of
intent, abstract and reflection may be included in the word count)
MINIMUM MANDATORY SUMMATIVE WRITING ASSIGNMENTS: 6 MAJOR
WRITING ASSIGNMENTS – Show Writing Process
Writing Process:
Establish purposeand identify criteria
Formulate questions
Focus/plan/classify
Develop thesis statement
Prewriting/webbing/graphic organizers
Outlining
Sequencing/Chronology
Draft
Assess/revise
Assess/edit
Publish
Evaluate
1) Narratives: 2- paragraph, essay, anecdote, short story, diary, journal, biography,
autobiography, fable, parable, myth, legend, personal letter, script or dialogue
2) Expositions: 3 - paragraph, essay, report, article, character study, research paper,
news story, newspapercolumn, businessletter, review, memo 3 major works –
Students should complete two 5 paragraph essaysof 750-1000 words each
(Option should include an analytical essay basedon reading selection)
3) Informational/Procedural: 1
Options: Blog, Web Page, Brochure, Advertisements, Instructional
4) Persuasive: 2 - paragraph, essay, brief, editorial, letter to the editor, review,
column (Option should include a persuasive five paragraph essay)
4. 5) Research Report: 1- 1000-1500 words
6) Students will experiment with different styles of poetry
GRADE 10: Focus on research and IB Preparation
MANDATORY WRITING FORMS AND WRITING SKILLS CHECKLIST
Students will write works of 1000-1500 words (for shorter or creative works, statement of
intent, abstract and reflection may be included in the word count)
MINIMUM MANDATORY SUMMATIVE WRITING ASSIGNMENTS: 6 MAJOR
WRITING ASSIGNMENTS – Show Writing Process
Writing Process:
Establish purposeand identify criteria
Formulate questions
Focus/plan/classify
Develop thesis statement
Prewriting/webbing/graphic organizers
Outlining
Sequencing/Chronology
Draft
Assess/revise
Assess/edit
Publish
Evaluate
1) Narratives: 2
Options: paragraph, essay, anecdote, short story, diary, journal, biography,
autobiography, fable, parable, myth, legend, personal letter, script or dialogue
2) Expository: 2
Options: paragraph, essay, report, article, character study, research paper, news story,
newspapercolumn, businessletter, review, memo. Students should complete two 5
paragraph essaysof 750-1000 words each: analytical essaysbasedon reading
selections
3) Persuasive: 1 paragraph, essay, brief, editorial, letter to the editor, review, column
5. (Option should include a persuasive five paragraph essay)
4) Informational/Procedural: 1 –
Options: Blog, Web Page, Brochure, Advertisements, Instructional
:to be completed in conjunction with the Grade 10 Research paper
5) Research Paper: 10th Grade Writing Project 2,500-3000
6) Students will experiment with different poetry writing styles
GRADE 11: Focus on Persuasion
MANDATORY WRITING FORMS CHECKLIST
STUDENTS WILL WRITE WORKS OF 1000-1500 WORDS (FOR SHORTER OR
CREATIVE WORKS, STATEMENT OF INTENT, ABSTRACT AND REFLECTION
MAY BE INCLUDED IN THE WORD COUNT)
WRITING PORTFOLIO
MINIMUM MANDATORY SUMMATIVE WRITING ASSIGNMENTS: 7 MAJOR
WRITING ASSIGNMENTS – Writing ProcessEvident
Writing Process:
Establish purposeand identify criteria
Formulate questions
Focus/plan/classify
Develop thesis statement
Prewriting/webbing/graphic organizers
Outlining
Sequencing/Chronology
Draft
Assess/revise
Assess/edit
Publish
Evaluate
1) Narratives – 2
Options: paragraph, essay, anecdote, short story, diary, journal, biography,
autobiography, fable, parable, myth, legend, personal letter, script or dialogue
2) Expository – 2
6. Options: paragraph, essay, report, article, character study, research paper, news story,
newspapercolumn, businessletter, review, memo (Should include an analytical essay
basedon a major novel study and poetry study)
3) Persuasive – 3
Options: essay, brief, editorial, letter to the editor, review, column, speech, business
communication such as email. (Will compliment the persuasive research report)
4) Research Report – 1 2000 words on a persuasive topics
5) Students will experiment with different poetry writing styles – introducepastiche
in Grade 11 (both IB and non-IB)
Grade 12: Focus on Critical Thinking
WRITING PORTFOLIO
MINIMUM MANDATORY SUMMATIVE WRITING ASSIGNMENTS: 7 MAJOR
WRITING ASSIGNMENTS – Writing ProcessEvident
Writing Process:
Establish purposeand identify criteria
Formulate questions
Focus/plan/classify
Develop thesis statement
Prewriting/webbing/graphic organizers
Outlining
Sequencing/Chronology
Draft
Assess/revise
Assess/edit
Publish
Evaluate
1) Narratives – 2
Options: paragraph, essay, anecdote, short story, diary, journal, biography,
autobiography, fable, parable, myth, legend, personal letter, script or dialogue (Form
7. will be a creative personal responseto literature studied in class)
2) Expository - 2
Options: Critical Analytical Essays basedon literature studied in class
3) Persuasive – 2
Options: Personal Statement for UCAS/College Applications. Persuasive Writing
linked to Documentary Creation
4) Informational -1
Options: Blog, Web Page, Brochure, Advertisements, Instructional
5) Research – Senior Project/ExtendedEssay Work
Documentary Research – Interviews and Surveys included
WRITING SKILLS CHECKLIST: GRADES 6-12
Identify/utilize nouns
Identify/utilize verbs
Identify/utilize pronouns
Identify/utilize adjectives
Identify/utilize adverbs
Identify/utilize conjunctions
Identify/utilize articles
Identify/utilize interjections
Identify/utilize prepositional phrases
Utilize a variety of sentencetype
Utilize a variety of sentencelength
Maintains proper verb tense
Edit for sentencefragments
Edit for run on sentences
Uses variety in word order
Uses paraphrasing
Appropriate use of end punctuation
Appropriate use of capitalization
Use of conventional spelling
Use of apostrophe
Use of transitional words
Uses quotation marks/dialogue
8. Utilizes proper paragraph structure
Identifies and usesediting marks
Demonstratesprecision in vocabulary
Concise in writing
Uses cursive
Develops typing skills
Utilizes word processing programs
Utilizes Power Point Programs
Utilizes internet search engines
Utilizes internet sites to gather data
Utilizes audio materials to gather data
Utilizes video materials to gather data
Identifies relevant/irrelevant sources
Works Cited
Hienemann, Rigby
Writing Developmental Continuum Education Department of Australia
Virginia State Standards
9. Grade 11 PBL
Elements of Literature – Fifth Course
Word Skills – Yellow
Metamorphosis – Kafka
The Great Gatbsy – F. Scott Fitzgerald
Jazz – Toni Morrison
Into the Wild – John Krakauer
Othello – William Shakespeare
The Crucible - Miller
Grade 12 PBL
Elements of Literature – Sixth Course
Word Skills - Purple
The Road by Cormac McCarthy
The Stranger – Camus
Remembering Babylon – David Malouf
1984 by George Orwell
A Handmaid’sTale by Margaret Atwood
Macbeth – William Shakespeare
Catcher in the Rye – J.D. Salinger
10. One Flew Over the Cuckcoo’s Nest – Ken Kesey
The Color Purple – Alice Walker
Documentary Study: Sharkwater, Bowling for Colombine, Waltz with Bashir
Standard Deviants: ShakespeareDVD Set
Public Speaking DVD
Into the Wild – Grade 11 Non-Fiction
The Collected Poemsof Plath
Running in the Family by Michael Ondaatje
Griffin Poetry Prize Anthology
The Road by Cormac McCarthy
English A1 IB Companion Text
Bowling for Colombine DVD
Touching the Void DVD
Othello DVD
The History Boys DVD
A Streetcar Named Desire DVD
Glass Menagerie DVD
Of Mice and Men DVD