This document provides an overview of the weekly schedule and assignments for an English composition course. It includes in-class activities, homework assignments, and due dates for each of the 12 weeks of the course.
The course focuses on writing four essays: The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Each week introduces a new essay type and includes related in-class lectures, discussions, and writing exercises. Homework includes assigned readings from the course textbook and The Hunger Games novel, response posts, draft writings, and essay revisions.
Vocabulary lessons and tests are integrated throughout the course. Students also complete a library research project and self-assessment to support their concept and
This document outlines the schedule and assignments for a college writing course over 12 weeks. It includes in-class activities, homework assignments, and due dates. Some of the major assignments covered are: Essay #1 (The Argument), Essay #2 (The Narrative), Essay #3 (The Concept Essay), and Essay #4 (The Problem/Solution Essay). Each week focuses on a new essay or revision process and includes vocabulary lessons, readings from sample texts, group activities, drafting exercises, peer reviews, and essay revisions. Students are expected to complete weekly reading, writing, and discussion board assignments to develop their skills in areas like outlining, research, formatting, and revising. Class time incorporates
This document provides an overview of class work and homework assignments for a 6-week course. It includes instructions for 5 essays on various topics and a final speech. Students are assigned readings from The Hunger Games and The Saint Martin's Guide to Writing. Homework includes blog posts responding to prompts, vocabulary study, outlining essays, and draft revisions. In-class work involves presentations, discussions, peer reviews, and essay writing. The goal is for students to develop skills in different types of essays and public speaking.
This document provides an overview of the class schedule and assignments for a college writing course over 12 weeks. It includes:
- A weekly breakdown of the class schedule, readings, homework assignments, and blog posts due. The course covers 5 essays: argumentative, narrative, concept, problem/solution, and speech.
- Details of in-class activities each week like lectures, discussions, group work, vocabulary tests, and writing exercises to develop parts of the essays.
- Readings assigned each week from The Hunger Games novel and The Saint Martin's Guide to Writing textbook.
- Instructions for blog posts due each week, which typically involve posting parts of draft essays for peer review and discussion of assigned
This document provides an overview of the class schedule, assignments, and readings for a college writing course over 12 weeks. It includes:
- An outline of the weekly class topics, homework assignments, and due dates for 4 essays and vocabulary tests.
- The course introduces different essay types including argumentative, narrative, concept, and problem/solution essays.
- Students are assigned readings from The Hunger Games novel and The Saint Martin's Guide to Writing textbook each week along with blog posts responding to prompts and outlining essay drafts.
- Classes involve lectures, discussions, in-class writings, and workshops to develop outlines, thesis statements, examples, and revisions of essay drafts. Research and
This document outlines the class work and homework for a 4-week writing course. It includes assignments such as outlining an essay, writing drafts, conducting research, and taking vocabulary tests. Students are expected to read assigned chapters, write blog posts responding to prompts, and bring required materials to each class. The course will cover various types of essays including argument, narrative, concept, and problem/solution essays. Class sessions include lectures, discussions, in-class writings, and peer workshops to help students improve their drafts.
This document provides an overview of the class schedule, assignments, and readings for an English composition course. It includes:
- An outline of the weekly class topics, assignments, and readings for the semester, including five essays and a final speech.
- Details of homework assignments such as outlining essays, drafting paragraphs, finding sources, and studying vocabulary terms.
- Instructions for weekly discussion posts responding to readings and sharing drafts and outlines.
The course will cover various types of essays including argumentative, narrative, conceptual, and problem-solution essays. Students will write outlines, drafts, and revised versions of each essay to develop their composition skills.
This document provides an overview of the class schedule and assignments for an English writing course. It includes:
- An outline of the topics and essays to be covered over the 15-week semester, including introductions to argumentative, narrative, concept, and problem-solution essays.
- Details of homework assignments such as readings from course texts, blog posts responding to readings and outlining draft essays, and submitting essay drafts and revisions.
- In-class activities like presentations, discussions, vocabulary reviews, peer workshops, and essay writing and exams.
- Due dates for submitting essay drafts and revisions as well as the final exam, which involves students presenting their speech assignments.
This document provides an overview of the schedule, assignments, and readings for an English composition course. It includes:
1) An outline of the weekly classes which will focus on different essay assignments, including outlining, drafting, and revising essays on various topics.
2) Homework assignments for each week, such as reading assignments from course texts, posting blog responses, completing essay drafts, and studying vocabulary.
3) Details of four major essay assignments - The Argument, The Narrative, The Concept, and The Problem/Solution essays. Students will learn skills for each type and complete multiple drafts.
This document outlines the schedule and assignments for a college writing course over 12 weeks. It includes in-class activities, homework assignments, and due dates. Some of the major assignments covered are: Essay #1 (The Argument), Essay #2 (The Narrative), Essay #3 (The Concept Essay), and Essay #4 (The Problem/Solution Essay). Each week focuses on a new essay or revision process and includes vocabulary lessons, readings from sample texts, group activities, drafting exercises, peer reviews, and essay revisions. Students are expected to complete weekly reading, writing, and discussion board assignments to develop their skills in areas like outlining, research, formatting, and revising. Class time incorporates
This document provides an overview of class work and homework assignments for a 6-week course. It includes instructions for 5 essays on various topics and a final speech. Students are assigned readings from The Hunger Games and The Saint Martin's Guide to Writing. Homework includes blog posts responding to prompts, vocabulary study, outlining essays, and draft revisions. In-class work involves presentations, discussions, peer reviews, and essay writing. The goal is for students to develop skills in different types of essays and public speaking.
This document provides an overview of the class schedule and assignments for a college writing course over 12 weeks. It includes:
- A weekly breakdown of the class schedule, readings, homework assignments, and blog posts due. The course covers 5 essays: argumentative, narrative, concept, problem/solution, and speech.
- Details of in-class activities each week like lectures, discussions, group work, vocabulary tests, and writing exercises to develop parts of the essays.
- Readings assigned each week from The Hunger Games novel and The Saint Martin's Guide to Writing textbook.
- Instructions for blog posts due each week, which typically involve posting parts of draft essays for peer review and discussion of assigned
This document provides an overview of the class schedule, assignments, and readings for a college writing course over 12 weeks. It includes:
- An outline of the weekly class topics, homework assignments, and due dates for 4 essays and vocabulary tests.
- The course introduces different essay types including argumentative, narrative, concept, and problem/solution essays.
- Students are assigned readings from The Hunger Games novel and The Saint Martin's Guide to Writing textbook each week along with blog posts responding to prompts and outlining essay drafts.
- Classes involve lectures, discussions, in-class writings, and workshops to develop outlines, thesis statements, examples, and revisions of essay drafts. Research and
This document outlines the class work and homework for a 4-week writing course. It includes assignments such as outlining an essay, writing drafts, conducting research, and taking vocabulary tests. Students are expected to read assigned chapters, write blog posts responding to prompts, and bring required materials to each class. The course will cover various types of essays including argument, narrative, concept, and problem/solution essays. Class sessions include lectures, discussions, in-class writings, and peer workshops to help students improve their drafts.
This document provides an overview of the class schedule, assignments, and readings for an English composition course. It includes:
- An outline of the weekly class topics, assignments, and readings for the semester, including five essays and a final speech.
- Details of homework assignments such as outlining essays, drafting paragraphs, finding sources, and studying vocabulary terms.
- Instructions for weekly discussion posts responding to readings and sharing drafts and outlines.
The course will cover various types of essays including argumentative, narrative, conceptual, and problem-solution essays. Students will write outlines, drafts, and revised versions of each essay to develop their composition skills.
This document provides an overview of the class schedule and assignments for an English writing course. It includes:
- An outline of the topics and essays to be covered over the 15-week semester, including introductions to argumentative, narrative, concept, and problem-solution essays.
- Details of homework assignments such as readings from course texts, blog posts responding to readings and outlining draft essays, and submitting essay drafts and revisions.
- In-class activities like presentations, discussions, vocabulary reviews, peer workshops, and essay writing and exams.
- Due dates for submitting essay drafts and revisions as well as the final exam, which involves students presenting their speech assignments.
This document provides an overview of the schedule, assignments, and readings for an English composition course. It includes:
1) An outline of the weekly classes which will focus on different essay assignments, including outlining, drafting, and revising essays on various topics.
2) Homework assignments for each week, such as reading assignments from course texts, posting blog responses, completing essay drafts, and studying vocabulary.
3) Details of four major essay assignments - The Argument, The Narrative, The Concept, and The Problem/Solution essays. Students will learn skills for each type and complete multiple drafts.
This document provides an overview of the class work and homework assignments for a 4-week course. It includes instructions for 4 essays on various topics, readings from course textbooks, vocabulary studies, online discussion posts, and in-class activities like speeches. Students are assigned chapters from The Hunger Games to read each week and must complete outlines, drafts, and revisions of their essays. Class sessions include lectures, discussions, peer reviews, and essay writing. The goal is to introduce different essay types and refine writing skills through multiple drafts.
This document outlines the weekly schedule and assignments for an online writing course over six weeks. It includes in-class and online activities as well as homework assignments. The course covers four essay assignments: The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Students read and analyze sample essays, complete writing exercises, give peer feedback on drafts, and revise their work based on feedback. The schedule provides detailed instructions for each week's lessons, readings, discussion topics, writing assignments, and deadlines to help students learn writing skills and complete the four essays.
This document provides an overview of the weekly class schedule and assignments for a writing course. It includes the following key details:
- The course is divided into 5 weeks, with 3-4 classes each week including both in-class and online sessions.
- Each week focuses on a different essay assignment: Week 1 is on argument essays, Week 2 is narratives, Week 3 is concept essays, Week 4 is problem/solution essays.
- In-class activities include discussions, lectures, writing exercises and workshops. Homework includes reading assignments, online discussion posts, drafting essays and revising based on feedback.
- Students are expected to purchase and read the assigned textbook ("The Saint Martin's Guide to Writing
This document outlines the class work and homework for a 6-week writing course. It includes assignments for 4 essays: The Argument, The Narrative, The Concept, and The Problem/Solution. Students will read The Hunger Games, study vocabulary, and complete writing exercises. They will write outlines, drafts, and revisions of their essays. Homework includes reading assignments, online discussion posts of writing exercises and drafts, and studying for vocabulary tests. The goal is to introduce students to different types of essays and improve their writing through the writing process.
This document provides an overview of the weekly schedule and assignments for an English composition course. It includes in-class activities, homework assignments, and due dates for four major essays over the 12-week period.
The schedule outlines topics to be covered each week such as essay structure, grammar lessons, vocabulary studies, and literary discussions of The Hunger Games. Homework includes reading assignments, online discussion posts, draft writings, and essay revisions. Tests are given on vocabulary and essays are due at the end of the 4-week period devoted to each assignment. The course culminates in a final exam during the last class.
Week 1 introduces the class assignments which include four essays and an oral presentation. Essay 1 is an argumentative essay. Students are given assignments to purchase books, create a blog, outline their essay, and take a vocabulary test. Essay 2 is a narrative essay about a remembered event. Students analyze readings, discuss themes in The Hunger Games, and draft their essay in class. Essay 3 is a concept essay where students choose a concept from The Hunger Games to analyze. Essay 4 is a problem-solution essay where students identify a problem, propose a solution, and incorporate research. The final assignment is to adapt their problem-solution essay into a speech to present in class.
1. This document provides the daily agenda and homework assignments for a college writing course over 12 weeks. It includes reading assignments from The Hunger Games and The Saint Martin's Guide to Writing, as well as drafting and revising five essays on various topics and preparing a speech.
2. Students are assigned to write an argumentative essay, a personal narrative essay, a concept essay, and a problem-solution essay using examples from the assigned readings. They are to outline, draft, and revise multiple versions of each essay.
3. The final assignment is for students to choose a topic and write a speech adapting one of their essays into an oral presentation format using techniques from the Monroe Motivated Sequence. All speeches
This document contains a weekly schedule for an English composition class that includes four essay assignments over six weeks. It lists the in-class and homework activities for each week, including readings, writing assignments, discussions, and presentations related to the essays. The essays include The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Homework includes response posts, drafts of essay sections, and research tasks to support the essays. In-class work involves writing exercises, peer reviews, and workshops to provide feedback on drafts.
This document provides the schedule and assignments for an English composition course. It includes five essays assigned over the course of the semester: an argument essay, two narrative essays, a concept essay, and a problem/solution essay. Each week covers different writing skills and concepts through assigned readings, in-class activities, and online discussion posts. Students are expected to closely read the assigned text, The Hunger Games, and complete drafts, revisions, and a final copy of each essay.
This document outlines the in-class and homework activities and assignments for a 4-week course. Each week covers a different essay assignment: Week 1 focuses on an argumentative essay, Week 2 on a narrative essay, Week 3 on a concept essay, and Week 4 on a problem-solution essay.
For each week, the document lists the in-class activities such as lectures, discussions, and writing exercises. It also provides the related homework assignments such as required readings, response posts, and draft submissions. The homework is designed to reinforce and extend the in-class lessons. Students are expected to write multiple drafts of each essay and receive peer feedback to improve their work prior to final submission.
This document outlines the schedule and assignments for a 12-week writing course. It includes in-class and online activities as well as homework assignments each week. Students will write four essays over the course of the semester on the topics of argumentation, narrative, concept, and problem/solution. For each essay, students complete drafting, peer review, and revision stages. They also complete regular homework such as response posts, readings, and research tasks to develop their skills in areas like outlining, integrating sources, and self-assessment. The final exam week includes an in-class writing workshop and submission of the final revised essay.
This document outlines the assignment requirements for an EWRT 1A college course. It includes 4 essays of increasing length on various topics that must be completed over the course of the semester for a total of 675 points. There are also 5 short-answer exams worth 25 points each, weekly homework posts for 150 points, and class participation, quizzes and activities for 125 points. The course utilizes the book The Hunger Games as a reference point and foundation for several of the essay prompts. Overall, students will be assessed based on their performance on multiple written assignments, homework, and class involvement.
This 3-sentence summary provides an overview of the English 101 course syllabus:
The syllabus outlines the goals, assignments, policies, and schedule for an introductory college writing course, which will explore identity, writing as technology, and include weekly writing assignments, larger projects, and using student blogs to share work with classmates. Students will develop their writing skills through reflections, essays, and revising work based on peer and instructor feedback to earn a final grade determined by assignments, responses, and participation.
This document provides information for a parent evening to support students in mathematics and English. It outlines the subject leaders for each subject and hopes to address how parents, students, and teachers can work together to support student success. Specific information is given for the structure and assessments of mathematics, English language, and English literature courses. Suggestions are provided for how parents can support students at home, including ensuring students practice past papers, read widely, and proofread written work. Areas for development are also identified to help students improve their exam performance.
Y11 English revision overview presentationSimonBalle
This document provides information about the GCSE English Language and Literature exams and offers revision tips. It outlines the exam structure and breakdown, including the percentage weightings of controlled assessments versus exams. It describes the exam questions for English Language Unit 1 for both higher and foundation tiers, explaining the focus and requirements of each question. Similar information is provided for the English Literature Unit 1 exam on prose and drama, focusing on An Inspector Calls. Revision tips are offered such as practicing timed answers, annotation, and learning language features. Students are advised to practice exam-style questions under timed conditions to prepare.
This course focuses on investigating the rhetorical nature of style and its relationship to audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is to prepare students to write for different audiences and situations. Over the semester, students will complete various writing assignments across genres, including a white paper, imitative essay, and open letter. They will also submit a final portfolio including a revised project and reflective statement. The course aims to help students explain the rhetorical nature of style and compose effectively in various genres using an appropriate style.
The document summarizes changes to English Language and Literature GCSEs in England starting in 2015, including:
- English Language will be 100% exam-based with two exam papers assessing reading and writing. Speaking and listening will be a separate endorsement.
- Literature will remain 100% exam-based but will assess three texts instead of two, including a poetry anthology.
- New GCSE grades of 4-9 will be introduced to distinguish between middle and top performers, with grade 5 set at a higher level than the current grade C.
- The KS3 English curriculum in England is being revised with a greater focus on grammar, vocabulary, and literature. Regular assessments will have a stronger emphasis
This document provides an overview of the schedule and assignments for a 4-week writing course. It includes in-class activities, homework assignments, and required readings for each week. Some key activities and assignments include:
- Students write 4 essays over the 4 weeks on different topics (argument, narrative, concept, problem/solution).
- In-class work includes brainstorming, outlining, peer reviews, and essay drafting.
- Homework includes reading assignments, vocabulary study, discussion posts responding to readings and assignments, and essay drafts.
- Students are expected to submit outlines, drafts, and revised versions of their essays for feedback and grading.
This document provides a week-by-week schedule for an online writing course. It lists the weekly topics, assigned readings from The Hunger Games and The Saint Martin's Guide to Writing, in-class and online activities, and homework assignments. Some of the major assignments include four essays: The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Students are expected to post discussion responses online, participate in writing workshops, and submit drafts of their essays for peer review. The schedule culminates in a final library research project to identify topics for the last essay.
This document provides an overview of the in-class and homework activities and assignments for a writing course over 9 weeks. It includes details of readings, lectures, discussions and in-class writing exercises for each week, as well as homework assignments such as outlining, drafting essays, revising, and conducting research. The course covers four essay assignments: The Argument, The Narrative, The Concept Essay, and The Problem Solution Essay. Homework includes drafting outlines, essays, and revisions. In-class work includes activities, discussions and workshops to develop skills for each essay type.
This document outlines the in-class and homework activities for a 14-week composition course. Each week covers a different essay assignment: The Argument, The Narrative, The Concept Essay, and The Problem Solution essay.
In-class activities include lectures, discussions, group work, and in-class writing exercises. Homework includes reading assignments, online discussion posts responding to prompts, outlining essays, drafting essays, revising based on peer feedback, and completing a final self-assessment. The goal is to guide students through each stage of the writing process for different essay types over the course of the semester.
This document provides an overview of the class work and homework assignments for a 4-week course. It includes instructions for 4 essays on various topics, readings from course textbooks, vocabulary studies, online discussion posts, and in-class activities like speeches. Students are assigned chapters from The Hunger Games to read each week and must complete outlines, drafts, and revisions of their essays. Class sessions include lectures, discussions, peer reviews, and essay writing. The goal is to introduce different essay types and refine writing skills through multiple drafts.
This document outlines the weekly schedule and assignments for an online writing course over six weeks. It includes in-class and online activities as well as homework assignments. The course covers four essay assignments: The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Students read and analyze sample essays, complete writing exercises, give peer feedback on drafts, and revise their work based on feedback. The schedule provides detailed instructions for each week's lessons, readings, discussion topics, writing assignments, and deadlines to help students learn writing skills and complete the four essays.
This document provides an overview of the weekly class schedule and assignments for a writing course. It includes the following key details:
- The course is divided into 5 weeks, with 3-4 classes each week including both in-class and online sessions.
- Each week focuses on a different essay assignment: Week 1 is on argument essays, Week 2 is narratives, Week 3 is concept essays, Week 4 is problem/solution essays.
- In-class activities include discussions, lectures, writing exercises and workshops. Homework includes reading assignments, online discussion posts, drafting essays and revising based on feedback.
- Students are expected to purchase and read the assigned textbook ("The Saint Martin's Guide to Writing
This document outlines the class work and homework for a 6-week writing course. It includes assignments for 4 essays: The Argument, The Narrative, The Concept, and The Problem/Solution. Students will read The Hunger Games, study vocabulary, and complete writing exercises. They will write outlines, drafts, and revisions of their essays. Homework includes reading assignments, online discussion posts of writing exercises and drafts, and studying for vocabulary tests. The goal is to introduce students to different types of essays and improve their writing through the writing process.
This document provides an overview of the weekly schedule and assignments for an English composition course. It includes in-class activities, homework assignments, and due dates for four major essays over the 12-week period.
The schedule outlines topics to be covered each week such as essay structure, grammar lessons, vocabulary studies, and literary discussions of The Hunger Games. Homework includes reading assignments, online discussion posts, draft writings, and essay revisions. Tests are given on vocabulary and essays are due at the end of the 4-week period devoted to each assignment. The course culminates in a final exam during the last class.
Week 1 introduces the class assignments which include four essays and an oral presentation. Essay 1 is an argumentative essay. Students are given assignments to purchase books, create a blog, outline their essay, and take a vocabulary test. Essay 2 is a narrative essay about a remembered event. Students analyze readings, discuss themes in The Hunger Games, and draft their essay in class. Essay 3 is a concept essay where students choose a concept from The Hunger Games to analyze. Essay 4 is a problem-solution essay where students identify a problem, propose a solution, and incorporate research. The final assignment is to adapt their problem-solution essay into a speech to present in class.
1. This document provides the daily agenda and homework assignments for a college writing course over 12 weeks. It includes reading assignments from The Hunger Games and The Saint Martin's Guide to Writing, as well as drafting and revising five essays on various topics and preparing a speech.
2. Students are assigned to write an argumentative essay, a personal narrative essay, a concept essay, and a problem-solution essay using examples from the assigned readings. They are to outline, draft, and revise multiple versions of each essay.
3. The final assignment is for students to choose a topic and write a speech adapting one of their essays into an oral presentation format using techniques from the Monroe Motivated Sequence. All speeches
This document contains a weekly schedule for an English composition class that includes four essay assignments over six weeks. It lists the in-class and homework activities for each week, including readings, writing assignments, discussions, and presentations related to the essays. The essays include The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Homework includes response posts, drafts of essay sections, and research tasks to support the essays. In-class work involves writing exercises, peer reviews, and workshops to provide feedback on drafts.
This document provides the schedule and assignments for an English composition course. It includes five essays assigned over the course of the semester: an argument essay, two narrative essays, a concept essay, and a problem/solution essay. Each week covers different writing skills and concepts through assigned readings, in-class activities, and online discussion posts. Students are expected to closely read the assigned text, The Hunger Games, and complete drafts, revisions, and a final copy of each essay.
This document outlines the in-class and homework activities and assignments for a 4-week course. Each week covers a different essay assignment: Week 1 focuses on an argumentative essay, Week 2 on a narrative essay, Week 3 on a concept essay, and Week 4 on a problem-solution essay.
For each week, the document lists the in-class activities such as lectures, discussions, and writing exercises. It also provides the related homework assignments such as required readings, response posts, and draft submissions. The homework is designed to reinforce and extend the in-class lessons. Students are expected to write multiple drafts of each essay and receive peer feedback to improve their work prior to final submission.
This document outlines the schedule and assignments for a 12-week writing course. It includes in-class and online activities as well as homework assignments each week. Students will write four essays over the course of the semester on the topics of argumentation, narrative, concept, and problem/solution. For each essay, students complete drafting, peer review, and revision stages. They also complete regular homework such as response posts, readings, and research tasks to develop their skills in areas like outlining, integrating sources, and self-assessment. The final exam week includes an in-class writing workshop and submission of the final revised essay.
This document outlines the assignment requirements for an EWRT 1A college course. It includes 4 essays of increasing length on various topics that must be completed over the course of the semester for a total of 675 points. There are also 5 short-answer exams worth 25 points each, weekly homework posts for 150 points, and class participation, quizzes and activities for 125 points. The course utilizes the book The Hunger Games as a reference point and foundation for several of the essay prompts. Overall, students will be assessed based on their performance on multiple written assignments, homework, and class involvement.
This 3-sentence summary provides an overview of the English 101 course syllabus:
The syllabus outlines the goals, assignments, policies, and schedule for an introductory college writing course, which will explore identity, writing as technology, and include weekly writing assignments, larger projects, and using student blogs to share work with classmates. Students will develop their writing skills through reflections, essays, and revising work based on peer and instructor feedback to earn a final grade determined by assignments, responses, and participation.
This document provides information for a parent evening to support students in mathematics and English. It outlines the subject leaders for each subject and hopes to address how parents, students, and teachers can work together to support student success. Specific information is given for the structure and assessments of mathematics, English language, and English literature courses. Suggestions are provided for how parents can support students at home, including ensuring students practice past papers, read widely, and proofread written work. Areas for development are also identified to help students improve their exam performance.
Y11 English revision overview presentationSimonBalle
This document provides information about the GCSE English Language and Literature exams and offers revision tips. It outlines the exam structure and breakdown, including the percentage weightings of controlled assessments versus exams. It describes the exam questions for English Language Unit 1 for both higher and foundation tiers, explaining the focus and requirements of each question. Similar information is provided for the English Literature Unit 1 exam on prose and drama, focusing on An Inspector Calls. Revision tips are offered such as practicing timed answers, annotation, and learning language features. Students are advised to practice exam-style questions under timed conditions to prepare.
This course focuses on investigating the rhetorical nature of style and its relationship to audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is to prepare students to write for different audiences and situations. Over the semester, students will complete various writing assignments across genres, including a white paper, imitative essay, and open letter. They will also submit a final portfolio including a revised project and reflective statement. The course aims to help students explain the rhetorical nature of style and compose effectively in various genres using an appropriate style.
The document summarizes changes to English Language and Literature GCSEs in England starting in 2015, including:
- English Language will be 100% exam-based with two exam papers assessing reading and writing. Speaking and listening will be a separate endorsement.
- Literature will remain 100% exam-based but will assess three texts instead of two, including a poetry anthology.
- New GCSE grades of 4-9 will be introduced to distinguish between middle and top performers, with grade 5 set at a higher level than the current grade C.
- The KS3 English curriculum in England is being revised with a greater focus on grammar, vocabulary, and literature. Regular assessments will have a stronger emphasis
This document provides an overview of the schedule and assignments for a 4-week writing course. It includes in-class activities, homework assignments, and required readings for each week. Some key activities and assignments include:
- Students write 4 essays over the 4 weeks on different topics (argument, narrative, concept, problem/solution).
- In-class work includes brainstorming, outlining, peer reviews, and essay drafting.
- Homework includes reading assignments, vocabulary study, discussion posts responding to readings and assignments, and essay drafts.
- Students are expected to submit outlines, drafts, and revised versions of their essays for feedback and grading.
This document provides a week-by-week schedule for an online writing course. It lists the weekly topics, assigned readings from The Hunger Games and The Saint Martin's Guide to Writing, in-class and online activities, and homework assignments. Some of the major assignments include four essays: The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Students are expected to post discussion responses online, participate in writing workshops, and submit drafts of their essays for peer review. The schedule culminates in a final library research project to identify topics for the last essay.
This document provides an overview of the in-class and homework activities and assignments for a writing course over 9 weeks. It includes details of readings, lectures, discussions and in-class writing exercises for each week, as well as homework assignments such as outlining, drafting essays, revising, and conducting research. The course covers four essay assignments: The Argument, The Narrative, The Concept Essay, and The Problem Solution Essay. Homework includes drafting outlines, essays, and revisions. In-class work includes activities, discussions and workshops to develop skills for each essay type.
This document outlines the in-class and homework activities for a 14-week composition course. Each week covers a different essay assignment: The Argument, The Narrative, The Concept Essay, and The Problem Solution essay.
In-class activities include lectures, discussions, group work, and in-class writing exercises. Homework includes reading assignments, online discussion posts responding to prompts, outlining essays, drafting essays, revising based on peer feedback, and completing a final self-assessment. The goal is to guide students through each stage of the writing process for different essay types over the course of the semester.
This document provides an overview of the weekly schedule and assignments for an academic writing course. It includes the following:
- Weekly breakdown of in-class activities and homework assignments over 15 weeks. In-class activities include lectures, discussions, videos, and writing exercises. Homework includes reading, posting responses online, and drafting essay assignments.
- Four major essay assignments are outlined: The Argument, The Narrative, The Concept Essay, and The Problem Solution Essay. Successive weeks provide instruction and activities to develop each essay through multiple drafts.
- Readings are primarily from The Hunger Games novel and The Saint Martin's Guide to Writing textbook. Students are expected to complete assigned readings to inform class
This document outlines the schedule and assignments for an English writing course over 12 weeks. It includes readings from A Game of Thrones and A World of Ideas, 5 essays on various topics, weekly vocabulary exams, discussion posts, and a final paper due at the end. Some key assignments are a character analysis, debates applying different philosophies, and applying course concepts to the novels. Students are assigned groups, discuss readings, and get feedback to revise their drafts.
The document provides guidance to a student on revising an essay. It instructs the student to identify key parts of the essay in the margins, including defining the problem, stating the thesis, describing the proposed solution, arguing in support of the solution, responding to objections, and evaluating alternatives. It describes having another student carefully read the essay and answer revision guide questions to provide feedback without asking the writer questions. The student is then instructed to consider the feedback and begin revising the essay. Homework includes revising the essay based on suggestions, reading a speech, submitting the revised essay electronically, and preparing for a possible vocabulary test make-up.
This document outlines the schedule, assignments, and readings for an English composition course over the fall semester. It includes 5 essays assigned throughout the semester on various topics, such as character analysis of A Game of Thrones characters, examining philosophical concepts from readings, and applying these concepts to the novel. Students are expected to complete weekly readings, post responses online, and participate in class discussions. The final assignment is Essay #5, due at the end of the semester along with a final exam on the last day of class.
This document outlines the schedule and assignments for an English writing course over 12 weeks. It includes readings from A Game of Thrones and A World of Ideas, 5 essays on various topics, weekly vocabulary exams, and discussion posts. Students are expected to complete readings, write haiku/dialogue/summaries, contribute to discussion boards, and submit 5 essays of increasing length on character analysis, philosophy, justice, perspective, and a final paper.
This document outlines the schedule, assignments, and readings for an English composition course over 12 weeks. It includes 5 essays assigned throughout the semester on various topics such as character analysis, government philosophies, justice, privilege, and a final research paper. Students are expected to complete close readings of texts like A Game of Thrones and passages from Plato and Woolf. They also engage with discussion questions, haiku exercises, and other writing assignments each week to analyze themes and apply course concepts. The schedule provides due dates for drafts, outlines, and the final submission of each essay.
The document provides guidance to a student on revising an essay. It instructs the student to identify key parts of the essay in the margins, including defining the problem, stating the thesis, describing the proposed solution, arguing in support of the solution, responding to objections, and evaluating alternatives. It describes having another student carefully read the essay and answer revision guide questions to provide feedback, and having the writer revise based on that feedback. It reminds the student that a self-assessment of blog posts is due, justifying their assigned grade based on the number and quality of posts and timeliness of submissions.
This document outlines the schedule, assignments, and readings for an English composition course over 15 weeks. It includes 5 essays assigned throughout the term on various topics, such as character analysis, government philosophies, justice, privilege, and a final research paper. Students are expected to complete assigned readings from A Game of Thrones and other texts, write discussion posts, and study for vocabulary exams each week. The schedule provides due dates for essays and outlines classroom activities, including discussions, exercises and workshops to prepare students for their written assignments.
The document outlines the agenda and homework for a writing class. It includes revising an essay, completing a self-assessment of blog posts, reviewing feedback and suggestions on an essay, revising the essay accordingly. It also assigns reading Martin Luther King Jr.'s "I Have a Dream" speech and preparing for a vocabulary test make-up. Students are asked to submit their revised essay electronically and self-assessment by email.
Class 18 writing workshop 4; vocab test 5 jordanlachance
This document provides an agenda for a class that includes revising an essay. Students will identify different parts of their essay, pass their paper to other students for feedback, and answer revision guide questions. They are reminded to submit a self-assessment and revised essay electronically. Homework includes revising the essay based on feedback, reading a speech, and preparing for a vocabulary test.
This document provides instructions for students to revise Essay #4. It includes:
1. A checklist for students to review specific elements of their essay drafts such as formatting, in-text citations, and works cited pages.
2. Directions for students to exchange papers and provide feedback by answering revision guide questions and the writer's specific question.
3. An explanation that the teacher will review student feedback and return papers so students can begin revising Essay #4 based on comments, with a due date of March 28th-29th.
This document provides instructions for students to finalize their Essay #4. It includes:
1. Instructions for students to complete a writing workshop participation assignment for 20 points.
2. A revision guide for students to use to review their draft of Essay #4, checking formatting elements like headers, citations, and works cited pages.
3. Directions for students to peer review each other's essays by underlining errors, answering revision guide questions, and providing feedback without editing.
4. Homework assigned is for students to review feedback, revise Essay #4 accordingly, and submit it electronically by the given deadlines.
The document provides instructions for revising an essay. It tells students to identify key parts of their essay like the thesis and conclusion in the margins. It then explains that students will pass their paper to a peer to get feedback without identifying themselves. The peer reviewer is instructed to carefully read the essay and underline any errors, then answer revision guide questions to provide feedback to the author without directly engaging them. When finished, papers and comments are returned so the author can review feedback and begin revising their essay. A reminder is also given that a self-assessment is due for blog post responses. Students are assigned to review suggestions and submit a revised essay #4.
This document provides an agenda and instructions for an in-class essay assignment. Students will write an essay arguing which supplies they would choose to take if stranded in the wild, with a limited number of resources. The essay should be around 500 words or 4 pages handwritten. Guidelines are provided for the introduction, thesis, body paragraphs, counterargument, and conclusion sections. Suggestions are made such as writing in first person and avoiding vague language. Homework includes reading chapters from two books and answering analysis questions based on assigned essays.
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
1. Week
In-‐Class
Activities
Homework
Week
1
4/6
Class Work Homework
Essay #1
The Argument
Class
1
Introduction
Brainstorming Activity
Introduce essay #1
Outlining
Thesis
Topic Sentences
Counterargument
BUY: The Hunger Games (HG)
The Saint Martin's Guide to Writing (SMG).
Make: Your Word Press Website username
Post #1 Outline with thesis
Bring: A hard copy of your outline; pen; paper
Be prepared to take in-class essay test #1
Class
2
Lecture: Four Sentence Types
Discussion: review for essay #1
In-Class Writing: In Class Essay #1
Read: HG through chapter 2. SMG 16-38
Study: Vocab (chapters 1 and 2).
— Post #2: If your last name begins with the letter A-I,
answer the questions in the “Analyzing Writing
Strategies” section after the Dillard essay on pages
25-26
— If your last name begins with the letter J-Q, answer
the questions in the “Analyzing Writing Strategies”
section after the Wolff essay on page 31-32
— If your last name begins with the letter R-Z, answer
the questions in the “Analyzing Writing Strategies”
section after the Bragg essay on page 36-37.
Bring: SMG
Week
2
4/13
Essay #2
The Narrative
Class
3
Teams 1
Presentation: Vocabulary chapters 1-2
Discussion: Readings 16-38
In class Reading: Basic Features (40-41)
Lecture: Formatting dialogue
In-Class Writing: Practicing dialogue
Read: HG through chapter 7. As you read, look for a
passage that reminds you of a personal experience.
Post #3: The dialogues from the in-class writing
Study: Vocab (Chapters 1-4).
Bring: HG and SMG
Class
4
Presentation: Vocabulary chapters 3-4
Activity: Vocabulary
Discussion: The Hunger Games: Stories
Presentation: Essay #2
In-Class Writing: page 46 SMG
1. Beginning with a quotation/transitioning
to your remembered event.
2. Vivid presentation of a place: Using
sensory details: 643-648
3. Describe a person central to your event.
Include a physical description and gestures
or behaviors.
4. Writing Dialogue.
5. Framing: beginnings and endings
• Read: HG through chapter 9.
• Post #4: finish and post your in-class writing
• 1. Beginning with a quotation/transitioning to your
remembered event.
2. Vivid presentation of a place: Using sensory
details: 643-648
3. Describe a person central to your event. Include a
physical description and gestures or behaviors.
4. Writing Dialogue.
5. Framing: beginnings and endings
• Bring: HG and SMG; draft of your writing
2. Week
3
4/20
Class
5
Vocabulary Test: (Chapters 1-4)
The Hunger Games: Themes and Concepts
Discussion: Wolff: “Analyzing Writing
Strategies” #3: p31; Sentence length to build
suspense; Reflecting on the Event's
Significance pp. 48-49.
In-Class Writing
Focus on the climax of your event.
Recalling Remembered Feelings and
Thoughts
Exploring Your Present Perspective
Formulating a Tentative Thesis Statement
Read: HG through chapter 12.
SMG p 37 “Commentary: Autobiographical
Significance,” and 625-633.
Post #5: Post your draft: Long quote; transition; thesis;
intro to event, description of place(s), description of
people, a dialogue or two, the climax (with short and
long sentences working to achieve your goal), and a
paragraph that speaks to the significance or your event
(use the list of answers to the questions on slide #10 and
#11); end with framing plan.
Study: Vocab
Bring: HG and SMG; A copy of post #5
Class
6
Presentation: Essay #2 Review
Group Work/Discussion: Bragg:
“Analyzing Writing Strategies #1 p 36:
Comparing
In-Class Writing:
Similes and Metaphors
Time Transitions and Verb Tenses
Integrating quotations MLA style
Preparing the complete draft: SMG 52-53
Read: Catch up on HG (You should be through chapter
12.
Write: Complete Draft of Essay #2
Endeavor to format it MLA style
Make a works cited page for your essay.
Post #6: Post two dialogues from your essay.
Study: Vocabulary (1-7)
Bring: Two clean, complete copies of your draft; SMG
Week
4
4/27
Class
7
You should have two clean, complete copies of
your draft
Writing Workshop: 25 participation points.
Revision strategies
Presentation: MLA Format
Editing Strategies: compound sentences,
dangling modifiers, homonyms
Discussion: Open for questions
In-Class Writing: Writing Workshop
Read: HG through chapter 15
SMG 134- 148
Write: Using the comments you received from your
readers, revise and edit Essay #2. Due electronically via
Kaizena before the next class. Your paper must be in
MLA format.
Post #7: Post two versions of a section of your essay that
vividly describes a place OR two versions of a section
that vividly describes a person. (One draft version and
one revised version of each)
Vocabulary 1-9 Exam Next class
Essay #3 The Concept Essay
Class
8
Due Essay #2
Change teams
Activity: Vocabulary
Vocabulary Test #2: (Chapters 5-9)
Presentation: Essay #3: The Concept Essay
Discussion: Ngo and Toufexis
In-Class Writing: Considering topics for
your essay from The Hunger Games. Make a
list of four different possibilities. Write
paragraphs for two of them, sketching out
what you already know about the concept.
Think of at least one example for each from
HG
Read: HG through chapter 19; SMG 148-163
Post #8 Finish and post your in-class writing;
find a definition for your concept. It can be from a
dictionary or an encyclopedia.
Post #9: Name the two concepts about which you wrote
paragraphs. Find a few lines from The Hunger Games
that illustrate each concept. Copy them into your post,
and then explain how the example demonstrates, defines,
or embodies the concept. (Include page numbers)
Bring: Post #9 and SMG to Class
Study Vocab 10-13
3. Week
5
5/4
Class
9
Vocabulary (10-13)
Presentation:
• Friedman: Anecdotes; Compare and
Contrast
• Holmes: Illustrations and Examples
• Basic Features
• Discussion: Ways to begin your
concept essay.
In-Class Writing:
• Focusing your Concept
Read: HG through chapter 22
Post #10: Finish and post your in-class writing: Focused
concept, thesis, anecdotes
Find three more examples of your concept in HG.
Endeavor to find examples to represent your
classifications or categories.
Post #11 Choose another concept to compare and
contrast with yours for the purpose of demonstrating
differences.
Study: Vocab (1-18)
Class
10
§ The Works Cited Page
§ Library Orientation 20 participation
points
§ Library Research Task
§ Post #12: Library Project for Concept essay
§ Read your research articles
§ Post #13: answer these questions:
1. Which concept will you write about?
2. What is your limiter?
3. What are your categories?
4. Which anecdotes might you use to help
explain the concept to your readers?
5. What other concepts might you compare and
contrast to your concept?
6. Which terms might you need to define?
7. Will pictures and graphs work to enhance
your explanation of your concept? Which?
Week
6
5/11
Class
11
¡ Review
¡ Essay focus
¡ Discussion:
¡ The Thesis
¡ Writing an Outline
¡ Writing Strategies
¡ Extended Anecdote
¡ Examples
¡ Illustrations
¡ Post #14: Make an outline for your concept essay.
¡ Include a preliminary idea for what kind of
anecdote you might include in your introduction.
¡ Include your thesis
¡ Name at least two categories
¡ Include at least two or three types you may be
able to discuss under each category
¡ Use the format on slide ten if you need
help
¡ Study: Vocab (1-22)
Class
12
v Essay Review
v Conclusions
v Appositives
v How and When to cite
v Plagiarism
v Quoting and Summarizing
v Integrating Quotations
v Writing the draft
v Tips for writing your essay
Read: HG through chapter 24
n Post #15: Post a list of five appositive phrases you
have included in your essay.
n Post #16: Your Conclusion
n Study: Vocab (1-24)
n Bring: Three copies of your complete draft
4. Week
7
5/18
Class
13
Vocab Game
Writing Workshop: 20 participation points.
If you don't have three complete copies of
your draft, you will be asked to go get them
before you can participate.
Write: Revise Essay #3
Bring: One clean copy of your REVISED essay to class
Study Vocabulary 10-18: Exam next class
Class
14
Vocabulary Test #3: 10-18
Presentation: Eliminating wordiness and
repetition; review: comma rules; other
grammar and syntax
Discussion: The Concept Essay
In-Class Writing: Writing Workshop 20
participation points. Editing
Due: Essay #3 Friday week 7 at noon
Read: Finish The Hunger Games
Read: SMG 326-359: Read all four essays in the chapter.
Patrick O Malley, More Testing, More Learning
(annotated student essay)
Karen Kornbluh, Win-Win Flexibility
Matthew Miller, A New Deal for Teachers
Gian-Claudia Sciara, Making Communities Safe for
Bicycles
Post #17: Discuss the basic features as they appear in
each essay. Pick a different feature for each essay
Bring SMG
Week
8
5/25
Essay #4
The Problem/Solution Essay
Class
15
Change Teams
Presentation: Vocabulary 19-21
Discussion: Problem Solution Essays
• Patrick O Malley, “More Testing, More
Learning”
• Karen Kornbluh, “Win-Win
Flexibility”
Introduction to Essay #4
In-Class Writing
Finish your Chart
Post #18 Use your Chart to begin to brainstorm ideas for
your essay. Choose two problems: Write one paragraph
explaining each problem in detail. Write another
explaining a tentative solution for each problem.
Study: Vocabulary 19-23
Bring: Your chart and paragraphs with you to class.
Class
16
• Presentation Vocabulary 22-23
• Vocab Game
• Discussion: Essay #4
• In-Class Writing: Finding a problem to
write about.
Post #19:
§ Your revised and developed description of your
problem. This should be two to four good
paragraphs.
§ Write one or more sentences to serve as your
tentative thesis statement. In most essays proposing
solutions to problems, the thesis statement is a
concise announcement of the solution..
§ Write a paragraph explaining why your solution
would solve the problem.
§ Add a paragraph about why it is possible.
§ Make a list of the steps of implementation.
Bring SMG and a copy of your essay draft.
Week
9
6/1
No
Class
6/2
No Class Today: Conference
5. Class
17
Review
Describing the problem
The solution: the thesis
Outlining the plan
Planning for objections: the counterargument
Evaluating Alternative Solutions
Research?
Investigate
Interview
Read
Post #20
Notes and brainstorming for your counterargument
Your consideration of alternative solutions
Make notes about what kind of information you need to
support your arguments.
Vocabulary Test 4: 19-23
Week
10
6/8
Class
18
Vocabulary Test 4: 19-23
• Library Day
Be prepared to do research for your
problem/ solution essay
Do research for your problem solution essay
Read your research articles
Post #21: Library Task: A Tentative Works Cited page
for your essay
Bring your sources, a draft of all of your work, and SMG
Study Vocabulary from chapters 24-27
Class
19
Review: Essay #4:
Counterargument
Alternative Solutions
Outline
Integrating and Citing Sources
Works Cited Page
o
Put all of the parts of your essay into the outline we
wrote today. Read your essay aloud to make sure it is in
a logical order. Integrate your research into your essay.
Begin your works cited page.
Post #22: your draft thus far.
Study all vocabulary words.
Bring a copy of post #22
Week
11
6/15
Class
20
Vocabulary Game
Introductions
Conclusions
Sentence Strategies
o Self Assessment
Add the introduction and conclusion we wrote today to
your draft. Read it aloud to make sure it is in a logical
order. Change the order of your paragraphs if that makes
sense to you.
Check your essay for ambiguity. Add words to clarify
“this” and “that.” Check your sentences for “agents.”
Post #23: Your introduction and conclusion
Bring one clean, hard copy to class.
• Your essay should be in MLA format
• It should include a works cited page
• Study Vocabulary: Test in next class
• Essay #2 Revision Due Friday at noon
• Self Assessment Due Friday at noon
Class
21
Vocabulary Test 5: 24-27
Writing Workshop
Self Assessment
Review your essay suggestions.
Revise Essay #4 accordingly
Prepare for Vocabulary Test Make-up
Essay #2 Revision Due Friday at noon
Self Assessment Due Friday at noon
Submit essay #4 via Kaizena before Final
6. Week
12
6/22
Final
Class
Essay #4 Due
Make-up Vocabulary Test