Freshmen Writing Program Outline

Freshmen Writing Program Xavier High School

First Quarter IntensiveEnglish Department

Objective: To establish standards for writing at a high school level through practice and to provide students with examples of excellence in expository, persuasive, descriptive, and narrative writing

To teach proper paragraph and essay structure

To provide students with the basics of grammar, usage and mechanics necessary for high school writing

To teach helpful outlining procedures for planning writing

To provide students with skills necessary to avoid common errors in writing

To teach students how to self-correct in writing

To introduce MLA Style for citations and provide information on proper documentation in writing

To provide useful tips on style in writing

To establish a foundation for the development of voice in writing

Schedule:

During the first six cycles of the school year, freshmen will have writing class four times per cycle and two classes per cycle will be devoted to study skills. For example, Writing: A,C,E, and F days, Study Skills: B and D days. Study Skills curriculum can be found in a separate report. At the conclusion of the first quarter, the writing program continues one to two days per cycle throughout the year.

Topics to Cover:

Sentences: sentence structure, sentence combining, sentence errors, writing clear sentences (Holt 426)

Paragraph structure: provide information on powerful paragraph writing including unity in paragraphs, strong topic sentences, and effective and appropriate detail

Grammar and Usage – Parts of speech (Holt 2), agreement (subject-verb) (Holt 104), using pronouns correctly (Holt 104), common errors in usage and mechanics (Holt 260, 426)

Types of Writing: distinguish among the following types of writing: expository, persuasive, descriptive, and narrative

Expository writing: gives information about or an explanation of difficult material. Expository writing deals with “facts, ideas, beliefs”; it “explains, analyzes, defines, compares, illustrates.” “Its movement is signaled by connectives like therefore, however, and so, besides, but, not only, more important, in fact, for example” (Kane 67). Student papers that analyze literature are expository in nature, however, excellent student analysis papers will argue a particular perspective on the literature and thus include elements of persuasive writing.

Suggested examples of expository writing:

“Deep Desires That Transcend Time” – Alyssa Ensminger (from the Roane State Community College Writing Lab, winning essay for literary analysis)

HYPERLINK “http://www.rscc.cc.tn.us/owl&writingcenter/OWL/Deep.html” http://www.rscc.cc.tn.us/owl&writingcenter/OWL/Deep.html

Persuasive writing: “writing that seeks to alter how readers think or believe” (Kane 6). There are three main kinds of persuasive writing: argument, satire, eloquence. In the freshmen curriculum, we will cover the basics of argument to convince, a type of argument useful in papers about literature or history.

Suggested examples of persuasive writing:

“A Celebration of Grandfathers” – Rudolfo A. Anaya (Prentice 662)

This piece demonstrates elements of narrative, reflective and persuasive writing.

“On Summer” – Lorraine Hansberry (Prentice 656)

Descriptive writing: provides detail on visual perceptions.

Suggested examples of descriptive writing:

“The Death of the Moth” – Virginia Woolf

HYPERLINK “http://etext.library.adelaide.edu.au/w/woolf/virginia/w91d/chap2.html” http://etext.library.adelaide.edu.au/w/woolf/virginia/w91d/chap2.html

“Single Room, Earth View” – Sally Ride (Prentice 636)

Narrative writing: tells a sequence of events often to reveal the writer’s own personality or suggest meaningful conclusions about life. Narrative writing is most often characterized by first person point of view.

Suggested examples of narrative writing:

“Salvation” – Langston Hughes

HYPERLINK “http://www.courses.vcu.edu/ENG200-dwc/hughes.htm” http://www.courses.vcu.edu/ENG200-dwc/hughes.htm

“Go Carolina” – David Sedaris

HYPERLINK “http://www.twbookmark.com/books/49/0316777722/chapter_excerpt10135.html” http://www.twbookmark.com/books/49/0316777722/chapter_excerpt10135.html

“The Chase” – Annie Dillard (in 40 Model Essays)

Reflective writing: “shares the writer’s inner thoughts and feelings” (Prentice 631)

Suggested writing samples:

“A Celebration of Grandfathers” – Rudolfo A. Anaya (Prentice 662)

This piece demonstrates elements of narrative, reflective and persuasive writing.

Additional Writing Samples:

“The Stone Horse” – Barry Lopez (in One Hundred Great Essays)

This essay provides an excellent example of writing that shifts from exposition and description to narrative and finally to argument.

Five Paragraph Essay Structure and Planning – Students are introduced to the structure of the essay:

Introduction – students are taught how to formulate a thesis to be proven in the paper; students introduce the main points the paper will make to prove the thesis.

Body Paragraphs – each one will address one of the main points in the argument the student is making to prove his thesis; students are taught how to write a strong topic sentence, introduce evidence in support of the thesis, analyze and explain evidence and quotes thoroughly, and provide a creative transition into the following paragraph.

Conclusion – students learn how to write a strong conclusion that is not repetitive and that makes insightful comments and conclusions regarding his thesis.

Planning – students learn to plan papers using graphic organizers. The shared user drive contains some teacher-created samples for copying that include the traditional outline format.

MLA Format – The MLA style paper format is a school-wide requirement. This includes format for the heading, parenthetical notation, and works cited. Consult the MLA Handbook for Writers of Research Papers, Sixth Ed. or a compact guide such as A Pocket Style Manual to present this format to students.

Tips On Style – Students are introduced to Elements of Style, especially section II (Elementary Principles of Composition) and V (An Approach to Style With a List of Reminders). The achievement of clarity in a piece of writing is the desired end in the examination of style in writing.

Developing Voice – Students are introduced to various pieces of writing in which the writer’s voice is evident. The development of a unique voice in writing is an ongoing process. An excellent discussion on voice can be found on the Writer’s Web. HYPERLINK “http://writing2.richmond.edu/writing/wweb/voice.html” http://writing2.richmond.edu/writing/wweb/voice.html

Suggested pieces to illustrate voice:

“Go Deep to the Sewer” – Bill Cosby (Prentice 368)

“from Tuesdays with Morrie” – Mitch Albom (Prentice 951)

Editing, Proofreading, Peer Editing – Students are introduced to proofreading symbols to facilitate teacher-student communication about writing. Clarity and simplicity is emphasized in discussions about editing. Useful strategies include full class editing of one paragraph or paper to show choices made to improve writing. Passages for class editing can be found in the Holt Handbook and ancillary materials from Holt.

Peer editing can be a useful tool in examining student writing. A helpful guide is located on the Writer’s Web. HYPERLINK “http://writing2.richmond.edu/writing/wweb/peeredit.html” http://writing2.richmond.edu/writing/wweb/peeredit.html

Additional Suggestions and Materials

Conferences – Build into your writing program time to meet individually with students to discuss the piece they are working on. In a successful process approach to writing, one on one conferences with students who are working on a piece of writing are valuable because they promote ownership in the student, help to clarify thoughts, and provide opportunity for the teacher to reiterate and clarify points on powerful writing.

Recitations – Required memorization of passages of excellent writing is invaluable in helping students to learn to write well. Examples of passages for recitation may include sonnets by Shakespeare, any poetry, famous speeches.

College Board Website: Pre-AP Section, English – This is an excellent resource for articles on teaching critical skills necessary for the first years of high school. Relevant titles are listed below; many others are available on the website.

Powerpoint: Editing Your Paper – Avoiding Common Errors – located on the shared user drive

Recommended Texts and Works Cited

Aaron, Jane E. 40 Model Essays: A Portable Anthology. New York: Bedford St. Martin’s, 2005.

Dawson, Melanie. “Peer Editing Guide.” Writer’s Web: University of Richmond Writing Center.

2006. HYPERLINK “http://writing2.richmond.edu/writing/wweb/peeredit.html” http://writing2.richmond.edu/writing/wweb/peeredit.html

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, Sixth Edition. New York: MLA,

2003.

Hacker, Diana. A Pocket Style Manual, Fourth Edition. New York: Bedford / St. Martin’s, 2004.

Horn, Lorri. “Significance, Consequence, or Reason: Creating Meaningful Thesis Statements.”

College Board. 2006 HYPERLINK “http://apcentral.collegeboard.com/members/article/1,3046,175-186-0-44056,00.html” http://apcentral.collegeboard.com/members/article/1,3046,175-186-0-44056,00.html

Hudley, Janice. “Conferences with Student Writers.” College Board. 2006

HYPERLINK “http://apcentral.collegeboard.com/members/article/1,3046,151-165-0-28068,00.html” http://apcentral.collegeboard.com/members/article/1,3046,151-165-0-28068,00.html

Kane, Thomas S. The New Oxford Guide to Writing. Oxford: Oxford University Press, 1988.

Lunsford, Andrea, John J. Ruszkieqicz and Keith Walters eds. Everything’s an Argument with

Readings. New York: Bedford St. Martin’s, 2004.

Morse, Ogden. “SOAPSTone: A Strategy for Reading and Writing.” College Board. 2006

HYPERLINK “http://apcentral.collegeboard.com/members/article/1,3046,175-186-0-45200,00.html” http://apcentral.collegeboard.com/members/article/1,3046,175-186-0-45200,00.html

Prentice Hall Literature: Gold. Upper Saddle River, NJ: Pearson Education, Inc., 20002.

Sibley, Krysti. “Putting Voice into a Paper.” Writer’s Web: University of Richmond Writing

Center. 2006. HYPERLINK “http://writing2.richmond.edu/writing/wweb/voice.html” http://writing2.richmond.edu/writing/wweb/voice.html

Strunk, William, Jr. and E.B. White. The Elements of Style. New York: Longman, 2000.

Sudol, Ron. “Meditations on the Elements of Style.” College Board. 2006

HYPERLINK “http://apcentral.collegeboard.com/members/article/1,3046,184-0-0-25934,00.html” http://apcentral.collegeboard.com/members/article/1,3046,184-0-0-25934,00.html

Trimmer, Joseph F. The Essentials of MLA Style. New York: Houghton Mifflin, 1996.

Warriner, John E. Holt Handbook: Grammar, Usage, Mechanics, Sentences, Sixth Course. New

York: Holt, Rinehart and Winston, 2003.

Zinsser, William. On Writing Well. New York: Harper Perennial, 1976.