Freshmen Writing Program Xavier High School<\/p>\n
First Quarter IntensiveEnglish Department<\/p>\n
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<\/p>\n
To teach proper paragraph and essay structure<\/p>\n
To provide students with the basics of grammar, usage and mechanics necessary for high school writing<\/p>\n
To teach helpful outlining procedures for planning writing<\/p>\n
To provide students with skills necessary to avoid common errors in writing<\/p>\n
To teach students how to self-correct in writing<\/p>\n
To introduce MLA Style for citations and provide information on proper documentation in writing<\/p>\n
To provide useful tips on style in writing<\/p>\n
To establish a foundation for the development of voice in writing<\/p>\n
Schedule:<\/p>\n
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.<\/p>\n
Topics to Cover:<\/p>\n
Sentences: sentence structure, sentence combining, sentence errors, writing clear sentences (Holt 426)<\/p>\n
Paragraph structure: provide information on powerful paragraph writing including unity in paragraphs, strong topic sentences, and effective and appropriate detail<\/p>\n
Grammar and Usage \u2013 Parts of speech (Holt 2), agreement (subject-verb) (Holt 104), using pronouns correctly (Holt 104), common errors in usage and mechanics (Holt 260, 426) <\/p>\n
Types of Writing: distinguish among the following types of writing: expository, persuasive, descriptive, and narrative<\/p>\n
Expository writing: gives information about or an explanation of difficult material. Expository writing deals with \u201cfacts, ideas, beliefs\u201d; it \u201cexplains, analyzes, defines, compares, illustrates.\u201d \u201cIts movement is signaled by connectives like therefore, however, and so, besides, but, not only, more important, in fact, for example\u201d (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.<\/p>\n
Suggested examples of expository writing:<\/p>\n
\u201cDeep Desires That Transcend Time\u201d \u2013 Alyssa Ensminger (from the Roane State Community College Writing Lab, winning essay for literary analysis)<\/p>\n
HYPERLINK “http:\/\/www.rscc.cc.tn.us\/owl&writingcenter\/OWL\/Deep.html” http:\/\/www.rscc.cc.tn.us\/owl&writingcenter\/OWL\/Deep.html<\/p>\n
Persuasive writing: \u201cwriting that seeks to alter how readers think or believe\u201d (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.<\/p>\n
Suggested examples of persuasive writing:<\/p>\n
\u201cA Celebration of Grandfathers\u201d \u2013 Rudolfo A. Anaya (Prentice 662)<\/p>\n
This piece demonstrates elements of narrative, reflective and persuasive writing.<\/p>\n
\u201cOn Summer\u201d \u2013 Lorraine Hansberry (Prentice 656)<\/p>\n
Descriptive writing: provides detail on visual perceptions. <\/p>\n
Suggested examples of descriptive writing:<\/p>\n
\u201cThe Death of the Moth\u201d \u2013 Virginia Woolf<\/p>\n
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<\/p>\n
\u201cSingle Room, Earth View\u201d \u2013 Sally Ride (Prentice 636)<\/p>\n
Narrative writing: tells a sequence of events often to reveal the writer\u2019s own personality or suggest meaningful conclusions about life. Narrative writing is most often characterized by first person point of view.<\/p>\n
Suggested examples of narrative writing:<\/p>\n
\u201cSalvation\u201d \u2013 Langston Hughes <\/p>\n
HYPERLINK “http:\/\/www.courses.vcu.edu\/ENG200-dwc\/hughes.htm” http:\/\/www.courses.vcu.edu\/ENG200-dwc\/hughes.htm <\/p>\n
\u201cGo Carolina\u201d \u2013 David Sedaris<\/p>\n
HYPERLINK “http:\/\/www.twbookmark.com\/books\/49\/0316777722\/chapter_excerpt10135.html” http:\/\/www.twbookmark.com\/books\/49\/0316777722\/chapter_excerpt10135.html <\/p>\n
\u201cThe Chase\u201d \u2013 Annie Dillard (in 40 Model Essays)<\/p>\n
Reflective writing: \u201cshares the writer\u2019s inner thoughts and feelings\u201d (Prentice 631)<\/p>\n
Suggested writing samples:<\/p>\n
\u201cA Celebration of Grandfathers\u201d \u2013 Rudolfo A. Anaya (Prentice 662)<\/p>\n
This piece demonstrates elements of narrative, reflective and persuasive writing.<\/p>\n
Additional Writing Samples:<\/p>\n
\u201cThe Stone Horse\u201d \u2013 Barry Lopez (in One Hundred Great Essays)<\/p>\n
This essay provides an excellent example of writing that shifts from exposition and description to narrative and finally to argument.<\/p>\n
Five Paragraph Essay Structure and Planning \u2013 Students are introduced to the structure of the essay:<\/p>\n
Introduction \u2013 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.<\/p>\n
Body Paragraphs \u2013 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.<\/p>\n
Conclusion \u2013 students learn how to write a strong conclusion that is not repetitive and that makes insightful comments and conclusions regarding his thesis.<\/p>\n
Planning \u2013 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.<\/p>\n
MLA Format \u2013 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.<\/p>\n
Tips On Style \u2013 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.<\/p>\n
Developing Voice \u2013 Students are introduced to various pieces of writing in which the writer\u2019s 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\u2019s Web. HYPERLINK “http:\/\/writing2.richmond.edu\/writing\/wweb\/voice.html” http:\/\/writing2.richmond.edu\/writing\/wweb\/voice.html<\/p>\n
Suggested pieces to illustrate voice:<\/p>\n
\u201cGo Deep to the Sewer\u201d \u2013 Bill Cosby (Prentice 368)<\/p>\n
\u201cfrom Tuesdays with Morrie\u201d \u2013 Mitch Albom (Prentice 951)<\/p>\n
Editing, Proofreading, Peer Editing \u2013 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.<\/p>\n
Peer editing can be a useful tool in examining student writing. A helpful guide is located on the Writer\u2019s Web. HYPERLINK “http:\/\/writing2.richmond.edu\/writing\/wweb\/peeredit.html” http:\/\/writing2.richmond.edu\/writing\/wweb\/peeredit.html<\/p>\n
Additional Suggestions and Materials<\/p>\n
Conferences \u2013 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.<\/p>\n
Recitations \u2013 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.<\/p>\n
College Board Website: Pre-AP Section, English \u2013 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.<\/p>\n
Powerpoint: Editing Your Paper \u2013 Avoiding Common Errors \u2013 located on the shared user drive<\/p>\n
Recommended Texts and Works Cited<\/p>\n
Aaron, Jane E. 40 Model Essays: A Portable Anthology. New York: Bedford St. Martin\u2019s, 2005.<\/p>\n
Dawson, Melanie. \u201cPeer Editing Guide.\u201d Writer\u2019s Web: University of Richmond Writing Center. <\/p>\n
2006. HYPERLINK “http:\/\/writing2.richmond.edu\/writing\/wweb\/peeredit.html” http:\/\/writing2.richmond.edu\/writing\/wweb\/peeredit.html<\/p>\n
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, Sixth Edition. New York: MLA, <\/p>\n
2003.<\/p>\n
Hacker, Diana. A Pocket Style Manual, Fourth Edition. New York: Bedford \/ St. Martin\u2019s, 2004.<\/p>\n
Horn, Lorri. \u201cSignificance, Consequence, or Reason: Creating Meaningful Thesis Statements.\u201d <\/p>\n
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<\/p>\n
Hudley, Janice. \u201cConferences with Student Writers.\u201d College Board. 2006 <\/p>\n
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<\/p>\n
Kane, Thomas S. The New Oxford Guide to Writing. Oxford: Oxford University Press, 1988.<\/p>\n
Lunsford, Andrea, John J. Ruszkieqicz and Keith Walters eds. Everything\u2019s an Argument with <\/p>\n
Readings. New York: Bedford St. Martin\u2019s, 2004.<\/p>\n
Morse, Ogden. \u201cSOAPSTone: A Strategy for Reading and Writing.\u201d College Board. 2006 <\/p>\n
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<\/p>\n
Prentice Hall Literature: Gold. Upper Saddle River, NJ: Pearson Education, Inc., 20002.<\/p>\n
Sibley, Krysti. \u201cPutting Voice into a Paper.\u201d Writer\u2019s Web: University of Richmond Writing <\/p>\n
Center. 2006. HYPERLINK “http:\/\/writing2.richmond.edu\/writing\/wweb\/voice.html” http:\/\/writing2.richmond.edu\/writing\/wweb\/voice.html<\/p>\n
Strunk, William, Jr. and E.B. White. The Elements of Style. New York: Longman, 2000.<\/p>\n
Sudol, Ron. \u201cMeditations on the Elements of Style.\u201d College Board. 2006 <\/p>\n
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<\/p>\n
Trimmer, Joseph F. The Essentials of MLA Style. New York: Houghton Mifflin, 1996.<\/p>\n
Warriner, John E. Holt Handbook: Grammar, Usage, Mechanics, Sentences, Sixth Course. New <\/p>\n
York: Holt, Rinehart and Winston, 2003.<\/p>\n
Zinsser, William. On Writing Well. New York: Harper Perennial, 1976.<\/p>\n","protected":false},"excerpt":{"rendered":"
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