100 10034
120 English I (ACP/SCP/GEN) 111, 112, 113
130 Writing
140 
150 9
160 
170 4
180 
210 23.1 Language Arts - Reading and Responding
211 2.9.1
212 3.9.4
213 3.9.5
214 4.9.1
215 4.9.2
216 
220 23.2 Language Arts - Explore and Respond to Liter
221 2.9.1
222 2.9.2
223 3.9.2
224 3.9.3
225 4.9.4
226 
230 23.3 Language Arts - Communicating with Others
231 1.9.3
232 1.9.4
233 2.9.1
234 2.9.2
235 2.9.3
236 2.9.6
240 23.4 Language Arts - English Lang Conventions
241 2.9.1
242 2.9.2
243 3.9.1
244 3.9.2
245 3.9.3
246 
250 04.2 LRIT - Computer Technology
251 3.0.4
252 3.5.1
253 3.5.4
254 3.9.3
255 
256 
300 
300 What makes writing effective?
300 How are ideas clearly communicated?
400 
400 Freshman English is concerned with the fundamental understanding and appreciation of literature, the improvement of oral and written expression, and the development of effective reading, research, vocabulary, critical viewing skills, listening skills, and study skills.
400 
400 Writing instruction focuses upon the process of writing as a function of purpose, genre, and audience.  Writing experiences may include directed journal entries, paragraph-length (or longer) responses to questions based upon assigned readings, personal narratives, descriptions of personas and places, arguments, book reports, creative writing, and letters.  Class instruction in sentence and paragraph construction, mechanics and usage, and vocabulary and spelling is given as students' needs become apparent.  Reading instruction and class-directed discussion assist student comprehension of high-interest novels, short stories, plays, poetry, and assorted nonfiction.  Speaking experiences may include speeches, presentations and/or debates.  Emphasis is placed on cultivating appropriate classroom behaviors, organizational and study skills, and generally making the transition from middle school to high school.
400 
400 Course topics include works by selected American and world authors, current affairs as reported in newspapers and news magazines, and language arts skills on an as-needed basis.
500 
500 Students in Freshman English will develop the ability to:
500 -- Choose and employ an appropriate structure for written responses to test questions,
500 -- Develop a written response that is appropriate for the purpose,
500 -- Demonstrate appropriate use of the conventions and mechanics of the English language, including grammatical constructions and spelling,
500 -- Use an appropriate level of language and choose words appropriately for the purpose of the writing,
500 -- Write in a variety of genres,
500 -- Adjust voice to audience and purpose,
500 -- Demonstrate appropriate use of the writing process,
500 -- Use an appropriate structure for genre and purpose,
500 -- Complete the steps of the writing process -- prewriting, drafting, conferencing, and editing,
500 -- Write papers in MLA format.
500 
600 
600 All students will:
600 -- Be instructed in the writing process,
600 -- Be taught a variety of organizational strategies for writing,
600 -- Write in a variety of genres,
600 -- Write a minimum of total papers (General 2, SCP 3, ACP 4) following the complete writing process,
600 -- Complete a minimum of total pages of written material (General 9, SCP 12, ACP 15), excluding tests and journals, by the end of the semester,
600 -- Receive instruction of the appropriate use of conventions and mechanics of the English language, including grammar and spelling,
600 -- Be given instructions about various formats for various purposes and audiences.
600 
700 
700 Assessment of student writing will include such forms as journal responses, criterion-referenced essays and examinations, compositions, and creative writing.  Students completing the writing process will conference with the teacher to determine the necessary steps for completion and correctness.
700 
700 Papers will be evaluated for the following components (dependent upon the nature of the written assignment):  fluency, diction, coherence, evidence of process, mechanics, organization, M.L.A. format, support/development of ideas.
700 
700 Rubrics for grading will be used at the teacher's discretion.  The option of a rewrite for some papers will also be determined by teacher preference.
840 
840 Unfinished writing may be used as an instructional step for other units, such as speeches, debates, class presentations, and discussions.  Unfinished writing will be graded under different standards as finished writing.
840 
840 English Department Grading Rubric Guide*
840 
840 An “A” Paper Contains:
840 •Rich content – original ideas, clear thesis with excellent detail and evidence
840 •Stylistic finesse – clear and interesting opening and closing, artful transitions between paragraphs
840 •Varied sentence structure, precise diction and tone
840 •Careful organization and development of ideas
840 •Mastery of grammar and mechanics
840 •Memorable ideas which leave the reader satisfied and eager to reread
840 
840 A “B” Paper Contains:
840 •Substantial information
840 •Specific ideas logically ordered, well-developed, and unified around a clear organized principle
840 •Interesting and connected opening and closing paragraphs
840 •Few grammatical and mechanical errors
840 •Transitions between paragraphs that are mostly smooth
840 •Varied sentence structure
840 •Diction which is more concise and precise than a “C” paper
840 •Pleasurable reading with few distractions
840 
840 A “C” Paper Contains:
840 •Competent but thin and predictable information with vague generalities
840 •Adequate organization and development
840 •Superficial and perfunctory opening and closing paragraphs
840 •Bumpy transitions between paragraphs
840 •Monotonous and choppy sentences
840 •Imprecise diction and unintentional repetitions and redundancies
840 •Some mechanical and grammatical errors
840 •Ideas lacking in originality, imagination
840 
840 A “D” Paper Contains:
840 •Rudimentary treatment and development of subject
840 •Unclear and ineffective organization
840 •Awkward and ambiguous sentences
840 •Many serious grammatical and mechanical errors
840 •An overall impression of haste – not a revised and corrected piece of writing
840 
840 An “F” Paper contains:
840 •A superficial treatment of the subject and/or literal misinterpretations
840 •Ideas lacking in organization
840 •Unclear and puzzling diction
840 •Frequent mechanical and grammatical errors
840 •Ideas, organization, and style of a low level.
840 
840 * Based on Robert Bain’s, “Reading Student Papers,” College Composition and 
840 Communication 25 (Oct. 1974), 307309.
840