CURRICULUM MAP: 10037.map

English III (ACP/SCP/GEN) 131, 132, 133
Research and Research Writing

TIME FRAME:
GRADE: 11
CONTACT:

         MAP LEVEL: 4

23.1 LANGUAGE ARTS - READING AND RESPONDING --- 23.1.1.9.4 --- 23.1.2.9.2 --- 23.1.2.9.3 --- 23.1.2.9.6 --- 23.1.3.9.5 --- 23.1.4.9.1
23.2 LANGUAGE ARTS - EXPLORE AND RESPOND TO LITER --- 23.2.1.9.3 --- 23.2.2.9.1 --- 23.2.2.9.2 --- 23.2.3.9.2 --- 23.2.3.9.3
23.3 LANGUAGE ARTS - COMMUNICATING WITH OTHERS --- 23.3.2.9.1 --- 23.3.2.9.2 --- 23.3.2.9.3 --- 23.3.2.9.4 --- 23.3.2.9.5 --- 23.3.2.9.6
23.4 LANGUAGE ARTS - ENGLISH LANG CONVENTIONS --- 23.4.2.9.1 --- 23.4.2.9.2 --- 23.4.3.9.1 --- 23.4.3.9.2 --- 23.4.3.9.3
04.2 LRIT - COMPUTER TECHNOLOGY --- 04.2.4.9.2 --- 04.2.5.9.2 --- 04.2.5.9.3 --- 04.2.5.9.8 --- 04.2.6.9.1 --- 04.2.6.9.2




What are the necessary steps to prepare and write a researched paper?
What makes a researched paper effective?
How are researched materials effectively integrated into a literary analytical paper?




English 3 focuses on critical interpretation and analysis, emphasizes academic/expository writing, and investigates career aptitudes and options.

Literature study emphasizes analysis of complex elements, such as symbolism, style, tone, structure, and theme. Students are encouraged to examine, discuss, research, and write about the relevance of selected literary works to past and present American society. Life-long reading is encouraged through self-selected literary projects.

Writing instruction focuses on the effective use of the essay form as applicable to tests and other types of critical response to literature. The use and integration of literary criticism will be introduced. Writing experiences include teacher- and self-directed journal entries, essay test questions, persuasive arguments, critical/thematic essays, and a researched paper.








Students in Junior English will develop the ability to:
-- Evaluate sources for credibility and validity,
-- Record appropriate information from texts in note form,
-- Gather appropriate information for a works cited page,
-- Generate a works cited page that complies with the MLA format,
-- Paraphrase and summarize from text,
-- Understand the concept of plagiarism and its consequences,
-- Organize information to structure the final product,
-- Use appropriate format for citations,
-- Recognize and use appropriate types of resources for the task,
-- Demonstrate facility with a variety of source materials, including print, non-print, internet, and computer resources,
-- Sort and classify information,
-- Discern between fact and fiction,
-- Judge the quality of sources,
-- Demonstrate appropriate use of technology to accomplish tasks, including appropriate use of the Internet,
-- Use a variety of information evaluation and assessment strategies,
-- Choose appropriate format for presentation of the final product.




All students (as needed) will:
-- Be given guidelines for selecting resources,
-- Be assisted in utilizing technology effectively,
-- Be taught the difference between correct paraphrasing, incorrect paraphrasing, and plagiarism,
-- Be provided with a copy of the Academic Integrity policy and explained the consequences of the violations of it,
-- Be provided with suggested strategies for effective note taking,
-- Be given models and formulas for a works cited page in MLA format,
-- Be shown models of parenthetical documentation in MLA format,
-- Be instructed on effective organizations for materials in a final product,
-- Complete all the steps of the writing process.





Research will be evaluated both on completion of process and final product (with a heavier weight given to the final product). The final paper/product will be evaluated for completion, MLA format, effective use of resources, proper citation format, proper works cited format, effective organization strategy, diction, grammatical correctness, and fluency.









Bud's Research Manual, 5th edition




The research unit may be broken down into several class assignments. It may be used to create both an oral and/or a written product. The research unit may also be used to foster an effective debate unit. As upperclassman, teachers may expect a higher level of student independence during the research process.