CURRICULUM MAP: 10046.map
Sophomore Writing Workshop (ACP/SCP/GEN) 121, 122, 123
An Overview
TIME FRAME: One semester
GRADE: 10
CONTACT:
MAP LEVEL: 4
What is good writing?
Sophomore English (Sophomore Writing Workshop) is an extensive study of the art and techniques of writing. Students are expected to demonstrate effective independent work habits, and a high level of initiative in classroom activities and self-directed study. Utilizing a workshop model, students are required to complete 10 writing assignments. These experiences include the introduction, analysis, modeling and drafting of the following modes: description, narration, exposition, persuasion, research, response to literature (short fiction), creative writing, response to literature (poetry), practical/technical (as time allows), CAPT writing, and a free choice. Increasingly complex writing techniques and styles will be introduced, discussed, and emulated. Every student will be encouraged to focus on the cultivation of individual voice. Each piece of writing must go through the writing process (prewriting, drafting, conferencing, editing, and publishing) and will be revised by the stude
Individual and group grammar lessons will augment writing instruction. Writing Labs and Language Labs are available for additional interactive grammar exercises. Vocabulary (useful in the specific mode of writing) will be introduced, practiced, and assessed under the teacher's discretion.
In addition, each student will read at least four texts (up to six for ACP) during the semester, two core selections, and two to four self-selections, as a continuation of literature study. Teacher-directed activities provide students with the opportunity to practice basic literary analysis, critical interpretive skills, and review fundamental concepts and terminology.
A culminating assessment will be given during the examination period which will reinforce the fundamentals of the writing process and allow students to demonstrate their polished composition skills.
Students in Sophomore Writing Workshop will develop the ability to:
-- Complete the stages of the writing process,
-- Create acceptable quality of final drafts for each writing genre,
-- Write all papers in MLA format,
-- Write descriptively by appealing to the senses and using elaborate detail,
-- Write a narrative using effective sequencing, point of view, and characterization,
-- Write an exposition with effective organization and appropriate voice for
audience and purpose,
-- Write persuasively using effective techniques of argumentation, tone and
voice for audience and purpose,
-- Write a research paper that demonstrates competency in material
selection, paraphrasing, documentation, works cited page writing, thesis
writing, direct and indirect quotation integration techniques,
-- Write two response to literature compositions that reflect reading
comprehension, effective interpretation skills, documentation skills, and
the ability to use specific details to support generalities (as CAPT
preparation),
-- Write creatively using effective figurative language,
-- Write a practical/technical piece which demonstrates understanding of
formats, audience, and purpose (as time allows),
-- Write one free choice which reflects the skills taught in previously studied
modes,
-- Explore and respond to contemporary fiction/nonfiction,
-- Recognize literary conventions and devices, and understand how they
convey meaning,
-- Reflect on the text to make judgments about its meaning and quality.
All students will:
-- Be instructed on the steps of the writing process,
-- Be presented the essential components of each mode, and then write a paper in each of the following types of modes which encompass these components: description, narration, persuasion, response to literature short story, research, creative writing, response to literature poetry, exposition,
-- Submit papers in MLA format,
-- Take CAPT tests, and learn CAPT test-taking strategies,
-- Be assigned to read a minimum of two fictional pieces and two non-fiction pieces,
-- Receive written feedback on the quality of their writing.
Assessment of student performance will include a portfolio of self-selected topics in assigned modes, student-teacher conferencing, journal responses, written responses to assigned readings, student- and teacher-generated questioning and discussion, quizzes, and written feedback on the quality of final drafts according to each mode's criteria.
Grades for portfolios will be given each half-quarter (approximately 4 weeks), and will be based on the following criteria:
Paper 1 -- 15%
Paper 2 -- 15%
Paper 3 -- 15%
Literature work -- 15%
Quality of work in the portfolio -- 30%
Homework, Class work, Participation -- 10%
*NOTE: some papers, such as research and response to literature -- poetry, will count as a double paper (30%)
The culminating assessment for the class is as follows:
SOPHOMORE WRITING WORKSHOP
Final Examination
100 points
During the exam channel, which is approximately two hours long, you will complete a rough and a final draft of a five-paragraph, reflective essay about your experience in sophomore writing workshop this semester.
You will be given back your portfolio and a copy of this exam for pre-writing purposes. If you choose, you may prepare notes or an outline ahead of time, but you must write the two drafts of the essay entirely within the exam channel. The final draft must exhibit sufficient evidence of the editing process.
At your teacher’s discretion, you will be asked to reflect upon some of the following questions, but you should be prepared to answer any of them:
• Describe yourself as a writer prior to taking this class.
• Describe yourself as a writer now that you have taken this class.
• What did you learn in this class? In what ways have you changed as a
writer?
• What is your best/favorite piece of writing in your portfolio and why?
• What is your worst/least favorite piece of writing in your portfolio and
why?
• What genre/mode of writing do you feel most comfortable with and why?
• How would you rate yourself as a writer? Have you improved? In what
ways? If you have not improved, why do you think that is so?
• What do you believe will be the long-term impact of sophomore writing
workshop? How will you approach future writing experiences after
taking this course?
Ample evidence from your portfolio should be used as evidence in your essay!
This examination is worth five percent of your semester grade.
Prentice Hall. Writer' s Solution. Platinum Sourcebook. New Jersey: Prentice Hall, 1997.
Bud's Research Manual, 6th edition
Assorted models for each mode.