100 10046 120 Sophomore Writing Workshop (ACP/SCP/GEN) 121, 122, 123 130 An Overview 140 One semester 150 10 160 170 4 180 210 211 212 213 214 215 216 220 221 222 223 224 225 226 230 231 232 233 234 235 236 240 241 242 243 244 245 246 250 251 252 253 254 255 256 300 300 What is good writing? 400 400 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 student until it reaches the standards for acceptable quality for final drafts. Topics for each composition will be student-selected. 400 400 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. 400 400 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. 400 400 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. 400 400 500 500 Students in Sophomore Writing Workshop will develop the ability to: 500 500 -- Complete the stages of the writing process, 500 -- Create acceptable quality of final drafts for each writing genre, 500 -- Write all papers in MLA format, 500 -- Write descriptively by appealing to the senses and using elaborate detail, 500 -- Write a narrative using effective sequencing, point of view, and characterization, 500 -- Write an exposition with effective organization and appropriate voice for 500 audience and purpose, 500 -- Write persuasively using effective techniques of argumentation, tone and 500 voice for audience and purpose, 500 -- Write a research paper that demonstrates competency in material 500 selection, paraphrasing, documentation, works cited page writing, thesis 500 writing, direct and indirect quotation integration techniques, 500 -- Write two response to literature compositions that reflect reading 500 comprehension, effective interpretation skills, documentation skills, and 500 the ability to use specific details to support generalities (as CAPT 500 preparation), 500 -- Write creatively using effective figurative language, 500 -- Write a practical/technical piece which demonstrates understanding of 500 formats, audience, and purpose (as time allows), 500 -- Write one free choice which reflects the skills taught in previously studied 500 modes, 500 -- Explore and respond to contemporary fiction/nonfiction, 500 -- Recognize literary conventions and devices, and understand how they 500 convey meaning, 500 -- Reflect on the text to make judgments about its meaning and quality. 500 600 600 All students will: 600 -- Be instructed on the steps of the writing process, 600 -- 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, 600 -- Submit papers in MLA format, 600 -- Take CAPT tests, and learn CAPT test-taking strategies, 600 -- Be assigned to read a minimum of two fictional pieces and two non-fiction pieces, 600 -- Receive written feedback on the quality of their writing. 700 700 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. 700 700 Grades for portfolios will be given each half-quarter (approximately 4 weeks), and will be based on the following criteria: 700 Paper 1 -- 15% 700 Paper 2 -- 15% 700 Paper 3 -- 15% 700 Literature work -- 15% 700 Quality of work in the portfolio -- 30% 700 Homework, Class work, Participation -- 10% 700 700 *NOTE: some papers, such as research and response to literature -- poetry, will count as a double paper (30%) 700 700 The culminating assessment for the class is as follows: 700 700 SOPHOMORE WRITING WORKSHOP 700 Final Examination 700 100 points 700 700 700 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. 700 700 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. 700 700 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: 700 700 • Describe yourself as a writer prior to taking this class. 700 • Describe yourself as a writer now that you have taken this class. 700 • What did you learn in this class? In what ways have you changed as a 700 writer? 700 • What is your best/favorite piece of writing in your portfolio and why? 700 • What is your worst/least favorite piece of writing in your portfolio and 700 why? 700 • What genre/mode of writing do you feel most comfortable with and why? 700 • How would you rate yourself as a writer? Have you improved? In what 700 ways? If you have not improved, why do you think that is so? 700 • What do you believe will be the long-term impact of sophomore writing 700 workshop? How will you approach future writing experiences after 700 taking this course? 700 700 700 Ample evidence from your portfolio should be used as evidence in your essay! 700 700 This examination is worth five percent of your semester grade. 700 700 820 820 Prentice Hall. Writer' s Solution. Platinum Sourcebook. New Jersey: Prentice Hall, 1997. 820 Bud's Research Manual, 6th edition 820 Assorted models for each mode.