Expository Reading and Writing for Seniors

Welcome to the Class of 2020

The goal of the Expository Reading and Writing Course is to prepare college-bound seniors for the literacy demands of higher education. Through a sequence of rigorous instructional modules, students in this yearlong, rhetoric-based course develop advanced proficiencies in expository, analytical, and argumentative reading and writing. Students will be expected to increase their awareness of the rhetorical strategies employed by authors, and to apply those strategies in their own writing. They will read closely to examine the relationship between an author’s argument or theme and his or her audience and purpose, to analyze the impact of structural and rhetorical strategies, and to examine the social, political, and philosophical assumptions that underlie the text. By the end of the course, students will be expected to use this process independently when reading unfamiliar texts and writing in response to them. Course texts include contemporary essays, newspaper and magazine articles, editorials, reports, biographies, memos, assorted public documents, and other non-fiction texts. The course materials also include modules on two full-length works (one play and one work of nonfiction). Written assessments and holistic scoring guides conclude each unit.

Course Goals and/or Major Student Outcomes

• To enable students to analyze, interpret, and apply the rhetorical strategies of a variety of expository and literary texts
• To foster students’ ability to create and support written arguments based on readings, research, and personal experience        
• To increase students’ repertoire of cognitive and metacognitive strategies for approaching various academic reading and writing tasks
• To promote independent academic literacy practices in college-bound students, including the ability to use reading and writing processes recursively and reflectively
• To provide a conceptual and disciplinary focus for a wide variety of issues and problems that converge in written discourse
• To prepare students to meet the standards of the CSU English Placement Test and the California English-language arts content standards

Course Objectives

Students will:

• Analyze the features and rhetorical devices of different types of texts and the way in which authors use those features and devices.                
• Analyze the way in which clarity of meaning is affected by patterns of organization, hierarchical structures, repetition of main ideas, syntax, and word choice in the text.
• Analyze an author’s implicit and explicit political and/or philosophical assumptions and beliefs about a subject or topic.                 
• Identify and assess the impact of ambiguities and complexities within the text.
• Demonstrate an understanding of elements of discourse (e.g., purpose, speaker, audience, form) when completing reading and writing assignments.
• Make warranted and reasonable assertions about the author’s arguments and themes by using elements of the text to defend and clarify interpretations.
• Critique the validity of arguments in texts; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., logos, pathos and ethos).
• Develop academic/analytical essays that are focused on a central idea, developed with information learned from assigned texts, well-organized in an appropriate and effective pattern that structures ideas in sustained and persuasive way, and free from grammatical and mechanical errors.
• Revise what they have drafted, rethinking their focus, point of view, organization, logic, and structure; improve sentence variety and style, and enhance sophistication of meaning and tone in ways that are consistent with purpose, audience, and genre.
• Edit their work for clarity; for standard written English grammar, usage, and mechanics; for diction and for an appropriate level of formality to demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage.                
• Meet all relevant California English-language arts content standards for twelfth grade.

Course Outline

The instructional modules include multiple text pieces on a topic, often representing different genres. Course texts include contemporary essays, newspaper and magazine articles, editorials, reports, biographies, memos, assorted public documents, and other non-fiction texts. Modules include instruction in critical reading, analysis of rhetorical strategies, vocabulary, research methods, documentation conventions, and analytical writing based on information learned from and in response to the assigned texts.

Key Learning Activities

Examples of activities we will regularly practice include the following:

• Quick writes to access prior knowledge
• Surveys of textual features
• Predictions about content and context
• Vocabulary previews and self-assessments
• Reciprocal reading and teaching activities, including summarizing, questioning,         predicting, and clarifying
• Responding orally and in writing to critical thinking questions
• Annotating and re-reading texts
• Highlighting textual features
• Analyzing stylistic choices
• Mapping text structure
• Analyzing logical, emotional, and ethical appeals
• Peer response activities

Instructional Methods and/or Strategies

Reading Rhetorically:

• All texts will be introduced by a sequence of research-based pre-reading and vocabulary strategies.
• All texts will be analyzed using analytical strategies such as annotating, outlining/charting text structure, and questioning.
• All texts will be examined and discussed using relevant critical/analytical elements such as intended audience, possible author bias, and rhetorical effectiveness.
• Students will work individually, in pairs and small groups, and as a whole class on analytical tasks.
• Students will present aspects of their critical reading and thinking orally as well as in writing.

Connecting Reading to Writing:

• Students will write summaries, rhetorical précis, and responses to critical         questions.
• Students will compare their summaries/rhetorical précis, outlines, and written responses in small groups in order to discuss the differences between (a) general and specific ideas; (b) main and subordinate points; subjective vs. objective summarizing techniques.
• Students will engage in note-taking activities, such as composing one-sentence summaries of paragraphs/passages, charting a text’s main points, and developing outlines for essays in response to writing prompts.
• Students will complete compare/contrast and synthesis activities increasing their capacity to make inferences and draw warranted conclusions, such as creating comparison matrixes of readings, examining significant points within texts, and analyzing significant textual features within thematically related material.

Writing:

• Students will write 1000-1500 word analytical essays based on prompts that require establishing and developing a thesis/argument in response to the prompt and providing evidence to support that thesis by synthesizing and interpreting the ideas presented in texts. Some modules will require essays of greater length.         

• Students will complete timed in-class writings (650-750 words) based on         prompts related to an author’s assertion(s), theme(s), purpose(s), and/or a text’s rhetorical features.
• Students will be familiar with Google Drive and how to use it to enhance my own writing process participate in a digital writer's workshop, reading and commenting on team members' writing, sharing and making adjustments to peer feedback.
• Students will participate in the class blog, writing for an authentic audience with ideas that are clear, authentic and merit discussion.  This means taking part in the ongoing conversation and exchange in the world of ideas.
• Students will maintain a portfolio showcasing a broad selection of their writing to analyze and assess their own growth and learning, and to present as a culminating assessment of their work.

In addition:

Independent Reading/Sustained Silent Reading

As college students, you must develop stamina and persistence as readers; the current California State Standards specify that seniors read 2 million words outside of the classroom per year—for a reader of average speed—that is 40 minutes a day, 5 days a week. So, you have 40 minutes of independent reading homework per night that you must conduct on the honor system. I will do my best to convince you of the value of that time spent reading, and then I hope you will pursue it.

To support this important work, students will participate in Sustained Silent Reading on Mondays. You must find a book to read. It should be challenging, appropriate for school and organized around a particular theme, author or genre. You are required to independently complete four books this year; Hamlet and Into the Wild, the two works that we will read together, do not count toward your goal of four.

Grades:

Evaluation in this class is based on the 3P Grading System. This may be different from what you’ve been accustomed to in your career as a student. While the traditional method of grading uses the point-percentage scoring of individual assignments, which is then added up to determine an overall score, the 3P Grading System evaluates your participation, progress and performance over a given period of time. This is a holistic approach to you as a learner rather than evaluating you as the sum of many small performances. Our goal is for you to take part in the evaluation process, setting academic goals for yourself and reflecting on your learning. This is YOUR education. Let’s work to make it purposeful.

These are the three areas of focus in evaluating you as a student:

A Real World Grading Scale

        "A" means “Above and beyond”

        "B" means “Basically fine”

        "C" means “Could've done better”

        "D" means “Didn't try”

        "F" means “Forget about it!”

        (If we had an "E" it would mean "Excuses, excuses!")

The Five Classroom Rules:

Do not irk your English teacher.

Be prepared.

Be polite.

Be punctual.

Follow all school rules.

FIRST RULE – Please do not irk your English teacher. (TIP: If you follow Rules Two, Three, Four and Five, you shouldn’t run afoul of Rule One.)         

RULE TWO – Be Prepared. This means have your materials ready, your work done, book open to the right page…be alert and take care of business.

RULE THREE – Be Polite. Learn to speak inside the classroom utilizing academic register; treat me and treat one another with compassion and respect; in whole class discussions where I am acting as a facilitator, please raise your hand to speak; please avoid interrupting me when I am teaching. Please keep side conversations to a minimum. We are a collaborative classroom; talking should stay on topic. When I call for attention, please cooperate. Use the bathroom pass privilege responsibly. Please keep the classroom clean; return what you borrow; apologize if you hurt someone; keep the peace. Help me to create an atmosphere that is positive and productive.

RULE FOUR – Be Punctual. Be in class and ready to go when the bell rings. Turn your work in on time.

RULE FIVE – Follow all school rules. Be familiar with the Mayfair Discipline Matrix. Perhaps we should read it closely and critique it. I enforce dress code and tardy sweep, and ask that cell phones be silenced and set aside during class time unless I say otherwise; please no food or sticky drinks that will attract bugs, mice or other undesirable creatures. Drinking water is always OK.

The law is a living document, open to interpretation by judges. I am the judge in my classroom, and I am free to interpret my rules as I see fit.

Just a Few Don’ts:

• Don’t pack up and stand by the door before the bell rings.
• Don’t walk around the classroom while I am talking to the class.        
• Don’t start the class by fundraising. Sell your wares during the last few minutes of class, if those minutes are available.
• Don’t break the food and drink rules.
• Don’t give away your integrity for a grade: don’t lie or cheat.
• If it’s late, it’s late: don’t explain.
• Don’t do your other teachers’ homework during my class.

Consequences for Infractions: As you can see, the classes are full, so I need your help in keeping things under control. Also, there are students who are on a waiting list to add this class to their schedule, so after ONE warning, I assign standards and call your folks. Any infraction after the parent phone call will result in a conference with your parents, your counselor and me to discuss your behavior, maturity, and college readiness. I reserve the right, during any active conflict, to ask you to get your parents on the phone for me. You call, talk to your parent, and pass the phone to me.

Late Work: On major assignments, I can work with a short (1-2 days) grace period on due dates. But once you’ve turned in work late a few times, even on small daily assignments, and it appears clear that you are taking advantage of a flexible policy designed to be used only in an emergency, I stop accepting late work of any kind from you.  Late work creates EXTRA work for me.  This is unacceptable.

Academic Dishonesty/Plagiarism: Cheating, including in the form of plagiarism, is NOT tolerated in this class. Not only is it immoral to use another’s work as your own, it is illegal. Plagiarism includes, but is not limited to, the copying of homework assignments and the submission of essays or other work downloaded from the Internet, in part, or in whole; verbatim, or paraphrased, without proper citation.

Should you be caught plagiarizing in my class:

• you will NOT receive credit for the assignment
• it will be documented on your file
• it could result in a suspension from school per administrative policy

Do not plagiarize. As a school, we are now using Turnitin.com. All typed papers must be submitted to Turnitin before being turned in to the teacher.

PLEASE DON’T FORGET:

This class is a graduation requirement; you must pass English in order to participate in Senior Week activities, and walk with your class in graduation ceremonies. Stay on top of things.

JUST A SHORT ASIDE…

I buy supplies for use in the classroom, and these “extra” supplies that we regularly use are always welcome as a goodwill donation:

• Kleenex and/or paper towels
• yellow highlighters
• ballpoint stick pens, Bic and Papermate: black, blue and red
• white printer paper
• toner for the printer -- this is a biggie!
• scotch tape
• colored printer paper (pastel and light colors are best)
• post-it notes--all sizes
• index cards--white, small and medium sized, lined or unlined OK

An Overview of the Year

Over the course of the year, we will be working through the following modules:

• Note: These modules and their assignments are tentative and they are subject to change at any point throughout the year. We reserve the right to add, take away, and change as we see fit.

Ready to Launch

Students will experience multiple examples of graduation and commencement speeches, explore the conventions, expectations, and possibilities of the genre, and write their own commencement address for their senior class.

On-demand: Commencement Address: 650-750 words

Process: Revised Address: 750-1000 words

What’s Next After High School?

Students will be asked to use reading, writing, and research to identify their post high school goals, evaluate their readiness for such plans, and then effectively represent themselves to the community they wish to join.

Process: Personal Statement: 750-1000 words

Juvenile Justice

Students will examine the policy surrounding juvenile sentencing and formulate their own stance on the issue of juvenile justice.

Process: Open Letter (Opinion Piece): 750-1000 words

On Leaving/On Staying Behind

Students will read poetry by Diana Garcia and learn to negotiate different perspectives when considering and evaluating an urgent issue.

Creative Project: Call for Manuscript + an answer to that call

Hamlet

Students will evaluate humanity through the characters and plot structure of The Tragedy of Hamlet, Prince of Denmark by William Shakespeare.

        Process: Analytical Essay: 650-850 words

        Creative Piece: Original Soliloquy: 300-450 words

Language Gender and Culture

Students will be interrogating gender norms and the ways social pressures enforce those norms, considering how the norms of behavior are enforced through language and social interaction and analyzing the ways they may have been silenced or witnessed others being silenced.

Process: Speech/Letter/PSA: 850-1000 words

Into the Wild

Students will read Jon Krakauer’s nonfiction piece Into the Wild and evaluate the choices and decisions Chris McCandless--a young, idealistic college graduate--made, and the consequences of those choices.

        On-demand: Argument Essay: 650-750 words

        Creative Piece: Two One-Pagers

Evidence of Life: The Final Push

Students will reflect on their growth this year as a reader, writer, thinker, and overall human being. They will draw on their own curiosity and focus on their creative mindset.

Process: Reflection essay

Project: Commencement video

Along with these modules and a few skills-based mini-modules, we’ll have several routine activities meant to build your writing, reading, and thinking skills. These include but are not limited to: Genius Hour, Habits of Mind, blogging, and SSR.

PLEASE SIGN AND RETURN BY _______________________

I have reviewed the syllabus for Expository Reading and Writing with my student; we have discussed it, and we both understand it and agree to comply with its requirements.

_______________________________________                        __________________

Parent Signature                                                        Date

_______________________________________                        __________________

Student Signature                                                        Date

Circle YES if this is true, and give me your email address.

YES! You may contact me to discuss my son or daughter using email. My email address:

___________________________________

Parents and Students! Please read and initial the following statements:

_____ _____        We have read and understand that 200-Minutes of Independent Reading per

Week is a bonafide homework assignment, but one that is on the honor system.

_____ _____        We understand that outside of the 2-Day Grace Period for writing

assignments, late assignments will not be accepted.

_____ _____        We understand the consequences for breaking the established rules.

_____ _____        We believe that the classroom rules are reasonable and that we will be able

to uphold them.

What we envision readily for each student at home: a working computer, printer and internet connection; a place to work that is removed from the hectic activity of daily life, with a table, and a good light; a real dictionary; less TV, less chat, less IM, fewer txt msgs, less Instagram, Snapchat and Facebook, less gaming, more sleep, less drama, more peace, more exercise, more nature, more water, more fruits and vegetables…a comfortable chair, a good light, and a book that rocks the world.

(One last word: donations are always welcome to make our class comfortable, clean, and smelling fresh! Feel free to send in some boxes of tissue and/or any other materials you feel would benefit our classroom throughout the year. We’ll use ‘em! Thanks in advance!)