Internal+University+Course

= Welcome to the WRITING ACROSS THE CURRICULUM homepage. =

= SYLLABUS =



COMMON CORE STANDARDS IN WRITING AND LITERACY:



 * English/Language Arts Grades 9-12: Pages 45-47**


 * History/Social Science/Science/Technology Grades 9-12: Pages 63-66**

**I. __Types and Purposes of Writing__: Students should be able to recognize each mode in what they read and use each mode when appropriate.**

 * (Note that much good writing blends these various modes. They are not to be considered as "separate" kinds of essays.)**


 * A. __Informative/explanatory__: Examines and conveys complex ideas and information clearly and accurately through effective selection, organization, and analysis of content.**
 * B. __Argumentative:__ Supports claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.**
 * C. __Narrative__: Develops real or imagined experiences or events using effective technique, well-chosen details, and well-structured sequences of events.**

**II. __Range and Extent of Writing__: Students should write routinely for a range of tasks, purposes, and audiences.**

 * A. Short time frames and products (a single sitting or 1-2 days) used often**
 * B. Extended time frames (several days to several weeks) used less frequently for more complex assignments**

**II. __Production and Distribution of Writing:__ Students should be able to complete various writing assignments from start to finish within reasonable time limits.**

 * A. Determine how the development, organization, and style are appropriate to the task, purpose, and audience; execute the writing assignment accordingly.**
 * B. Develop and strengthen writing as needed by planning, revising, editing, and rewriting.**
 * C. Use technology to produce and publish writing and to interact and collaborate with others.**

**III. __Research as Tool for Building and Presenting Knowledge__: Students should develop skills in using the internet, Google sites and docs, Wikispaces, and/or other web platforms.**

 * A. Conduct short and lengthy research projects based on focused questions, demonstrating an understanding of the subject.**
 * B. Gather relevant information from multiple sources, evaluate the reliability of sources, and integrate information from various sources, avoiding plagiarism.**
 * C. Draw evidence from texts to support analysis, reflection, and research.**



Read Ch. 4 for Wed, 7/3: Writing to Communicate

 * Supplemental reading for Ch. 2: //New York Times// essay, "Visible Men"**

http://www.nytimes.com/2013/06/16/books/review/creative-writing-in-a-massachusetts-prison.html?ref=books&_r=0


 * Supplemental reading for Ch. 4: "Making It Matter Through the Power of Inquiry," Wilhelm & Smith (handout)**
 * PLEASE READ FOR MONDAY, JULY 8.**

= WEEK 1: WRITING FROM READING - JOURNAL WRITING & ARTICLE RESPONSES =

Access the Templates at our Online Literacy Center here:

 * []**


 * Short Daily Writing**
 * 3 x 3**
 * Letters to the Living, Dead, or Inanimate**
 * Note Webs**
 * Double-Sided or Double-Entry Journals**
 * Cornell Note-Taking System**
 * Basic Article Response Template**
 * Text Connections Template**
 * Question Stems Template**
 * Student of the World Template**

** ARTICLES FOR PRACTICE: **

 * []**


 * http://www.thedailybeast.com/newsweek/2013/05/22/why-suicide-has-become-and-epidemic-and-what-we-can-do-to-help.html**


 * http://www.thedailybeast.com/newsweek/2013/05/29/the-many-cases-for-getting-married-young.html**



**To create a purposeful rubric, be sure to consider the following:**

 * 1. What skills are being assessed? They should match the skills that were taught and modeled.**


 * 2. Will the assignment be worth points or just be given a completion grade?**


 * 3. Will you fill out the rubric/response, or will other students, or will the writer? or some combination?**

TYPES OF ASSESSMENTS

 * 1. Traditional Grid Rubrics**


 * 2. Point Breakdown Rubrics**


 * 3. Scales or Continuums**


 * 4. Open-ended Comments/Reflections (self, peer, teacher)**



= WEEK 2: WRITING TO COMMUNICATE SESSION 1 -- ANALYTICAL WRITING =

H. Cause-Effect
Cruise ship http://hutchinson-page.wikispaces.com/Photo+5

Don Draper

Stereotypes

Symphony http://www.english-online.at/music/orchestra/orchestra.htm

Graphic organizer website http://www.graphic.org/goindex.html

The Eagle Tutorial

Accidents http://kidshealth.org/teen/safety/driving/post_crash.html#

Storm scenes

= WEEK 3: THE BIG ONES -- ARGUMENTATION & RESEARCHED WRITING =



SITES FOR EXPLORING PROVOCATIVE TOPICS:

 * New York Times "Room for Debate" column:**

http://www.nytimes.com/roomfordebate


 * Dist. 214 Library Resources site, Opposing Viewpoints (password: research214):**

http://www.d214.org/district_library/214_library_resources_copy.aspx


 * TED Talks:**

http://www.ted.com/talks

HANDOUTS FOR WEEK 3






= WEEK 4: CREATIVE WRITING - TO LEARN, EXPLORE, AND COMMUNICATE =

Mining YouTube for Models:[[image:poetry-man.jpg width="362" height="272" align="right"]]

 * Schoolhouse Rock: Verbs**

http://www.youtube.com/watch?v=US8mGU1MzYw&list=PLC8B9E347A97DBF59


 * England's Drama 4 Learning Initiative**

http://www.youtube.com/watch?v=y0uDH5rYX3E


 * Kids' Crazy Math Skit**

http://www.youtube.com/watch?v=vT83qy1VTDo