EnglishStudentPortraits


 * Portrait of an English 12 Student**

Common Core Standards: Writing Standards-- http://www.corestandards.org/the-standards/english-language-arts-standards

Text Types and Purposes (Students will create effective task-based writing--informative, argumentative, narrative--demonstrating appropriate purpose and audience)
 * Informative (CCS:WS #2, #4)
 * Effective resume //that demonstrates appropriate task, purpose and audience////﻿//
 * Business Letter //that demonstrates appropriate task, purpose and audience//
 * Argumentative (CCS:WS #1)
 * (2-3 pages) essay //that demonstrates appropriate task, purpose and audience//
 * Narrative (CCS:WS #3)
 * (X-X pages) essay //that demonstrates appropriate task, purpose and audience//

Production and Distribution of Writing Process
 * Focus on clear and coherent writing with task, purpose and audience appropriate development, organization and style (CCS:WS #4)
 * Effective use of writing process for specified purpose and audience (CCS:WS #5) during writing assignments
 * Use Technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information (CCS:WS #6)--no clear objective set yet [we need to discuss HOW we are going to do this]

Research to Build and Present Knowledge
 * Researched Writing //that demonstrates attention to task, purpose and audience//
 * Formative (CCS:WS#7, #8): more than one small project--at least one self-generated question
 * using advanced searches effectively (UDlibsearch)
 * narrow or broaden inquiry
 * synthesize multiple sources on a subject
 * assess the strengths and limitations of each source in terms of task, purpose and audience
 * integrate information into the text selectively to maintain the flow of ideas
 * avoid plagiarism and overreliance on any one source
 * follow a standard format for citation
 * Summative (CCS:WS #9??): 5-7 page research paper //that demonstrates appropriate task, purpose and audience//
 * APA format
 * 5 sources-multiple authoritative print and digital sources
 * Uses UdLibSearch
 * (CCS:WS #9): Draw Evidence from literary or informational texts to support analysis, reflection and research.
 * Apply grades 11-12 Reading standards to literature
 * Apply grades 11-12 Reading standards to literary nonfiction

Range of Writing (CCS:WS #10)
 * Write continuously for 25 minutes --standard essay from cold prompt
 * Incorporate defined writing for a range of purposes, tasks and audiences at least 3 class periods a week
 * **Vary** tasks, purposes and //audiences// of writing assignments

Reading
 * Read a grade-level appropriate text (independently) and demonstrate level 1 and level 2 comprehension skills
 * Read continuously for 15 minutes with demonstrated comprehension

Portrait of an English 11 Students

Text Types and Purposes (Students will create effective task-based writing--informative, argumentative, narrative--demonstrating appropriate purpose and audience)
 * Informative (CCS:WS #2, #4)
 * Author Study Research Project (three to four pages) //that demonstrates appropriate task, purpose and audience////﻿//
 * Author Study Connection (one page) //that demonstrates appropriate task, purpose and audience//
 * Argumentative (CCS:WS #1)
 * Business letter (one page) //that demonstrates appropriate task, purpose and audience//
 * Narrative (CCS:WS #3)
 * Voice-based narrative (two pages) essay //that demonstrates appropriate task, purpose and audience//

Research to Build and Present Knowledge Informative -
 * Researched Writing //that demonstrates attention to task, purpose and audience//
 * Formative (CCS:WS#7, #8): more than one small project--at least one self-generated question
 * using advanced searches effectively (UDlibsearch)
 * narrow or broaden inquiry
 * synthesize multiple sources on a subject
 * assess the strengths and limitations of each source in terms of task, purpose and audience
 * integrate information into the text selectively to maintain the flow of ideas
 * avoid plagiarism and overreliance on any one source
 * follow a standard format for citation
 * Summative (CCS:RS#4, #6): 3-4 page research paper //that demonstrates appropriate task, purpose and audience//
 * American Speaker Project (Clinton, Reagan, JFK, MLK, FDR, etc.)
 * APA format
 * 5 sources-multiple authoritative print and digital sources
 * Uses UdLibSearch
 * (CCS:WS #9): Draw Evidence from literary or informational texts to support analysis, reflection and research.
 * Apply grades 11-12 Reading standards to literature
 * Apply grades 11-12 Reading standards to literary nonfiction

1. Research paper/Author Study. 3 - 4 pages﻿ in APA. Five sources, three different "types" of sources: One "print" - i.e., a physical source from MHS library catelogue; one UD LIB search, one "google". Dictionaries and encyclopedias do not count as a source type. There will be a "balancing" assignment for when students do not have to present their author. The balancing presentation assignment is going to be independent reading.

We will not have enough authors, and so we will need to create an author list containing authors within movements - example, Realists/naturalists - students could to Dreiser.

2. End of the year piece on HOW "your" author fits into American lit. Short paper of one page or so.

Submitted to turnitin.com

Argumentative - Persuasive business letter - one page.

Narrative - Voice -based narrative essay (end of semester)

Range of Writing (CCS:WS #10)
 * Write continuously for 25 minutes --standard essay from cold prompt
 * Incorporate defined writing for a range of purposes, tasks and audiences at least 3 class periods a week
 * **Vary** tasks, purposes and //audiences// of writing assignments

Research Paper - 3 - 4 pages or research portfolio, student must generate own question, question must be related to America Portrait of an English 10 Student Portrait of an English 9 Student