Writing Syllabus Using Write Source text

Writing Curriculum/Course Outline

Daily and weekly course elements: reinforcement of focus lesson key words in daily note taking, daily “on-demand” writing journal, weekly vocabulary instruction, and quizzes.

WS = Write Source text

Week 1 Writing Diagnostic/PreTests
Course Introduction
Textbook Sign Out

Introducing the “Tools of the Trade”
Key Writing Terms WS p. 598-99
Writing Techniques WS p. 600-01
Introduction to Six Traits WS p. 39-54
Improving Vocabulary WS p. 501-12

Vocabulary War/other Vocabulary enrichment [this week or next]
[Teachers may alternate between Vocab War, Scrabble, other vocabulary building activities]

Week 2 Begin daily journal writing this week
Basic Elements of Writing Unit Begins WS p. 533-580
Using Words Effectively WS p. 533-548
Responding to Writing Prompts WS p. 193-99
WS p. 247-252

Activities: Hide the Adjective, Going Bohemian

Week 3 Understanding Sentence Style WS p. 549-560

Activities: “The 120-Word Sentence”(Going Bohemian, Lawrence Baines). Instructor will provide examples of sentences from literature such as William Faulkner’s A Rose for Emily. Students will analyze examples and then have the opportunity to create their own complex sentences.

Week 4 Writing Effective Paragraphs WS p. 561-579

Activities: Narrative paragraph WS p. 90-91
Expository paragraph WS p. 146-147

[1] Teacher will provide stimuli to illustrate sensory perception (drawing on research by writer Diana Ackerman, A Natural History of the Senses). Students will be asked to write descriptions rich in sensory detail.
[2] “The Moody House: A Perspective Lesson for Developing Description”—Lesson will provide an opportunity for students to experiment with description as a technique to create mood and establish perspective. The lesson will enhance students’ command of voice. (Source material – Going Bohemian, Anthony Kunkel; The Art of Fiction, John Gardner)
[3] Synesthesia Lesson on Descriptive Writing. (Activities for an Interactive Classroom, Jeffrey Golub).
[4] Describe a Place Lesson. (Activities for an Interactive Classroom, Jeffrey Golub).


Week 5 Proofreading Unit Begins WS p. 605-763
Marking Punctuation WS p. 605-647


Week 6 Checking Mechanics WS p. 648-671

Week 7 Understanding Idioms WS p. 672-77
Choosing the Right Word WS p. 678-79
Parts of Speech WS p. 700-37

Week 8 Understanding Sentences WS p. 738-63
Using Transitions WS p. 592-93

Activities: Rapid Transitions – Writing “game” that helps students learn how to identify and use transitions. (Going Bohemian, Anthony Kunkel).


Week 9 Developing Voice WS p. 278-279

Activities: [1] Developing Voice and Tone, “Voices from Beyond the Grave” (Activities for an Interactive Classroom, Jeffrey Golub). Teacher provides examples to illustrate how writers establish voice and tone. Students will imagine what they would say to comment on their “past life.”
[2] “Same Facts, Different Audience” (Going Bohemian, Lawrence Baines). Students will learn how presentation of content, style, voice, and tone affect audience and purpose.


Week 10 Descriptive Writing Assignment
Using Graphic Organizers WS p. 588-91
The Writer’s Process WS p. 1-72
Activities: [1] ‘Teacher Spy” (Going Bohemian, Lawrence Baines). Students will keep an observation journal on selected teacher to prepare for this assignment. The teacher will provide prompts to help students focus observations. The final character sketch will be rich in description but will not use the teacher’s real name. Students will be required to write positive descriptions ONLY. This assignment can include instruction on taking notes, conducting interviews, incorporating source material into the final essay, etc. [2] Visit to computer lab with instruction on working with Microsoft Word.

Week 11 Persuasive Writing
Responding to the Persuasive Prompt WS p. 247-253
Writing a Position Essay WS p. 201-206
Note: The “Save Hillhouse” essays provides excellent opportunity to instruct on the importance of close reading skills and attention to detail.
Activities: [1] Using a graphic organizer to plan or pre-write
[2] Writing a persuasive paragraph (Letters to the principal, the school board, the editor regarding school or community issues can be written).

Week 12 Persuasive Writing Continued – The Position Essay
Writing a Position Essay WS p. 207-246
Activities: [1] Students will be asked to write a persuasive essay that states and defends a position.
A. Listing Controversies and Issues, WS p. 208
B. “Why” Chart Graphic Organizer, WS p. 209



Week 13 Persuasive Writing
Drafting, revising essays WS p. 207-246
Activities:
[1] Revising for Ideas, Write Source pp. 218-219
[2] Revising for Organization, Write Source pp. 220-221
[3] Revising for Voice, Write Source pp. 222-223
[4] Revising for Word Choice, Write Source pp. 224-225
[5] Revising for Sentence Fluency, Write Source pp. 226-227
[6] Allow students to present opposing viewpoints during classroom and provide time for discussion.
[7] Students may wish to submit position essays to local print media for publication. This option can be a great extra credit or enrichment opportunity.

For example, Caleb Fisher wrote the following essay to complete the Position Essay Assignment:
http://www.wakulla.com/Wakulla_County_School_System/Wakulla_High_School/Spotlight_On:__Caleb_Fisher,_WHS_9th_Grader,_Writes_about_Advantages_of_Fossil_Fuels_200612142310/

Week 14 Expository Writing—Comparison Essay WS p. 145-184
Activities:
[1] Pre-writing strategy WS p. 146, 153
[2] Supporting with details WS p. 155
1. Select the points of comparison
2. Arrange your details
[3] Using contrasts in the essay WS p. 165
[4] Use the model to write thesis statement WS p. 156
[5] Complete thesis statement exercise WS p. 164
[6] Prepare sentence outline WS p. 156
[7] Switch sentence outlines for peer feedback

Week 15 Comparison essay continued
[8] Draft essay WS p. 158-162
[9] Peer revision exercise WS p. 166
[10] Middle part organization WS p. 167
[11] Revising for Voice WS p. 168-169
[12] Several options for further revision activity:
a. Revising for Word Choice
i. Review word choice
ii. Complete and discuss exercises pp. 170-171
iii. Homework: Read your essay aloud and underline words that are used too often. Find synonyms or rewrite sentences to avoid repetition.
b. Revising for Sentence Fluency
i. Review sentence fluency
ii. Discuss compound sentences and complex sentences
iii. Complete and discuss exercises pp. 172-173
iv. Use the revising checklist on p. 174
c. Edit for conventions
i. Review conventions
ii. Complete and discuss exercise p. 176
iii. Use the editing checklist on p. 178






Week 16 Expository Writing—Explaining a Process WS p. 185-192
Students will have the opportunity to write a “how-to” essay on something they know how to do or make. This assignment allows students to write a process essay based on personal experience and expertise. Students are also asked to do a presentation in addition to the essay. They have made videos on how to clean a fish, how to throw a softball, how to build a hunting blind, etc. Other students have done demonstrations on golf putting, speed skating, guitar playing, etc.

Optional – If students opt to write about cooking a family recipe I have allowed students to share a recipe they have actually prepared with their classmates.


Follow the writing process WS p. 7-72
Process essay as personal narrative WS p. 89-143

Activities: Instructor should design a writing schedule with frequent checkpoints to keep students on track. Plan to conference individually with students while class works independently on writing assignment. By the end of week, each student should have had a personal writing conference with the instructor.

Week 17 Process Essay Presentations WS p. 393-404
Instruct students on oral presentation guidelines
Note: It is a good idea to have students construct a written presentation plan. This plan can be completed for a grade.

Once preparations are complete, this week should be devoted to presentations.

Week 18 Final Exam Review WS p. 598-601
WS p. 605-793

Final Exams!