Expository+Writing

Other books on writing and teacher/student supplied examples as necessary. "The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || Free Reading Text Reading || read four books one per nine weeks/quarter or a series of articles on writing equal to 700 pages per semester. || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 20 || as per individual students' needs chronicled in the reading journal || chosen novels textbook for text reading journals || one free-reading day every two weeks, discussion text reading journals will be written with the same format as free reading but text reading journals will be written whenever text reading is assigned || Peer and instructor assessment of reading journals as per instructor rubric given at the beginning of the school year. || Selection of topic. b. Locating information. c. Taking notes. d. Writing an outline. e. Developing a paper with sufficient, specific, relevant information. f. Writing a research paper with appropriate documentation, paraphrased information, and work cited page. 1. To write clearly and express ideas effectively. 2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. 3. To be able to employ principles of organization and transition in order to compose unified texts. 4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. 5. To be able to use the strategies mentioned above in her/his own writing. 6. To be able to understand and develop a method for managing the process of writing. 7. To be able to conduct research and to cite sources.  8. To be able use a word processor as an aid for composing and revising a text.  9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. 10. To be able to peer review succinctly with the benefit of the peer in mind 11. To be able to write an essay competently || 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 20 || Vocabulary: MLA style APA style and the vocabulary necessary will be discussed as needed. || Notes and handouts from instructor, on webpage and text || Researching techniques Evaluating sources for timeliness and reliability Note-taking Organizational formatting Choosing appropriate quoted materials for support of opinion Six traits of writing Actual writing of the paper to meet specific requirements. Proofreading. Presenting researched materials with presentation software Use of webpage valentine.myelearning.org Appropriate weblinks to sites useful in writing and formatting document || Actual writing of the paper to meet specific requirements to this course. Proofreading. Rubric graded presentation of research by instructor and peers Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || 2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. 3. To be able to employ principles of organization and transition in order to compose unified texts. 4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. 5. To be able to use the strategies mentioned above in her/his own writing. 6. To be able to understand and develop a method for managing the process of writing. 7. To be able to conduct research and to cite sources. 8. To be able use a word processor as an aid for composing and revising a text. 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. 10. To be able to peer review succinctly with the benefit of the peer in mind 11. To be able to write an essay competently || ** 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.2.2.a: Write in a variety of genres, considering purpose, audience, medium, and available technology. 12.2.2.b: Write considering typical characteristics of the selected genre. 12.2.2.c: Select and apply an organizational structure appropriate to the task. 12.2.2.d: Analyze models and examples of various genres in order to create a similar piece. 12.3.1.a: Communicate ideas and information in a manner appropriate for the purpose and setting. 12.3.1.c: Utilize available media to enhance communication. ** || 6 || Vocabulary: Process log Author's note Graphic organizer Writing Suggestion=WS, Word bridge (aka transitions)=WB, Word choice=WC, Sentence FLuency=SFlu and the vocabulary necessary will be discussed as needed. || Textbook webpage at valentine.mylearning.org teacher created materials Process log examples from previous course work. Graphic organizers supplied from instructor and on document software Author's note examples supplied from instructor-this course requirement continues throughout the year. Professional writers' process logs including but not limited to Edgar Allen Poe, Ray Bradbury and Stephen King. Student supplied examples of professional process logs. DVD: How to Write an Essay || Reading and writing of documents, as well as required graphic organizers, process logs, author's notes to be known as and referred to as GO/PL/AN. Research to find professional writers process logs in printed documents or internet websites. Practice exercises from text including numbered practices, writing suggestions and class discussions. Reading and discussion of student and professional essays in text. || Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN Peer evaluation Grading of peer evaluations Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || 2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. 3. To be able to employ principles of organization and transition in order to compose unified texts. 4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. 5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 6 || Vocabulary: the vocabulary necessary will be discussed as needed. || textbook teacher created conventions worksheets student supplied examples of writing samples || In-class discussion, practices in textbook, student and teacher supplied examples from "real world" magazines, newspapers, websites, television and radio, podcasts etc. use of valentine.myelearning.org for peer and teacher review as well as documents and weblinks and other needed information. || Graded practices in texts, continued grading of errors in student created documents and presentations, teacher and peer evaluations of student created documents. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 10 || Vocabulary: the vocabulary necessary will be discussed as needed. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Textbook <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">webpage at valentine.mylearning.o <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Practice exercises from text including numbered practices, writing suggestions and class discussions. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Reading and discussion of student and professional essays in text. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Peer evaluation <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of peer evaluations <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 12 || Vocabulary: the vocabulary necessary will be discussed as needed. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Textbook <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">webpage at valentine.mylearning.org <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Practice exercises from text including numbered practices, writing suggestions, visual rhetoric and class discussions. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Reading and discussion of student and professional essays in text. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Peer evaluation <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of peer evaluations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 5 || Vocabulary: the vocabulary necessary will be discussed as needed. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Textbook <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">webpage at valentine.mylearning.org <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Practice exercises from text including numbered practices, writing suggestions, visual rhetoric and class discussions. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Reading and discussion of student and professional essays in text. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Peer evaluation <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of peer evaluations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 6 || Vocabulary: the vocabulary necessary will be discussed as needed. || textbook<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">webpage at valentine.mylearning.org <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Practice exercises from text including numbered practices, writing suggestions, visual rhetoric and class discussions. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Reading and discussion of student and professional essays in text. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Peer evaluation <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of peer evaluations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 10 || Vocabulary: the vocabulary necessary will be discussed as needed. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Textbook <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">webpage at valentine.mylearning.org <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Practice exercises from text including numbered practices, writing suggestions, visual rhetoric and class discussions. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Reading and discussion of student and professional essays in text. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Peer evaluation <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of peer evaluations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 10 || Vocabulary: the vocabulary necessary will be discussed as needed. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Textbook <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">webpage at valentine.mylearning.org <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Practice exercises from text including numbered practices, writing suggestions, visual rhetoric and class discussions. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Reading and discussion of student and professional essays in text. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Peer evaluation <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of peer evaluations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 10 || Vocabulary: the vocabulary necessary will be discussed as needed. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Textbook <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">webpage at valentine.mylearning.org <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Practice exercises from text including numbered practices, writing suggestions, visual rhetoric and class discussions. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Reading and discussion of student and professional essays in text. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Peer evaluation <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of peer evaluations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 10 || Vocabulary: the vocabulary necessary will be discussed as needed. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Textbook <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">web page at valentine.mylearning.org <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Practice exercises from text including numbered practices, writing suggestions, visual rhetoric and class discussions. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Reading and discussion of student and professional essays in text. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Peer evaluation <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of peer evaluations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; text-align: start; text-decoration: none; vertical-align: baseline;">12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 13 || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 8pt; text-align: start; text-decoration: none; vertical-align: baseline;">Vocabulary: the vocabulary necessary will be discussed as needed. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Textbook <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">webpage at valentine.mylearning.org <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Practice exercises from text including numbered practices, writing suggestions, visual rhetoric and class discussions. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Reading and discussion of student and professional essays in text. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Peer evaluation <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of peer evaluations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; text-align: start; text-decoration: none; vertical-align: baseline;">12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 10 || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 8pt; text-align: start; text-decoration: none; vertical-align: baseline;">Vocabulary: the vocabulary necessary will be discussed as needed. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Textbook <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">webpage at valentine.mylearning.org <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Practice exercises from text including numbered practices, writing suggestions, visual rhetoric and class discussions. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Reading and discussion of student and professional essays in text. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Peer evaluation <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of peer evaluations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; text-align: start; text-decoration: none; vertical-align: baseline;">12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 10 || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 8pt; text-align: start; text-decoration: none; vertical-align: baseline;">Vocabulary: the vocabulary necessary will be discussed as needed. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Textbook <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">webpage at valentine.mylearning.org <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Practice exercises from text including numbered practices, writing suggestions, visual rhetoric and class discussions. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Reading and discussion of student and professional essays in text. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Peer evaluation <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of peer evaluations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; text-align: start; text-decoration: none; vertical-align: baseline;">12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 10 || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 8pt; text-align: start; text-decoration: none; vertical-align: baseline;">Vocabulary: the vocabulary necessary will be discussed as needed. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Textbook <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">webpage at valentine.mylearning.org <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Practice exercises from text including numbered practices, writing suggestions, visual rhetoric and class discussions. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Reading and discussion of student and professional essays in text. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Peer evaluation <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of peer evaluations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; text-align: start; text-decoration: none; vertical-align: baseline;">12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 10 || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 8pt; text-align: start; text-decoration: none; vertical-align: baseline;">Vocabulary: the vocabulary necessary will be discussed as needed. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Textbook <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">webpage at valentine.mylearning.org <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials DVDs used but not limited to: //Capote//, //Finding Neverland, Freedom Writiers, Miss Potter, Becoming Jane, Finding Forrester, Shadowlands, The Hours, My Brilliant Career// //DVD for poetry writing: The Poetry Lounge and the Power of Performance// || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Practice exercises from text including numbered practices, writing suggestions, visual rhetoric and class discussions. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Reading and discussion of student and professional essays in text. Essay on comparison of movies about authors' lives to actual research || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of exercises, participation in class discussion, writing of documents and GO/PL/AN <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Peer evaluation <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Grading of peer evaluations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 12px; text-align: start; text-decoration: none; vertical-align: baseline;">Multiple drafts ranging from 3 to 7 (depending on the semester in which the essay or research document was written.) || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">2. To demonstrate an adequate knowledge of spelling, punctuation, grammar, and other conventions skills etc. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">3. To be able to employ principles of organization and transition in order to compose unified texts. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">4. To be able to analyze the strategies of the writing of others in regard to audience, thesis, purpose, tone, methods of support and organizing paragraphs, rhetorical strategies, logical strategies, underlying assumptions as well as other appropriate strategies of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">5. To be able to use the strategies mentioned above in her/his own writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">6. To be able to understand and develop a method for managing the process of writing. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">7. To be able to conduct research and to cite sources. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 8. To be able use a word processor as an aid for composing and revising a text. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;"> 9. To be able to read, analyze, discuss and write effectively concerning the writing of others including but not limited to professional and other writers in published and non-published formats. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">10. To be able to peer review succinctly with the benefit of the peer in mind <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">11. To be able to write an essay competently || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || as needed || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 8pt; text-align: start; text-decoration: none; vertical-align: baseline;">Vocabulary: the vocabulary necessary will be discussed as needed. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Textbook <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">webpage at valentine.mylearning.org <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 10.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">teacher created materials || Used for comparisons, examples and reviews || Not graded, resource only ||
 * Teachers****:** Knispel This course is dual credit: Expository writing meets the requirement for seniors as an English credit and is also available for college credit from MidPlains Community College, North Platte as Freshman Composition 1010. Due to heavy computer use and possibility that students do not have computers available outside the school day, much of in-class time is devoted to student work time.
 * Textbook:**Bauman, M. Garrett. //Ideas and Details: A Guide to College Writing,// 7th Edition, Wadsworth/Cengage 2010.
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * 1 || 1
 * 2 || Research papers:Chapter 15 Research written with Christopher Otero || A. Usage of research techniques in the library twice per year demonstrating knowledge and competence in using the following skills:
 * 3 || Chapter 1: The Honest Writer || 1. To write clearly and express ideas effectively.
 * 4 || Chapter 17 Conventions || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 5 || Chapter 2 Two-Part Secret of Good Writing:Ideas and Details || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 6 || Chapter 3: Getting Ideas: Brain teasers || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 7 || Chapter 4: Paragraphs || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 8 || Chapter 5: Order from Chaos: Thesis and outline || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 9 || Chapter 6: The Draft || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 10 || Chapter 7:Revising drafts || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 11 || Chapter 8: Writing with Style || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 12 || Chapter 9:Putting It All Together || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 13 || Chapter 10: Description || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 14 || Chapter 11: Narration || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 15 || Chapter 12: Informative Writing || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 16 || Chapter 13: Persuasive Writing || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 17 || Chapter 14: The Literacy Review || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.
 * 18 || Chapter 16: A Collection of Student Essays || <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14pt; text-align: start; text-decoration: none; vertical-align: baseline;">1. To write clearly and express ideas effectively.