Curriculum Portfolio

Course Description

  This course helps prepare students for academic writing. Students participate in writing conferences, peer review, and other activities to help enhance their writing processes and products.

Course Emphasis

• Timed Writing - 35%
• Drafted Writing - 35%
• Grammar - 10%
• Listening - 10%
• Reading - 10%

Course Books and Materials

• AA Writing Packet (Purchase determined by teacher; Printed by BYU; available online)
  

Course Learning Outcomes

1. Writes level-appropriate* drafted and timed text.
   1. Writes in all major time frames.
   2. Writes multiple paragraph length text.
   3. Writes introductory paragraphs for multi-paragraph compositions.
   4. Writes thesis sentences with a clear controlling idea.
   5. Writes effective topic sentences for paragraphs.
   6. Writes logically organized paragraphs.
   7. Writes effective concluding sentences in paragraphs.
   8. Writes using transitions within and between paragraphs.
   9. Ends multi-paragraph compositions with an appropriate conclusion.
2. Responds in writing to spoken and written texts.
   1. Summarizes main ideas of texts.
   2. Summarizes major detail or key arguments in texts.
   3. Connects ideas and details among different texts.
      
3. Effectively implements appropriate writing strategies.
   1. Uses pre-writing to structure texts.
   2. Reads and rereads their own texts to identify and correct errors. 
   3. Responds to teacher, tutor, and peer feedback.
4. Incorporates a variety of high frequency general and academic vocabulary in writing.
   1. Spells high frequency general vocabulary correctly.

*Level-appropriate text type information is found on the Level Descriptors page.

Assessments and Learning Experiences

Grammar

1. Peer Review. Students give and receive feedback from a peer.


2. Timed Writing. Students write under time constraints.


3. Writing Conferences. Students meet with their teacher to discuss their essay.

Listening and Reading

1. Integrated Writing. Students respond to written or oral texts in writing.

Writing

1. Drafted Essays. Students revise their writing and respond to feedback.


2. Fluency Writing. Students write to promote fluency.


3. Typing practice. Students build typing skills through practice. 


4. WOOP Writing. Wish Outcome Obstacle Plan (WOOP) is a goal-setting method that uses Mental Contrasting with Implementation Intention (MCII). Writing teachers guide students to make several language learning goals throughout the semester while practicing fluency, brainstorming, main idea identification, and summarizing skills. 

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