Curriculum Portfolio

Course Description

This course helps prepare students for research-based 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%
• Listening - 15%
• Reading - 15%

Course Books and Materials

• Academic Essays (ELC Textbook)

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. Write introductory paragraphs for multi-paragraph compositions.
   4. Writes thesis sentences with clear controlling idea.
   5. Writes effective topic sentences for paragraphs.
   6. Writes logically organized paragraphs.
   7. Adequately supports ideas with facts, examples, and reasons.
   8. Writes effective concluding sentences in paragraphs.
   9. Uses a variety of cohesive devices.
   10. Ends multi-paragraph compositions with an appropriate conclusion.
       
   11. Adapts language to fit the audience, material, context, time constraints.
       
2. Synthesizes information from written and spoken texts.
   1. Summarizes main ideas of texts.
   2. Summarizes major details or key arguments in texts.
   3. Connects ideas and details among different texts.
   4. Synthesizes information from sources as support for original ideas.
   5. Paraphrases sources without plagiarizing.
   6. Cites sources using appropriate in-text formatting methods.
3. Effectively implements appropriate writing strategies.
   1. Uses pre-writing to structure texts.
   2. Reads and rereads their texts to identify and correct errors. 
   3. Responds to teacher, tutor, and peer feedback.
4. Incorporates a variety of high frequency academic vocabulary in writing.

*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. 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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