ERWC

1. ERWC Teacher Certification Training

2. Expectations of university faculty

3. College Readiness More than 60 percent of the nearly 40,000 first-time freshmen admitted to the CSU require remedial education in English, mathematics or both. These 25,000 freshmen all have taken the required college preparatory curriculum and earned at least a B grade point average in high school. The cost in time and money to these students and to the state is substantial. Moreover, these students are confused by seemingly having done the right things in high school only to find out after admission to the CSU that they need further preparation. CSU EAP Website

4. College Readiness What do students need to know in order to be more prepared for college-level work?

5. College Readiness Taking a Closer Look

6. Activity… Review the college syllabi at your tables and respond to the following questions: • How are college course syllabi different from your high school’s course syllabi/green sheets? • What do students need to know about college course expectations based on these syllabi? • How can you prepare students to be ready to meet those course expectations?

7. What did you learn? How will you apply it? Whole Group Sharing

8. Activity… Using the Freshman College Readers at your table, respond to the following questions: • What are the literacy goals of these texts? • What are the major differences between high school and college texts? • What ways of thinking do these texts encourage and require? • What are the underlying assumptions about reading and writing suggested by these texts?

9. According to College Professors, students should… • Individually review the California College Faculty Expectation packet • With your table group, discuss your responses to the following questions: • What surprised you? • What have you done or what could you do to prepare high school students to meet these college level expectations and skills?

10. Read the High School vs. Academic Reading and Writing sheet • As you read, consider the following: • What does it claim? Do you agree or disagree? Why? • Discuss your responses with your group In a Nutshell

11. College Readiness Individual Reflection • Given the level of College Readiness and Academic Literacy skills required for a post-secondary education, are all students at your school being consistently prepared for success? • What would a curriculum designed to address students’ academic deficiencies look like? • What would you, as an educator, need to successfully teach such a curriculum?

12. The Expository Reading and Writing Course (ERWC) was designed to improve the readiness of high school students for English competency in college, whether in the CSU, UC, or the California Community College (CCC) systems, and employs a research based effective practices approach for teaching both reading and writing.

13. Magnetic Statements • Circulate around the room and read the statements posted on the wall. • Return to the one that draws you to it. • Discuss what attracted you to this statement with others in your group. • Share your groups’ thoughts about the statement. Activity…

14. Key principles & theoretical background Principles of an Effective ERWC Course

15. The integration of interactive reading and writing processes; • A rhetorical approach to texts that fosters critical thinking; • Materials and themes that engage student interest and provide a foundation for principled debate and argument; • Classroom activities designed to model and foster successful practices of fluent readers and writers; • Research-based methodologies with a consistent relationship between theory and practice; Principles of an Effective ERWC Course

16. Built-in flexibility to allow teachers to respond to varied students’ needs and instructional contexts; and • Alignment with English-Language Arts Content Standards and the recently added California Common Core Content Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Principles of an Effective ERWC Course (cont.d)

17. Use the CCCSS Assignment Template and the Academic Literacy handout to answer the following questions at your tables: • How do the California Common Core State Standards reflect College Readiness requirements? • How does the revised Assignment Template (2012) reflect the California Common Core State Standards? Be prepared to provide specific evidence and examples. Activity…

18. Examining ERWC Rationale & Theoretical Support Read “Rhetorical Reading and Rhetorical Writing Theoretical Foundations” (pg. xxi – xxvi) in the Semester One binder and complete the activity below: • Identify and record three of the most compelling statements justifying the teaching of the ERWC curriculum on Post-It paper. • Be ready to read and defend your choices. Activity…

19. “The process of reading is not just the interpretation of a text, but the interpretation of another person’s worldview as presented by a text.” — Doug Brent Overview of rhetoric

20. Rhetorical Writing Aristotle defines RHETORIC as discovering (and using) the available means of persuasion in a given situation. Today we use the term to refer to all the techniques a writer or speaker might use to influence readers or listeners and modify their understanding of a subject.

21. Rhetorical Reading and Writing The RHETORICAL WRITER asks: Who am I as the constructed writer? Who is my audience? What am I writing about (content)? What is my purpose? The RHETORICAL READER asks: Who is speaking (who is the author)? To whom (audience)? About what (content)? To what end (purpose)?

22. Rhetorical Reading ETHOS: Who is the author? How is the author qualified to write on this subject? How does the author make himself or herself seem credible to the intended audience? (Is the author credible to me?)

23. Rhetorical Reading PATHOS: What is the relationship between the writer and the audience? Who is the intended audience? (Am I part of that group?) How does the author hook the intended reader? (e.g. humor, emotion, logic) How does the author keep the reader reading? How am I responding to these appeals? Why? (How does this writer’s worldview accord with mine?)

24. Rhetorical Reading LOGOS: What is the content and purpose? What questions does the text address? Why are they significant questions? What community cares about them? How does the author support his or her position with reasons and evidence?

25. Rhetorical Reading and Writing A Key Question to Ask: What CONVERSATION is this text joining? Human utterances—spoken or written— are always within a context of what has gone before and what will come afterwards.

26. Rhetorical Reading and Writing “Imagine you enter a parlor. You come in late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally’s assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress.” Kenneth Burke, from Reading Rhetorically 3rd Edition, p. 7 At your tables discuss the following: In what ways does Burke’s parlor metaphor fit your experience? Consider a community that you belong to where you feel that you can quickly catch the drift of an in-progress oral conversation (e.g. other triathlon athletes, other English teachers, etc.). What are some “hot topics” of conversation in these communities? What might exclude someone from these conversations? Now let’s reverse the situation. Have you ever listened to a conversation in which you were a baffled outsider rather than an insider? Describe that experience and what you did in order to get inside that ongoing conversation.

27. Activity 2 -- Student Application Rhetorical Reading and Writing

28. Rhetorical Reading and Writing Essentially, students need to know that rhetoric is all around us in conversation, in movies, in advertisements and books, in body language, and in art. We employ rhetoric whether we’re conscious of it or not, but becoming conscious of how rhetoric works can transform speaking, reading, and writing, making us more successful and able communicators and more discerning audiences. The very ordinariness of rhetoric is the single most important tool for teachers to use to help students understand its dynamics and practice them. WRAP UP

29. ERWC Course structure Overview

32. Semester One • Fast Food: Who’s to Blame? • Going for the Look • Rhetoric of the Op-Ed Page: Ethos, Pathos, and Logos • The Value of Life • Racial Profiling • Juvenile Justice • The Last Meow • Into the Wild Semester Two • Bring a Text You Like to Class • Language, Gender, and Culture • Left Hand of Darkness • The Politics of Food • Justice: Childhood Love Lessons • Bullying at School: Research Project ERWC Year-long Course

33. 12 modules • Two full-length works • Revised Assignment Template • Resources for English learners, formative assessment, transfer, engagement, and gradual release of responsibility • Revised course objectives and description-New UC template for course approval-Choice of modules (hopefully) • Renewed Program Status approval from UC Second Edition – Spring 2013

34. Retiring Adding 1984 Race, Gender, and Nerds College Statement (title TBD) Brave New World (possibly) • Going for the Look • The Last Meow • Left Hand of Darkness • Politics of Food • Justice: Childhood Love Lessons Second Edition – Spring 2013

35. Primary curriculum for the full year in grade 12 • 12 modules including two full-length works • Minimum of 10 modules • Students engage in key activities across Reading Rhetorically, Connecting Reading to Writing, and Writing Rhetorically • Key Principles guide instructional choices What counts as full implementation?

36. Grade 9 • Hip Hop Goes Global: Is Hip Hop Simply Music or Something More? • The Undercover Parent • Extreme Sports—What’s the Deal? • Threatening Stereotypes Grade 10 • In Pursuit of Unhappiness • River Rights: Whose Water Is It? • Leopard Man • Age of Responsibility Underclassmen Modules

37. Juniors • Firing Up or Flaming Out? (tentative title) • Island Civilization • To Clone or Not to Clone • Violence in the Media Underclassmen Modules (cont.d)

38. Fast Food: Who’s to Blame? Sampling an ERWC Module

39. Goal: Assist readers in setting a purpose and plan for reading, anticipate what the text will discuss, and establish a framework for understanding the text when reading begins. • Getting ready to read • Exploring key concepts • Surveying the text • Making predictions and asking questions • Understanding key vocabulary Prereading

40. Cause-and-Effect Diagram • At your table, brainstorm words that describe french fries. • List the words on your poster paper • How does fast food relate/impact obesity? • Connect the words from the french fries description to the phrases describing the relationship between fast food and obesity. Write a paragraph explaining the connections identified. Introducing Key Concepts

41. Quickwrite Write for 5 minutes on this topic: Who’s at fault for America’s growing weight problem? Getting ready to read

42. Access the Fast Food: Who’s to Blame? Prereading Activity handout: • Left side – Barboza and Brownlee articles • Right side – Zincenko, Weintraub, Letters to the Editor • Introducing Key Vocabulary – Semantic Maps using the words/phrases “Fast Food,” “Portions,” and “Obesity” respectively. (Each phrase will be duplicated) Activity…

43. Staying with your assigned text, read through the questions in Activity Two and answer the following questions: • According to the questions in this activity, how does the title of an article prepare you for reading? • How does the title of an article help you to identify the article’s purpose? • What else should students consider when surveying the text? Surveying the Text

44. Create and demonstrate a strategy, or strategies, that you would use to assist students in managing the information contained in Activity 3. Making Predictions & Asking Questions

45. Semantic Maps Words/Phrases: Fast Food; Portions; Obesity Review the directions for creating a Semantic Map on page 6 of the Teacher Version. Using the categories provided, create posters for your assigned word/phrase, then answer the following: • What potential problems can you identify with this activity? • How would you scaffold this activity? • What optional categories might you provide students? Introducing Key Vocabulary

46. Insert parking lot for additional question

47. Reading rhetorically An Overview

48. Combines the following activities: • First reading • Rereading • Considering the structure • Annotating the Text Descriptive Outlining

49. Using frame sentences to scaffold the Descriptive Outlining process. • The purpose of this section is to ________. • This section says ________. Crafting “Does” & “Says” statements

50. Exploring Your Responses to a Text • Before/After Reflections • The Believing and Doubting Game • Interviewing the Author Questioning a Text