12 th Grade Expository Reading and Writing Course

1. 12th Grade Expository Reading and Writing Course

2. An LAUSD Senior High School English Proficiency The Early Assessment Program (EAP) is a collaborative effort among the State Board of Education (SBE), the California Department of Education (CDE) and the California State University (CSU). The program was established to provide opportunities for students to measure their readiness for college-level English and mathematics in their junior year of high school, and to facilitate opportunities for them to improve their skills during their senior year.

3. What is Academic Literacy? The inseparable skills of critical reading, writing, listening and thinking depend upon students’ ability to postpone judgment and tolerate ambiguity as they honor the dance between passionate assertion and patient inquiry.

4. Broad Intellectual Properties College and university students should be able to engage in the following: • Exhibit curiosity (80%) • Experiment with new ideas (79%) • See other points of view (77%) • Challenge their own beliefs (77%) • Engage in intellectual discussions (74%) • Ask provocative questions (73%) • Generate hypotheses (72%) • Exhibit respect for other viewpoints (71%) • Read with awareness of self and others (68%)

5. Classroom Behaviors that Facilitate Students’ Learning CSU Faculty members noted that students should be able to do the following: • Ask questions for clarification • Be attentive in class • Come to class prepared • Complete assignments on time • Contribute to class discussions

6. Why is developing a literate identity important? • Reading teacher and researcher Jeff Wilhelm points out that “many at-risk students are particularly alienated by school until teachers value what they already know…and help them put those skills to work” (2001, p.34)

7. Key Principles of ERWC • The integration of interactive reading and writing processes; • A rhetorical approach to texts that fosters critical thinking; • Materials and themes that engage student interest; • Classroom activities designed to model and foster successful practices of fluent readers and writers.

8. Key Principles of ERWC • Research-based methodologies with a consistent relationship between theory and practice. • Built-in flexibility to allow teachers to respond to varied students’ needs and instructional contexts. • Alignment with California English Language Arts Content Standards.

9. What is this module teaching? • Ways of reading • Ways of considering language • Ways of thinking • Ways of writing • Academic habits of mind!

10. How Long Should this Take? “The greatest enemy of understanding is coverage. As long as you are determined to cover everything, you usually insure that most kids are not going to understand. You’ve got to take enough time to get kids deeply involved in something so they can think about it in lots of different ways and apply it—not just at school, but at home and on the street, and so on.” -Howard Gardener

11. Why is modeling and sharing your expertise important? • As literacy teachers and researchers Ivey & Baker state, “Good instruction in reading comprehension… requires the expertise of the best reader in the classroom: the teacher” (2004, p.37).

12. How do you cultivate a sense of safety and community in the classroom? • Struggling readers and writers are often inclined to hide their confusion, since admitting confusion is often tied to feelings of inadequacy or shame. • Learning should be largely a social, collaborative experience where learners feel empowered to negotiate tasks, articulate and share ideas and respond to others’ reactions to improve thinking and deepen understanding.

13. Classroom Configurations “Building Literacy Through Classroom Classroom Discussion” Mary Adler & Eija Rougle

14. Classroom Configurations “Building Literacy Through Classroom Classroom Discussion” Mary Adler & Eija Rougle

15. The Assignment Template • Reading Rhetorically • Connecting Reading to Writing • Writing Rhetorically The Assignment Template may be downloaded at: hhtp://www.calstate.edu/eap/englishcourse/

16. Why an Assignment Template? • Provide a consistent format for diverse assignment sequences. • Provide a menu of recommended and theoretically sound pedagogical practices. • Make clear connections to California Language Arts Standards and English Placement Test (EPT) tasks.

17. Reading Rhetorically • Prereading • Getting ready to read • Surveying the text • Making Predictions and asking questions • Introducing key vocabulary • Reading • First reading • Looking closely at language • Reading (continued) • Rereading the text • Analyzing stylistic choices • Considering the structure of the text • Post-reading Activities • Summarizing and responding • Thinking critically

18. Rhetorical Reading “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

19. Connecting Reading to Writing • Writing to Learn • Students have already been annotating, answering questions, making notes. • Using the Words of Others • “Works Cited” entries • In-text citations

20. Writing Rhetorically • Prewriting • Reading the assignment • Getting ready to write • Formulating a working thesis • Writing • Composing a draft • Organizing the essay • Developing the content • Revising and Editing • Revising the draft • Editing the draft • Reflecting on the writing • Evaluating and Responding • Grading holistically • Responding to student writing • Using portfolios

21. Rhetorical Writing The process of writing is an individual’s presentation of an interpretation—a “world view”—to an audience of readers.

22. 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.

23. “Three Ways to Persuade” • ETHOS: the writer’s (or speaker’s) character or image. • LOGOS: logical arguments • PATHOS: audience emotions (appeals)

24. Sample Assignments • Quick Writes to access prior knowledge • Surveys of textual features • Predictions about content and context • Vocabulary previews and self-assessments • Reciprocal reading and teaching activities, including summarizing, questioning, predicting, and clarifying

25. Sample Assignments • Responding orally or in writing to critical response questions • Annotating and re-reading texts • Highlighting textual features • Analyzing stylistics choices • Mapping text structures • Analyzing logical, emotional, and ethical appeals • Peer response activities

26. The Flip Test • Flip through the chapter assigned to your group. • Take note of anything that catches your eye. • Zero in on something that you think might be useful, interesting, productive, or provocative in the classroom. • Discuss these items in your group. • Prepare to point out one or two of them.

27. Kenneth Burke “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.”

28. Kenneth Burke “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.”