WritingPedagogy

Hi Carolyn and Edward,



So I've decided to indoctrinate you both in Wikihood by making our drafting process more interactive. The great part about this is that you can just change the text below as you wish, rather than having to open a WORD file, update it, attach it and resend. If you want to show any changes, feel free to just use a separate font or size. To make changes, just click on "Edit this Page" above. When you are finished, click on SAVE above right. Simple!

Here's what I have drafted for our "Statement of Purpose" for Writing:

_
 * Academic Writing at SCHOOL NAME**


 * Common Goals**

Writing assignments in English and History classes aim to provide students with a foundation in the different disciplinary approaches and styles of argument used to process course material, whether the writing be in-class journal entries, essay exams, framed responses or longer essays. Each class teaches

·  basic elements of argument that are common to academic essays ·  criteria for evaluating a writer’s use of these elements ·  different kinds of analysis, persuasive and essay assignments ·  applying revision practices for multiple drafts with teacher feedback ·  basic rules of sentence and paragraph clarity in exposition


 * Goal by Class level**

Courses are designed to encourage students to analytically engage with the material presented; rather than assignments which ask students to summarize and write reports, assignments focus on helping students articulate viewpoints that are closely analyzed and supported with evidence. To that end, pre-writing and essay writing strategies include honing practices of interactive reading, note taking, journal writing, empirical exercises, presenting a case study, setting sources into conversation with each other, recognizing the dynamic interaction between readers and writers, testing and extending a theory, evaluating a debate, and posing questions that agree or disagree with course materials and writers.


 * Freshmen compare texts or positions, build on outlining strategies,


 * Sophomores build on close reading, asking questions about the text or material. Types of papers include reaction papers, critiquing texts,


 * Junior are required to test theories or concepts, assess particular claims or arguments


 * Seniors move on to relating specific texts or events to their historical context


 * Goals by Discipline**



_

__And here is the form for instructors to complete.__

Discipline_ CourseInstructor__ Grade Level: 9 10 11 12 _analytical/critical intrerpretation _applying/testing/extending a theory _case study _cause/effect _close reading _comparative analysis _empirical exercises _evaluating a debate _persuasive stance paper _research paper _synthesis paper (setting sources into conversation with each other) Paper assignment date Are students required to submit a draft? Yes No Do you incorporate peer edit in class? Yes No Total length of time allotted to assignment_ In class days devoted to developing draft:_ Revision days: Are students required to submit all drafts with final essay? Yes No Please attach or copy and paste any additional information you give students (eg. suggestions for thesis, outline, paragraph/topic sentence contents, sample papers, etc.)
 * SCHOOL NAME Student Paper Assignment**
 * Part I. ** Paper type (please check one or two; feel free to elaborate if necessary):
 * Part II. Paper Assignment prompt ** (Feel free to attach or copy and paste) :
 * Part. III. Length of time allotted and Draft Requirements **
 * Part IV. Additional distributed materials. **

Please attach, copy and paste, or explain any grading rubric that you distribute along with this assignment: If you do not distribute a grading rubric, please attach, copy and paste, or explain how you determine paper grades.
 * Part IV. Grading Rubric**