Warwick School District

Course Description

The writing skills curriculum provides additional practice in expository, argumentative, and narrative compositions aligned with the expectations for the Keystone Composition exam. Students will use the writing process to practice all three modes of writing to help them develop into effective writers through the mastery of content, organization, focus, style, and conventions.

Core Curriculum Content Standards

PA Common Core: English Language Arts (2013)

• Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

• GRADES 11-12

• Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.(1.2.11-12.A)
• Evaluate how words and phrases shape meaning and tone in texts.(1.2.11-12.F)
• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.(1.2.11-12.K)

• Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

• GRADES 9-10

• Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.(1.4.9-10.A)
• Write with a sharp distinct focus identifying topic, task, and audience.(1.4.9-10.B)
• Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.(1.4.9-10.D)
• Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.9-10.E)
• Write arguments to support claims in an analysis of substantive topics.(1.4.9-10.G)
• Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.(1.4.9-10.J)
• Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.9-10.L)
• Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.9-10.R)

• GRADES 11-12

• Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.(1.4.11-12.A)
• Write with a sharp distinct focus identifying topic, task, and audience.(1.4.11-12.B)
• Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.(1.4.11-12.C)
• Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.(1.4.11-12.D)
• Write with an awareness of the stylistic aspects of composition.-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.-Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.-Establish and maintain a formal style.(1.4.11-12.E)
• Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.11-12.F)
• Write arguments to support claims in an analysis of substantive topics.(1.4.11-12.G)
• Write with a sharp distinct focus identifying topic, task, and audience.-Introduce the precise, knowledgeable claim.(1.4.11-12.H)
• Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.(1.4.11-12.I)
• Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.(1.4.11-12.J)
• Write with an awareness of the stylistic aspects of composition.-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.-Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.-Establish and maintain a formal style.(1.4.11-12.K)
• Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.11-12.L)
• Write narratives to develop real or imagined experiences or events.(1.4.11-12.M)
• Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator and/or characters.(1.4.11-12.N)
• Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.(1.4.11-12.O)
• Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.(1.4.11-12.P)
• Write with an awareness of the stylistic aspects of writing.-Use parallel structure.-Use various types of phrases and clauses to convey specific meanings and add variety and interest.-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.(1.4.11-12.Q)
• Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.11-12.R)
• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.(1.4.11-12.T)

Keystone Composition (2012)

• Composition - Exposition

• Writing to Inform-Exposition

• Write informative pieces that describe, explain, or summarize information or ideas.(C.E.1.1)
• Write with a sharp controlling point and an awareness of the audience and expository task.(C.E.1.1.1)
• Demonstrate an understanding of the purpose with relevant information, content, and details.(C.E.1.1.2)
• Use appropriate organizational strategies for expository writing (e.g., compare/contrast, cause/effect, problem/solution, process analysis(C.E.1.1.3)
• Use precise language, stylistic techniques, and a variety of sentence structures to develop and maintain an appropriate, objective tone.(C.E.1.1.4)
• Write with control of grammar, mechanics, spelling, usage, and sentence formation.(C.E.1.1.5)

• Revision-Exposition

• Revise writing to improve style, meaning, word choice, and sentence variety.(C.E.2.1)
• Use a variety of sentence structures.(C.E.2.1.1)
• Use precise language to create clarity, voice, and tone.(C.E.2.1.2)
• Revise to eliminate wordiness and redundancy.(C.E.2.1.3)
• Revise to delete irrelevant details.(C.E.2.1.4)
• Use the correct form of commonly confused words; use logical transitions.(C.E.2.1.5)
• Combine sentences for cohesiveness and unity.(C.E.2.1.6)
• Revise sentences for clarity.(C.E.2.1.7)

• Editing for Conventions-Exposition

• Use conventions of standard written language.(C.E.3.1)

• Composition - Persuasion

• Writing to Persuade—Persuasion

• Write persuasive pieces that include a clearly stated position made convincing through the use of appropriate methods.(C.P.1.1)
• Write with a sharp, distinct controlling point that clearly states a position and demonstrates awareness of task, purpose, and audience.(C.P.1.1.1)
• Construct a thorough argument with consistent, relevant support through the use of persuasive strategies; address opposing viewpoints.(C.P.1.1.2)
• Organize the argument using effective strategies to develop a strong, well-supported position.(C.P.1.1.3)
• Maintain an effective and consistent tone through precise control of language and a variety of sentence structures.(C.P.1.1.4)
• Write with control of grammar, mechanics, spelling, usage, and sentence formation.(C.P.1.1.5)

• Revision-Persuasion

• Revise writing to improve style, meaning, word choice, and sentence variety.(C.P.2.1)
• Use a variety of sentence structures.(C.P.2.1.1)
• Use precise language to create clarity, voice, and tone.(C.P.2.1.2)
• Revise to eliminate wordiness and redundancy.(C.P.2.1.3)
• Revise to delete irrelevant details.(C.P.2.1.4)
• Use the correct form of commonly confused words; use logical transitions.(C.P.2.1.5)
• Combine sentences for cohesiveness and unity.(C.P.2.1.6)
• Revise sentences for clarity(C.P.2.1.7)

• Editing for Conventions-Persuasion

• Use conventions of standard written language.(C.P.3.1)

Units

Unit #1 - Sentence Formation

Unit #2 - Conventions of English

Unit #3 - Writing Single Paragraphs

Unit #4 - Writing Introductions (for multi-paragraph essays)

Unit #5 - Writing Conclusions (for multi-paragraph essays)

Unit #6 - Informational Writing

Unit #7 - Argumentative / Persuasive Writing

Unit #8 - Narrative Writing

Unit #9 - Responding to Prompts