Warwick School District

Course Description

The Honors Composition Course introduces students to the demands of college writing while exposing students to the fundamentals of rhetoric. The class will study models of rhetorical text and emulate the author's work. Students will write at least once a week, and each student will have the opportunity to conference on each written assignment.  The course emphasizes formulating ideas and organizing thoughts into effective argumentative essays. Students will review grammar and usage points as they apply to writing.The course reinforces the citation of sources using a recognized editorial style (The Warwick Form and Style Guide/MLA).  The Honors teacher provides instruction and feedback on students' writing assignments.  The course requires nonfiction readings to give students opportunities to identify and explain an author's craft.  The course assigns essays, researched argument papers that go beyond the parameters of a traditional research paper by asking students to present an argument of their own that includes the analysis and synthesis of ideas from an array of sources.

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

• Evaluate how words and phrases shape meaning and tone in texts.(1.2.11-12.F)
• Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.(1.2.11-12.J)

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

• GRADES 11-12

• 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)
• Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.(1.4.11-12.S)
• 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)
• Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.(1.4.11-12.U)
• Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.(1.4.11-12.V)
• Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.(1.4.11-12.W)
• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.(1.4.11-12.X)

• Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

• GRADES 11-12

• Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.(1.5.11-12.A)
• Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.(1.5.11-12.B)
• Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone.(1.5.11-12.C)

Units

Unit #1 - Expectations / Purpose / Rhetoric

Unit #2 - Vocabulary

Unit #3 - "2 week essay"

Unit #4 - "5 day essay"--Second marking period begins

Unit #5 - "4 day" essay

Unit #6 - "3 day" essay

Unit #7 - "2 day" essay

Unit #8 - "1 day" essay

Unit #9 - "1 period" essay