About this class...

Overview

Writing is a writing-based class aimed at preparing you for the many writing tasks of high school and beyond; it quickly becomes a writing community. It does not matter how much or how little skill you have with writing: the goal is to grow, to have more tools in your writing toolbox than you did at the beginning. Our work will cover all four writing domains:

Expository, persuasive, narrative and descriptive writing (See syllabus, below)

You’ll learn what these words mean this semester; more importantly, you’ll learn how to use the tools of each domain, how to match your style and tone to the writing occasion or need.

Lessons will be fine-tuned to the strengths and needs of this semester’s class as we grow our writing craft and develop the writing tools that make this happen.

Cyber-literacy

Your teacher works extensively with media and publishing, so you will be guided in using many 21st C. tools and skills for communication arts/writing—including “cyber-etiquette” and work that might be used in your digital portfolio.

Mid-term/Final project

Each student will complete a digitally based project which includes research, in-text citation, multi-media, and beyond. The project allows each student to delve deeply into an area of interest; additionally, the project will showcase each student’s growth as a writer in all four domains. The skills acquired will be applicable in future courses throughout the student’s high school career.

Your teacher

Outside of the classroom, Ms. I. is a practicing writer who studies with professional writers and who is a member of a few writing groups. Favorite teacher-writers include New York’s Poet Laureate Marie Howe and author/poet/playwright Nick Flynn. Inside HB, Ms. I. advises newspaper, yearbook, and a literary magazine—beware, she may encourage you to publish J Other classes she teaches: Journalism, Advanced Media & Publishing, Advanced Writing, and AP Literature.

Materials/resources needed

A spiral notebook, single subject, or composition book that will be left in your class folder—that’s it! You will need access to a computer and the Internet: please see Ms. I. if this poses a challenge. We use Google docs—now called “Drive” —and online file-sharing for critique at times, so you will need a free Google account. Drive is available as a free app, Apple and Android; if you have a smartphone or tablet, please download it (it will save you time!).

Materials/resources used

Students will read, explore, and discuss one or many “mentor texts”—that is, short samples of excellent work that illustrate the tools/skills we’re focusing on that week. Because lessons are tailored to each particular mix of students, the readings change each term; all are previewed to be school and age appropriate. Selections from Natalie Goldberg’s Writing Down the Bones and Wild Mind will be use for inspiration alongside of samples of past students’ best work. A few short clips from Ferris Bueller’s Day Off, Rebel Without a Cause, Stand by Me, and Sixteen Candles will be used, along with a few pre-screened clips of student and professional poets performing their work on YouTube.

Grading policy

think. Class participation is of the essence, so show up mentally as well as physically. Read the mentor texts, raise questions, argue points, try new things, be curious. (Medical concerns aside, attendance matters; we only have about 40 days together, so frequent absences and tardies = a concerned talk with you and/or phone call home.) 40% of grade

create. You will do a good deal of work in class, but you will also have need a “Writing Night” once a week—usually Tues./Wed. night. Do the work, bring copies for conferences, and you are good to go. 10-20% of grade

share. Having your drafts typed & ready + Peer Conferencing = 20-30% of grade We also do “Stand & Deliver” Days—you will have the chance to share your work often, and to listen to/respond to the work of fellow writers.

grow. Did that “share” part make you nervous? Your teacher and classmates will support you, not force you. In general, do what my yoga teacher coaches: doubt your doubts. Also, really revise—don’t just proofread or cling to your first draft as perfect or done. 20%-30%—including your mid-term project

Homework expectations

The weekly pattern of a Writing Workshop based class is, generally, as follows:

Mon./Day 1—New concepts! You’ll read/view selected excerpts that highlight ideas and writing tools we’ll be working with that week. Absent? Make sure to get your copies/notes from your mentor, who will put them in your folder or we’ll put copies with your name in the “Extra Copies” file.

Block 1—Explore the concept: You’ll be guided in timed writing “explorations”, a.k.a. “Journal du Jour”; many of these leads will be the start of finished, polished pieces. This night is your most intensive homework night.

Block 2—Revision: So much of writing happens when we literally re-vision—re-look at, re-imagine—our pieces. This part of the class is an area where you can really grow your talents. Final drafting is your homework on this night.

Fri.—Stand & Deliver! Be ready! We celebrate our work by sharing, listening, applauding, and offering positive-only comments. Sometimes you may pass, sometimes you’ll read a small passage, sometimes you’ll read in small groups or pairs-only. At least twice during the term, each student gets a chance to present his or her best piece. (Your teacher will coach you if this presents a challenge—fear not, Jedi-writer!)

Use of mobile devices

We will use your smartphones, tablets, laptops, and gadgets—bring them! However, if such use becomes disruptive to learning, you’ll be spoken with. If it’s still a problem, you’ll be asked to leave your media device at the door. If it is STILL a problem, an administrator or parent may be called on. Any communications related to the class, your web, or our work together needs to abide by HBHS’ no-bullying policy. As always, pause before you post and TAP: check that what you’ve written is school-appropriate in Tone, Audience, and Purpose.

How to get help

Parents & guardians: Because HB teachers seldom have access to private phones or voice mail during school/club hours, the best way to reach me is at lin.illingworth@sau41.com; I will contact you as soon as possible. Please include your name, the name of your child, and the best way/time to reach you.

Students: I’m often in 141 for coaching/teaching during CavBlock. During off-hours, I’m easy to reach at lin.illingworth@sau41.org. Prep periods: 3 and 7—look for me in 141, the library, or the Teachers’ Room (229). It’s easiest if you let me know by email that you need my assistance.

GENERAL NOTE: I teach because I love it, and I’m very approachable. Whatever you’re wrestling with—an assignment, a skill, or something else class-related—I’m here to help. –Ms. I.

Make-up policy & late work

I follow the standard HB policy: # of days absent = # days to make up work. Late work (unexcused) loses 10% of the grade per late day until four days have passed; after that, a student may make up work for 60%/D credit. After two weeks have passed, the work may not be made up.

Syllabus

The sequence of ideas and concepts is adjusted each year to allow for how different every class will be. However, these are some general units we will do, along with what you will know or be able to do by the end of the course (Outcomes). Each week's lesson builds on the preceding week's work; as such, it is expected that skills learned one week will be brought into future writing.

Weeks 1 & 2: Setting up the Writing Workshop

  • Creating a community of trust & risk-taking: Pointing Comments, Constructive feedback v. Critical Feedback; Journal du Jour; The Class Conference & The Peer Conference; Stand & Deliver Days

Starting Points: Narrative Writing

  • UNITS: Personal Narrative, Scenes from a High School (Realistic Fiction)
  • OUTCOMES: How to use concrete/sensory images, metaphoric language, dialogue, and vivid verbs; how to write for a reader; how to draw in a reader

So Tell Me: Expository Writing

  • UNITS: Personal Mission Statements, Newspaper Writing
  • OUTCOMES: How to abstract concepts in concrete ways; how to organize & prioritize information; how to write for a reader; how to draw in a reader

See What I Mean: Persuasive Writing

  • UNITS: Writing to a Prompt Boot Camp, Letters to the Editor or Editorials
  • OUTCOMES: How to use rhetorical strategies including argument/counterargument, the "sympathetic opponent", and hyperbole

It's Like This: Descriptive Writing

  • UNITS: Beyond the Acrostic: Modern Poetry & Possibilities, Poetry Out Loud or Slam Poetry
  • OUTCOMES: How to read a poem; how to use imagery (concrete & metaphoric), poetic license, line breaks, and stanzas; how to deliver a poem

Beyond These Walls: The Writing Community & Online Writing Communities

  • UNITS: Ongoing: Stand & Deliver days, Cyber-blogs, online conferencing
  • OUTCOMES: How to use wordpress.com and InDesign; how to use tablets & smartphones for publishing; Do's & DON'Ts of Social Media

Standard HBHS Policies

Please note that all teachers will be using software to check students’ work for potential plagiarism or improper citations. For further information see: www.turnitin.com

Course Materials & Disclaimer

The instructional materials used at Hollis Brookline High School represent a broad range of knowledge, viewpoints, and experiences as well as a diversity of religious, ethnic, and cultural groups. Materials support curricular goals, stimulate academic growth, and provide students an opportunity to practice critical analysis while developing the ability to make intelligent judgments in their daily lives. We recognize that at times students and parents may object to some instructional material. If a parent wishes to have his or her student exempt from the use of any material, such as a video or novel utilized in a class, they must notify the teacher within writing. It is strongly encouraged that the parent and student meet with the teacher to discuss the alternative material and/or any alternative assignments that coincide with the change in material.If you have questions about the selection of course materials, please review the HBHS Cooperative School Board Policy IIA Instructional and Library Media Materials which can be found at http://policy.ctspublish.com/hollis-brookline-nhsba/.