Overview:

Upper level writing intensive courses build effective communication through a rigorous process of drafting, organizing, and revising a variety of rhetorical modes, including cause/effect, problem/solution, narrative, compare/contrast, process, and definition. Learners will use model texts to further their understanding of the ways in which the audience determines the mode and the final product.

Writing intensive courses fulfill a graduation requirement. All of the competencies listed within this section, and everything listed in required writing section, are a part of every writing intensive course. Individual classes may require additional assignments. Creative Writing I & II, and Journalism I, II, III, and IV may use equivalent written assignments as appropriate for course.

The learner must complete one writing intensive course.

Course/Grade Competency:

HS.1 The learner will demonstrate the ability to comprehend, analyze, and critique a variety of increasingly complex print and non-print informational texts, including texts for science, social studies, and technical subjects.

Content Objectives:

The learner will:

• • Know the personal, professional, and practical reasons to be a lifelong reader in the 21st-century American and global society.

  • Read texts of various lengths, especially in a sustained, long-term manner, to prepare for college and career pathways and to facilitate personal growth.

  • Read independently for in-depth understanding.

  • Skim independently for important/specific information using text features, etc.

  • Evaluate a variety of textual evidence in order to create a nuanced and fluid support for a claim.

  • Independently determine the manner and quantity of annotations necessary to fully engage in a given text.

  • Independently evaluate a text for purpose, credibility, bias, and perspective using textual evidence to support that evaluation.

  • Explain how their own cultural background informs their world view and interpretation of a text.

  • Identify and critique main modes of persuasion (i.e., ethos, logos, pathos) as a consumer of media.

  • Increase vocabulary by determining word meaning through context clues, knowledge of word origins, and structures.

  • Identify and analyze how an author’s strategic choices of diction, syntax, and figurative language affect the specific tone and meaning of a text.

Course/Grade Competency:

HS.4 The learner will demonstrate the ability to speak purposefully and effectively, strategically making increasingly complex decisions about content, language use, and discourse style.

Content Objectives:

The learner will:

• • Use both formal and informal speaking to solve problems and/or create opportunities in the world outside of the classroom.

  • Respond appropriately to others’ constructive criticism, compliments, and feedback to improve future communication.

Course/Grade Competency:

HS.5 The learner will demonstrate the ability to listen critically and thoughtfully in a variety of settings and purposes.

Content Objectives:

The learner will:

• • Listen to understand, as well as to respond and build understanding collaboratively rather than competitively.

  • Independently make decisions in groups of all sizes, using consensus-building strategies and compromise.

Course/Grade Competency:

HS.7 The learner will demonstrate the ability to appropriately use the tools of technology (including digital media and the Internet) to gather, interpret, and analyze information and create shareable products.

Content Objectives:

The learner will:

• • Understand the uses and limitations of search engines.

  • Use library and professional databases autonomously.

  • Make choices about technology platforms and use the appropriate tools (e.g., an app or program) to present material.

  • Seek out and adapt to new developments and tools in order to select the best technology for the task.