Freshmen Writing Program Xavier High School

First Quarter Intensive English Department

Objective: To establish standards for writing at a high school level through practice and to provide
students with examples of excellence in expository, persuasive, descriptive, and narrative writing

 To teach proper paragraph and essay structure

 To provide students with the basics of grammar, usage and mechanics necessary for high
school writing

 To teach helpful outlining procedures for planning writing

 To provide students with skills necessary to avoid common errors in writing

 To teach students how to self-correct in writing

 To introduce MLA Style for citations and provide information on proper documentation
in writing

 To provide useful tips on style in writing

 To establish a foundation for the development of voice in writing

Schedule:

During the first six cycles of the school year, freshmen will have writing class four times per cycle
and two classes per cycle will be devoted to study skills. For example, Writing: A,C,E, and F days,
Study Skills: B and D days. Study Skills curriculum can be found in a separate report. At the con-
clusion of the first quarter, the writing program continues one to two days per cycle throughout the
year.

Topics to Cover:

 Sentences: sentence structure, sentence combining, sentence errors, writing clear sen-
tences (Holt 426)

 Paragraph structure: provide information on powerful paragraph writing including unity

in paragraphs, strong topic sentences, and effective and appropriate detail

 Grammar and Usage – Parts of speech (Holt 2), agreement (subject-verb) (Holt 104), us-
ing pronouns correctly (Holt 104), common errors in usage and mechanics (Holt 260,
426)
 Types of Writing: distinguish among the following types of writing: expository, persua-
sive, descriptive, and narrative
o Expository writing: gives information about or an explanation of difficult material.
Expository writing deals with “facts, ideas, beliefs”; it “explains, analyzes, defines,
compares, illustrates.” “Its movement is signaled by connectives like therefore, how-
ever, and so, besides, but, not only, more important, in fact, for example” (Kane 67).
Student papers that analyze literature are expository in nature, however, excellent
student analysis papers will argue a particular perspective on the literature and thus
include elements of persuasive writing.

Suggested examples of expository writing:

“Deep Desires That Transcend Time” – Alyssa Ensminger (from the Roane State
Community College Writing Lab, winning essay for literary analysis)
http://www.rscc.cc.tn.us/owl&writingcenter/OWL/Deep.html

o Persuasive writing: “writing that seeks to alter how readers think or believe” (Kane
6). There are three main kinds of persuasive writing: argument, satire, eloquence.
In the freshmen curriculum, we will cover the basics of argument to convince, a type
of argument useful in papers about literature or history.

Suggested examples of persuasive writing:

“A Celebration of Grandfathers” – Rudolfo A. Anaya (Prentice 662)

This piece demonstrates elements of narrative, reflective and persuasive writing.

“On Summer” – Lorraine Hansberry (Prentice 656)

o Descriptive writing: provides detail on visual perceptions.

Suggested examples of descriptive writing:

“The Death of the Moth” – Virginia Woolf

http://etext.library.adelaide.edu.au/w/woolf/virginia/w91d/chap2.html

“Single Room, Earth View” – Sally Ride (Prentice 636)

o Narrative writing: tells a sequence of events often to reveal the writer’s own person-
ality or suggest meaningful conclusions about life. Narrative writing is most often
characterized by first person point of view.

Suggested examples of narrative writing:

 “Salvation” – Langston Hughes
http://www.courses.vcu.edu/ENG200-dwc/hughes.htm

“Go Carolina” – David Sedaris

http://www.twbookmark.com/books/49/0316777722/chapter_excerpt10135.html

“The Chase” – Annie Dillard (in 40 Model Essays)

o Reflective writing: “shares the writer’s inner thoughts and feelings” (Prentice 631)

Suggested writing samples:

“A Celebration of Grandfathers” – Rudolfo A. Anaya (Prentice 662)
This piece demonstrates elements of narrative, reflective and persuasive writing.

o Additional Writing Samples:

“The Stone Horse” – Barry Lopez (in One Hundred Great Essays)
This essay provides an excellent example of writing that shifts from exposition and
description to narrative and finally to argument.

 Five Paragraph Essay Structure and Planning – Students are introduced to the structure
of the essay:
o Introduction – students are taught how to formulate a thesis to be proven in the pa-
per; students introduce the main points the paper will make to prove the thesis.
o Body Paragraphs – each one will address one of the main points in the argument the
student is making to prove his thesis; students are taught how to write a strong topic
sentence, introduce evidence in support of the thesis, analyze and explain evidence
and quotes thoroughly, and provide a creative transition into the following para-
graph.
o Conclusion – students learn how to write a strong conclusion that is not repetitive
and that makes insightful comments and conclusions regarding his thesis.
o Planning – students learn to plan papers using graphic organizers. The shared user
drive contains some teacher-created samples for copying that include the traditional
outline format.

 MLA Format – The MLA style paper format is a school-wide requirement. This in-
cludes format for the heading, parenthetical notation, and works cited. Consult the MLA
Handbook for Writers of Research Papers, Sixth Ed. or a compact guide such as A
Pocket Style Manual to present this format to students.
  Tips On Style – Students are introduced to Elements of Style, especially section II (Ele-
mentary Principles of Composition) and V (An Approach to Style With a List of Re-
minders). The achievement of clarity in a piece of writing is the desired end in the ex-
amination of style in writing.

 Developing Voice – Students are introduced to various pieces of writing in which the
writer’s voice is evident. The development of a unique voice in writing is an ongoing
process. An excellent discussion on voice can be found on the Writer’s Web.
http://writing2.richmond.edu/writing/wweb/voice.html

Suggested pieces to illustrate voice:

“Go Deep to the Sewer” – Bill Cosby (Prentice 368)

“from Tuesdays with Morrie” – Mitch Albom (Prentice 951)

 Editing, Proofreading, Peer Editing – Students are introduced to proofreading symbols to

facilitate teacher-student communication about writing. Clarity and simplicity is empha-
sized in discussions about editing. Useful strategies include full class editing of one
paragraph or paper to show choices made to improve writing. Passages for class editing
can be found in the Holt Handbook and ancillary materials from Holt.

Peer editing can be a useful tool in examining student writing. A helpful guide is located
on the Writer’s Web. http://writing2.richmond.edu/writing/wweb/peeredit.html

Additional Suggestions and Materials

 Conferences – Build into your writing program time to meet individually with students
to discuss the piece they are working on. In a successful process approach to writing,
one on one conferences with students who are working on a piece of writing are valuable
because they promote ownership in the student, help to clarify thoughts, and provide op-
portunity for the teacher to reiterate and clarify points on powerful writing.

 Recitations – Required memorization of passages of excellent writing is invaluable in

helping students to learn to write well. Examples of passages for recitation may include
sonnets by Shakespeare, any poetry, famous speeches.

 College Board Website: Pre-AP Section, English – This is an excellent resource for
articles on teaching critical skills necessary for the first years of high school. Relevant
titles are listed below; many others are available on the website.

 Powerpoint: Editing Your Paper – Avoiding Common Errors – located on the shared
user drive
Recommended Texts and Works Cited

Aaron, Jane E. 40 Model Essays: A Portable Anthology. New York: Bedford St. Martin’s, 2005.

Dawson, Melanie. “Peer Editing Guide.” Writer’s Web: University of Richmond Writing Center.
2006. http://writing2.richmond.edu/writing/wweb/peeredit.html

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, Sixth Edition. New York: MLA,
2003.

Hacker, Diana. A Pocket Style Manual, Fourth Edition. New York: Bedford / St. Martin’s, 2004.

Horn, Lorri. “Significance, Consequence, or Reason: Creating Meaningful Thesis Statements.”

College Board. 2006 http://apcentral.collegeboard.com/members/article/1,3046,175-186-0-
44056,00.html

Hudley, Janice. “Conferences with Student Writers.” College Board. 2006

http://apcentral.collegeboard.com/members/article/1,3046,151-165-0-28068,00.html

Kane, Thomas S. The New Oxford Guide to Writing. Oxford: Oxford University Press, 1988.

Lunsford, Andrea, John J. Ruszkieqicz and Keith Walters eds. Everything’s an Argument with
Readings. New York: Bedford St. Martin’s, 2004.

Morse, Ogden. “SOAPSTone: A Strategy for Reading and Writing.” College Board. 2006
http://apcentral.collegeboard.com/members/article/1,3046,175-186-0-45200,00.html

Prentice Hall Literature: Gold. Upper Saddle River, NJ: Pearson Education, Inc., 20002.

Sibley, Krysti. “Putting Voice into a Paper.” Writer’s Web: University of Richmond Writing
Center. 2006. http://writing2.richmond.edu/writing/wweb/voice.html

Strunk, William, Jr. and E.B. White. The Elements of Style. New York: Longman, 2000.

Sudol, Ron. “Meditations on the Elements of Style.” College Board. 2006

http://apcentral.collegeboard.com/members/article/1,3046,184-0-0-25934,00.html

Trimmer, Joseph F. The Essentials of MLA Style. New York: Houghton Mifflin, 1996.

Warriner, John E. Holt Handbook: Grammar, Usage, Mechanics, Sentences, Sixth Course. New
York: Holt, Rinehart and Winston, 2003.

Zinsser, William. On Writing Well. New York: Harper Perennial, 1976.