College Composition
Course Overview: College Composition is a writing centered course intended to prepare students to make the transition from high school to college. Students will learn the standards for academic writing they will encounter throughout their educational and professional careers. In particular, students will gain experience in writing academic arguments and expository prose that demonstrates understanding, analysis, and application of ideas from a variety of progressively sophisticated texts.
Month/ CCLS Standards Content/ Skills Suggested Key Unit Name Guiding Assessments/ Vocabulary Questions Activities RI.11-12.1 What is College Reading September/1st Cite strong and thorough textual evidence to Composition? Reading literature and College Composition Rhetorical Modes Half of support analysis of what the text says informational texts critically. Pre-Assessment October explicitly as well as inferences drawn from What are the Discourse the text, including determining where the modes of Identifying audience and - Syntax Introduction to text leaves matters uncertain discourse? purpose. - Sentence Exposition College RI.11-12.5 boundaries (comma Composition: Analyze and evaluate the effectiveness of the What are the Reading, identifying, and splice, run-ons, Argumentation Providing a structure an author uses in his or her differences analyzing rhetorical modes sentence fragments) Framework exposition or argument, including whether between including exposition, - Recognition of Description the structure makes points clear, convincing, summarizing, argumentation, and analysis correct sentences and engaging. paraphrasing, - Diction Narration RI.11-12.6 and quoting? Writing - Active/passive Determine an author’s point of view or Paraphrasing, summarizing, voice Critical Analysis purpose in a text in which the rhetoric is How does and quoting. - Logical comparison particularly effective, analyzing how style and audience - Logical agreement content contribute to the power, determine the Generating ideas and - Punctuation persuasiveness, or beauty of the text. mode of developing a thesis. discourse? Writing a critical response to How does Point text using specific text based of View impact details to support a claim. the effectiveness of a text?
Rochester City School District 1
College Composition
2nd Half of RI.11-12.2 How do we Reading Non print texts for Rhetoric October/ Determine two or more central ideas of a determine the Read to analyze the validity visual rhetoric some - Logos November text and analyze their development over central idea(s) of a of an idea, or point of view, possible titles - Pathos the course of the text, including how they text? by presenting sound include: - Ethos The Composition interact and build on one another to What are the reasoning, discussion, and - An Inconvenient Process: provide a complex analysis; provide an components of an argument that thoroughly Truth Rhetorical Argumentation objective summary of the text. argumentative convince the reader. - Food Inc. Analysis RI.11-12.3 text? - Supersize Me Analyze a complex set of ideas or sequence Writing - Wal-Mart: The Claim of events and explain how specific How do we Composition Process: High Cost of Low individuals, ideas, or events interact and formulate an - Invention, drafting, Price Counterclaim develop over the course of the text. effective claim? revising, and editing - Bowling for W.11-12.1 - Following conventions of Columbine Evidence Write arguments to support claims in an What are the standard written English analysis of substantive topics or texts, using relationships and - Gathering, evaluating, and Synthesis valid reasoning and relevant and sufficient differences using sources Drafting, revising, evidence. Explore and inquire into areas of between claims, - Conducting library and editing, publishing Sequencing interest to formulate an argument. counterclaims, other research methods an Argumentative a. Introduce precise, knowledgeable reasons, and - Developing a thesis (claim) essay Fallacies claim(s), establish the significance of the evidence? - Supporting thesis with claim(s), distinguish the claim(s) from evidence - Organization Bias alternate or opposing claims, and create an - Organizing an essay - Evaluation of organization that logically sequences - Documenting sources evidence claim(s), counterclaims, reasons, and - Avoiding plagiarism - Awareness of evidence. audience, tone and b. Develop claim(s) and counterclaims fairly purpose and thoroughly, supplying the most - Level of detail relevant evidence for each while pointing - Coherence out the strengths and limitations of both in between sentences a manner that anticipates the audience’s and paragraphs knowledge level, concerns, values, and - Sentence variety possible biases. and structure c. Use words, phrases, and clauses as well -Main idea, thesis as varied syntax to link the major sections statements/claims of the text, create cohesion, and clarify the and topic sentences
Rochester City School District 2
College Composition
relationships between claim(s) and reasons, - Rhetorical effects between reasons and evidence, and and emphasis between claim(s) and counterclaims. - Use of language d. Establish and maintain a formal style and - Evaluation of objective tone while attending to the author's authority norms and conventions of the discipline in and appeal which they are writing. - Evaluation of e. Provide a concluding statement or reasoning section that follows from and supports the - Consistency of argument presented. point of view L.11-12.1 – L.11-12.6 - Transitions - Sentence-level errors primarily relating to the conventions of standard written English December/ W.11-12.2 What is expository Reading Drafting, revising, MLA January Write informative/explanatory texts to writing? What are Apply critical reading and editing, publishing examine and convey complex ideas, examples of it? In thinking skills to the writing an expository essay Citations The Composition concepts, and information clearly and what ways is it process. Process: accurately through the effective selection, different from Students write each Plagiarism Exposition organization, and analysis of content. argumentative Reading with an awareness in each of the a. Introduce a topic; organize complex writing? of language as a tool for expository essay Point of View ideas, concepts, and information so that learning and patterns each new element builds on that which How do we communication. Style precedes it to create a unified whole; effectively convey - Use of reference include formatting (e.g., headings), graphics complex ideas in Writing materials Voice (e.g., figures, tables), and multimedia when our writing? Research and critically - Evaluation of useful to aiding comprehension. evaluate information to sources Diction b. Develop the topic thoroughly by How do we use produce writing with MLA - Integration of selecting the most significant and relevant research to help formal documentation, resource material Syntax facts, extended definitions, concrete support our ideas? which consists of in-text - Documentation of details, quotations, or other information citations and final list of all sources Expository and examples appropriate to the How do we sources cited. Patterns:
Rochester City School District 3
College Composition
audience’s knowledge of the topic. document our College Composition -Description c. Use appropriate and varied transitions sources, both in Engage in pre-writing Post-Assessment - Sequence and syntax to link the major sections of the text and end of activities, including - Comparison text, create cohesion, and clarify the text? narrowing a topic, - Cause and relationships among complex ideas and generating ideas, Effect concepts. determining the audience - Problem and d. Use precise language, domain-specific and the relationship Solution vocabulary, and techniques such as between audience and metaphor, simile, and analogy to manage content and setting an the complexity of the topic. appropriate tone. e. Establish and maintain a formal style and objective tone while attending to the Apply strategies for the norms and conventions of the discipline in composition process such as which they are writing. drafting, collaboration, f. Provide a concluding statement or revision, and peer section that follows from and supports the evaluation to produce information or explanation presented (e.g., written documents. articulating implications or the significance of the topic). W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11-12.5 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. W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new
Rochester City School District 4
College Composition
arguments or information W.11-12.7 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. L.11-12.1 – L.11-12.6
Rochester City School District 5
College Composition
Rochester City School District 6