Learning Target:

I can use personal literacies and course strategies to compose independent, informative essays and analysis.

I can do this by:

- Defining informative writing and essay for this course with analysis of mentor texts;

- Composing an analysis of modeled writing in a practice district assessment;

- Synthesizing mentor texts' techniques of communication that engage readers to better develop original writing;

- Drafting, revising, and producing an informative essay on a topic for future expansion.

Introduction

The first formal paper in this course, an informative essay, is the initial product that will drive the future modules of academic writing. Students will use the course models and selected excerpts from classic and contemporary mentor texts to guide their own essays, and will also demonstrate their proficiency in analysis in both Discussion and District Assessment. It's a busy week, but also a well-earned one after successful practice.

To-Do:

Essayer: The word "essay" is often misapplied in education -- one of the goals this week is to engage with and reclaim this most beloved and highly-valued writing genre.

Academic Writing: Evidence-based demonstrations of proficiency in both District Assessment and formal paper appear this week.

Rhetorical Approaches: Building on the introduction of Purpose, Audience, and Genre in the last module, students now interpret "moves that work" for the summative work completed this module.

Assignments