Course:
English 1010 (Concurrent Enrollment)
Core Standards/Objectives
Enduring Understanding: We cannot
Instructional Focus: The basics of college Writing
Quarter: 1
underestimate the responsibility of college writers to
communicate their ideas in a focused, sophisticated
format, and polishing and honing one’s writing skills
for a more successful college writing experience is
essential for overall success in college or any posthigh school education.
SLCC English 1010 Outcome Goals:
1. Rhetorical Strategies: including adapting to
differences in purpose, audience, and genre.
2. Critical Thinking Processes: including
summary, analysis, synthesis, and
argumentation.
3. Composing Processes: such as invention,
drafting, revision, editing, peer feedback, and
self-assessment.
4. Conventions of Writing: especially the
conventions of citing multiple texts and
incorporating them into one’s own writing.
Curriculum Map
Content
Teacher:
Skills
Emily Parrish
Essential Questions
College-Essential Skills
 College reading vs. high
school reading
 Listening and note-taking
Note-taking
Self-Evaluation
1.
Sentence structure/style
 Phrases/Clauses
 Modifiers, functions of parts
of speech
Phrases/Clauses
Embedding ideas
Creation of sentence style
Writing in the Real World
Interviewing
Application of information to
group project
4.
Closed form to open form prose
Placement of thesis statement
Formats beyond the FiveParagraph Theme (FPT)
6.
2.
Writing continuum
 Five-Paragraph Theme
 Delayed-Thesis Format
 Characteristics of closedform prose
3.
5.
7.
8.
What does it take to be ready
to move from high school
literacy to college-level
literacy?
How does college-level
writing differ from high
school writing?
How do college-level
reading tasks differ from
high school?
Do I have the skills
necessary to be successful?
How do I evaluate my own
learning process?
What does competent
college and career writing
look like?
What kinds of writing tasks
will I have to take on in the
career world?
How can I present my own
style more meaningfully in
my writing?
Textbooks/Materials Used:
SLCC Textbook: Writing: A Guide for College and Beyond
Suggested Assessments and Learning Activities
Major Writing Projects
# 1. Delayed-Thesis Essay
Note-taking with slide shows
Group discussion and activities
Interviews: “Writing in the Real World”
Introductory essay
In-class slide shows of grammar with student-produced sentences
Learning Extensions
Interviews with community/family members and friends
Preparation for college
Instructional Focus: Application of Skills to College Writing Tasks
Quarter: 2
Course:
English 1010 (Concurrent Enrollment)
Core Standards/Objectives
Enduring Understanding: College writing involves
rhetorical strategies such as narration, summarizing,
responding, synthesizing, argument, and persuasion.
Creating strong college writing involves an awareness
of audience, purpose, persona, development of
argument, and use of evidence and should be applied
in all writing situations.
SLCC English 1010 Outcome Goals:
1. Rhetorical Strategies: including adapting to
differences in purpose, audience, and genre.
2. Critical Thinking Processes: including
summary, analysis, synthesis, and
argumentation.
3. Composing Processes: such as invention,
drafting, revision, editing, peer feedback, and
self-assessment.
4. Conventions of Writing: especially the
conventions of citing multiple texts and
incorporating them into one’s own writing.
Curriculum Map
Teacher:
Skills
Content
Rhetorical Strategies
 Narrative (Delayed Thesis)
 Summarizing
(Summary/Strong Response)
 Research Writing




Observation
 Using loaded vs. neutral
language for description
 Believing and Doubting
Rhetorical Reading
 Reading with Purpose
 Finding With the Grain and
Against the Grain arguments




Development of narrative
details
Placement of thesis for
effect
Summarizng source material
MLA documentation format
o In-text citation
o Parenthetical
documentation
o Attributive tags
o “Works Cited” format
Finding sources
Reading sources
Evaluating sources
Incorporating sources
Research/Inquiry
 Finding sources
 Reading sources
 Evaluating sources
 Incorporating sources
Emily Parrish
Essential Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
How does a writer find the
essential information on a
topic?
How do we use bias in our
own writing and how do we
recognize bias in the writing
of others?
What are the different
methods for presenting
information?
How do we know if a source
is credible?
What is plagiarism?
How do we incorporate
soucre material into our own
writing without committing
plagiarism?
How do we document
others’ writing to avoid
plagiarism?
What are the elements of
argument?
How do we use argument
most effectively?
Textbooks/Materials Used:
SLCC Textbook: Writing: A Guide for College and Beyond
Suggested Assessments and Learning Activities
Major Writing Projects
# 2. Summary and Strong Response
# 3. Problem/Solution Essay (Research)
# 4. Visual Rhetoric
Peer-Review
Self-Reflection
Research Log for Recording Research
Discussion of Documentation
Rhetorical Reading of Source Material
Group Discussion
Small Group Activities
Learning Extensions
Senior Portfolio