Hi.
I am a writer, musician, dog-mom, hiker, MFA recipient, and current faculty member of Vermont State University
I am a writer, musician, dog-mom, hiker, MFA recipient, and current faculty member of Vermont State University
This unit of study was designed for a school that uses a Competency-Based Education model (CBE). Competencies are expressed in “I can” statements; the statements below are matched with a proficient (5, of 0-7 scale) assessment.
The competencies addressed in this unit are:
R2 Research / Search: I can find relevant and reliable sources from what is available to me (including but not limited to different databases and/or experts).
R3 Research / Sources: I can generate an appropriate list of sources that have been critically evaluated.
C1 Communication / Write: I can write to express complex ideas, research and/or findings to effectively reach the intended audience.
C2 Communication / Present: I can present ideas, research and/or findings to engage and influence the audience.
C4 Communication / Create: I can create a physical or digital work that communicates complex ideas to an audience when they interact with it.
OS3 Organization & Study / Goals: I can independently set, prioritize, revise, and implement long term goals in order to manage my work.
Engl 1:b I can organize my ideas in order to achieve cohesion in my writing
Engl 1:c I can clearly articulate my position with a direct thesis statement or theme that drives the entire piece.
Eng 3:b I can fluidly integrate relevant evidence from a text into my own work, and I can use correct MLA format for my citations
Eng 4:a I can effectively revise my writing by completing several drafts and incorporating feedback from both my teacher and peers.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
For either project choice (A,B,C on assignment sheet), students must present a thesis statement, a clear claim that is supported by their own logical flow of ideas and externally gathered evidence. This is presented in a bibliography, and within the written portion of this assignment.
Write informative/explanatory texts to examine and convey complex ideas
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Since students choose their project type, they must consider the disparate ways in which each project requires them to write, organize and present their ideas: an argument of proposal will require different standards than a personal essay supported with research.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
The research standards for this project outline number of sources, type of source, and the final written product is held to high MLA in-text citation formatting standards.
Research-based writing standards / Grades 11-12
11-12 W. 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
11-12 W. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12 W. 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.
11-12 W. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Speaking & Listening
11-12 SL. 5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.