Mr. Gregory Yoshida » ERWC All Periods Syllabus

ERWC All Periods Syllabus

The goal of the Expository Reading and Writing Course (ERWC) is to prepare college-bound
seniors for the literacy demands of higher education. Through a sequence of eight to ten rigorous
The goal of the Expository Reading and Writing Course (ERWC) is to prepare college-bound
seniors for the literacy demands of higher education. Through a sequence of eight to ten rigorous
instructional modules, students in this yearlong, rhetoric-based course develop advanced
proficiency in expository, analytical, and argumentative reading and writing. The cornerstone of
the course—the ERWC Assignment Template—presents a scaffolded process for helping students
read, comprehend, and respond to nonfiction and literary texts. Modules also provide instruction
in research methods and documentation conventions. Students will be expected to increase their
awareness of the rhetorical strategies employed by authors and to apply those strategies to their
own writing. They will read closely to examine the relationship between an author’s argument
or theme and his or her audience and purpose; to analyze the impact of structural and rhetorical
strategies; and to examine the social, political, and philosophical assumptions that underlie the
text. By the end of the course, students will be expected to use this process independently when
reading unfamiliar texts and writing in response to them.
University of California
English Course Proposal for the
California State University
Expository Reading and Writing Course
2013-14
 
 
 
 
xx
CSU EXPOSITORY READING AND WRITING COURSE
The ERWC is closely aligned to the seven criteria of the UC English requirement. Students
successfully completing this course develop skills, knowledge, processes, and dispositions in
the following areas of academic literacy: reading rhetorically, writing rhetorically, listening and
speaking rhetorically, and habits of mind. In alignment with the Common Core State Standards
for English Language Arts and Literacy (CCSS for ELA/Literacy), key student learning outcomes
for the ERWC include the ability to do the following:
The goal of the Expository Reading and Writing Course (ERWC) is to prepare college-bound seniors for the literacy demands of higher education. Through a sequence of eight to ten rigorous instructional modules, students in this yearlong, rhetoric-based course develop advanced proficiency in expository, analytical, and argumentative reading and writing. The cornerstone of the course—the ERWC Assignment Template—presents a scaffolded process for helping students read, comprehend, and respond to nonfiction and literary texts. Modules also provide instruction in research methods and documentation conventions. Students will be expected to increase their awareness of the rhetorical strategies employed by authors and to apply those strategies to their own writing. They will read closely to examine the relationship between an author’s argument or theme and his or her audience and purpose; to analyze the impact of structural and rhetorical strategies; and to examine the social, political, and philosophical assumptions that underlie the text. By the end of the course, students will be expected to use this process independently when reading unfamiliar texts and writing in response to them. University of California English Course Proposal for the California State University Expository Reading and Writing Course 2013-14
xx CSU EXPOSITORY READING AND WRITING COURSE The ERWC is closely aligned to the seven criteria of the UC English requirement. Students successfully completing this course develop skills, knowledge, processes, and dispositions in the following areas of academic literacy: reading rhetorically, writing rhetorically, listening and speaking rhetorically, and habits of mind. In alignment with the Common Core State Standards for English Language Arts and Literacy (CCSS for ELA/Literacy), key student learning outcomes for the ERWC include the ability to do the following: , students in this yearlong, rhetoric-based course develop advanced
The goal of the Expository Reading and Writing Course (ERWC) is to prepare college-bound
seniors for the literacy demands of higher education. Through a sequence of eight to ten rigorous
instructional modules, students in this yearlong, rhetoric-based course develop advanced
proficiency in expository, analytical, and argumentative reading and writing. The cornerstone of
the course—the ERWC Assignment Template—presents a scaffolded process for helping students
read, comprehend, and respond to nonfiction and literary texts. Modules also provide instruction
in research methods and documentation conventions. Students will be expected to increase their
awareness of the rhetorical strategies employed by authors and to apply those strategies to their
own writing. They will read closely to examine the relationship between an author’s argument
or theme and his or her audience and purpose; to analyze the impact of structural and rhetorical
strategies; and to examine the social, political, and philosophical assumptions that underlie the
text. By the end of the course, students will be expected to use this process independently when
reading unfamiliar texts and writing in response to them.
University of California
English Course Proposal for the
California State University
Expository Reading and Writing Course
2013-14
 
 
 
 
xx
CSU EXPOSITORY READING AND WRITING COURSE
The ERWC is closely aligned to the seven criteria of the UC English requirement. Students
successfully completing this course develop skills, knowledge, processes, and dispositions in
the following areas of academic literacy: reading rhetorically, writing rhetorically, listening and
speaking rhetorically, and habits of mind. In alignment with the Common Core State Standards
for English Language Arts and Literacy (CCSS for ELA/Literacy), key student learning outcomes
for the ERWC include the ability to do the following:
in expository, analytical, and argumentative reading and writing. The cornerstone of
the course—the ERWC Assignment Template—presents a scaffolded process for helping students
read, comprehend, and respond to nonfiction and literary texts. Modules also provide instruction
in research methods and documentation conventions. Students will be expected to increase their
awareness of the rhetorical strategies employed by authors and to apply those strategies to their
own writing. They will read closely to examine the relationship between an author’s argument
or theme and his or her audience and purpose; to analyze the impact of structural and rhetorical
strategies; and to examine the social, political, and philosophical assumptions that underlie the
text. By the end of the course, students will be expected to use this process independently when
reading unfamiliar texts and writing in response to them.
University of California
English Course Proposal for the
California State University
Expository Reading and Writing Course
2013-14
 
 
 
 
xx
CSU EXPOSITORY READING AND WRITING COURSE
The ERWC is closely aligned to the seven criteria of the UC English requirement. Students
successfully completing this course develop skills, knowledge, processes, and dispositions in
the following areas of academic literacy: reading rhetorically, writing rhetorically, listening and
speaking rhetorically, and habits of mind. In alignment with the Common Core State Standards
for English Language Arts and Literacy (CCSS for ELA/Literacy), key student learning outcomes
for the ERWC include the ability to do the following: