Advanced English Writing - Syllabus
Syllabus_for_Advanced_English
Syllabus for Advanced English1.Course DescriptionAdvanced English, a compulsory course for English majors at tertiary stage, is aimed at training students’integrated language skills, especially reading and communication. Through reading and analyzing works chiefly from contemporary anthologies with various subjects ranging from language, economics, literature, education, society, culture, geography, etc., students are expected to have their horizon broadened, understanding of society and life deepened, analysis and appreciation of classics improved, logical thinking strengthened besides the consolidated language skills. Each unit is accompanied by relevant exercises including vocabulary study, reading comprehension, stylistic analysis, translating and writing.2.General ObjectiveWhile still paying attention to basic language knowledge, the course focuses on upgrading students’integrated language proficiency through various and challenging exercises on reading comprehension, text organization, styles of writing and rhetoric. These exercises are meant to be used orally in the class before being put in writing, so as to further train the students’listening and speaking skills along with the consolidation of reading and writing.3.TextbookThe textbooks adopted for this course are A New English Course Levels 6 and 7, edited by Li Guanyi, published by Shanghai Foreign Language Education Press.For each semester, eight units from the Levels 6 and 7 are studied respectively.While as per practical need, some supplementary material can also be provided.Each unit to be given normally consists of Text I, Text II and relevant Language Work, which will be finished in 8 periods.4.Teaching MethodThe major methods used include lecture, classroom activities (discussion, presentation, speech and debate), homework (language drill, writing, translation, etc.) and autonomy study.5. Grading PolicyIn-class performance accounts for 30% (attendance, in-class discussion, in-group presentation, five-minute oral presentation, dictation and writing), while the performance in Final exam accounts for 70%.。
AdvancedSpeakingSyllabus（学习资料）
Advanced English Speaking (Fall 2010)Domaine de Valier/ Chen XiaoOffice Hours: Monday & Thursday 1300-1500Office: 92 West Dazhi St. A-13 #1605Tel#:158****9021********************IntroductionWelcome to Advanced English Speaking. This course will introduce new topics related to life and world events through English speaking, idioms, and vocabulary. During this course you will be required to speak ONLY in English, take part in classroom discussions, presentations, and speak openly as much as possible.Vocabulary and QuizzesYou may have a “Pop Quiz” (surprise test) on important information. Therefore, it is always a good idea to be prepared for class by reviewing the previous weeks information (idioms and vocabulary) before you come to class. (see participation section)Expectations•Students are expected to:•Be prepared for class i.e. with materials needed for class•TURN OFF CELL PHONES AT THE BEGINNING OF CLASS•Express themselves openly and participate in class.•Listen attentively and respectfully to each other.•Students who are offensive or disrespectful in class will be asked to leave from the class.•All assignments are turned in on time, NO late assignments accepted, unless it has been previously arranged with me.•Students may not read, listen to music, look at the internet, talk on cell phones, talk to friends, sleep, SMS, or do any other activity that distracts from the class.ParticipationParticipation in public speaking is a large part of what this class is about. If students do not participate in classroom discussions and exercises, a pop quiz will be given immediately to test your individual knowledge of the material.CheatingDO NOT CHEAT IN MY CLASS. Cheating is considered asking another student for answers, using notes during a test, looking on another students paper during a test, using a cellphone during a test or any other form of electronic tools, plagiarism, or gaining information outside of your own internal abilities to aid you during any form of quizzing or examination.During a test, your eyes your should NEVER leave your own paper and all notes should be put away. Basically, do not give me any reason to doubt your honesty. PresentationsDuring this course you will be required to present 3 subjects to the class as a presentation. Please be prepared on your assigned day to do this. No Late assignments will be accepted.Requirements & Attendance•Students are required to attend ALL classes. This course is cumulative. Therefore, all of your grades are averaged to create your final score. YOUR FINAL EXAM IS NOT ONLY GRADE FOR THIS CLASS AND IS NOT ENOUGH TO PASS. •Students that miss this class 3 times or more times will be dropped from the class. (Acceptable excuses concern the death of a family member, and extreme sickness)•There is no make-up day for a missed test DO NOT MISS A TEST!!PlagiarismCheating and plagiarism are serious offenses and will not be tolerated. Plagiarizing is the use of other people’s work and/or ideas without giving them credit. You are required to provide a citation/reference of where you obtained the idea and/or information. This citation/reference must include the author’s name, the source (i.e. the book, article, internet webpage, etc. from which the information was taken), and page number. References/citations should be placed directly after a direct quotation or at the end of the paragraph in which the information is summarized. You should also include a “work’s cited page” along with your written work containing complete bibliographic information for the sources you used to write your assignment. Using someone’s ideas without giving them credit is akin to stealing.Basically, do NOT copy information from the internet or books. You receive a failing grade for any act of plagiarism caught.---------------------------------------------------------------------------------------------------------------------Course OutlineWeek 1Introduction to this course Week 2How to make a presentation Week 3Family and Drugs3 student presentations Week 4Wealth3 student presentations Week 5Sports Politics3 student presentations Week 6War3 student presentations Test 1Week 7Responsibility3 student presentationsWeek 8Music and Movies3 student presentationsWeek 9Internet Slang3 student presentationsWeek 10Debate skills3 student presentationsTest 2Week 11Debate skills3 student presentationsWeek 12Abstract Communication3 student presentationsWeek 13American Cultures Lecture3 student presentationsTest 3Week 14Final PresentationsWeek 15Final PresentationsEMAIL INSTRUCTIONS:INTRODUCTION:Email is the main communication tool used in my classes. You are expected to check your email every Friday of each week. Failure to do so could cost you points. Your academic progress is your responsibility. Ensure that you do not miss information that could be vital to the next weeks discussions. DO NOT RELY ON OTHER PEOPLE TO TELL YOU WHAT YOU NEED TO DO THE NEXT WEEKHOW TO SET UP AN EMAIL TO YOUR TEACHER:********************EMAILADDRESSNEXT WEEKS ASSIGNMENTSUBJECTLINE:BODY:DEAR MR. CHEN,I AM HAVING TROUBLEUNDERSTANDING HOW I NEED TO DONEXT WEEKS ASSIGNMENT. COULDYOU PLEASE EXPLAIN HOW WE ARESUPPOSED TO GET INFORMATION FORTHIS PROJECT?THANK YOU,YOUR ENGLISH NAMEYOUR CHINESE NAME。
现代英语语言学理论(精)
Objective-testing and subjective testing
现代英语语言学理论
渭南师范学院崔建斌
LESSON PLAN
Source of Material Linguistics. A Course Book(2nd edition), Hu Zhuanglin, 2001 Studies on Language Testing: Introduction and Implication, Cui Jianbin, 2002 Handouts(test booklet)
现代英语语言学理论
渭南师范学院崔建斌
LESSON PLAN
Anticipated Problems Confusion about the concept and difference between achievement test and proficiency test; Construction of achievement test and interpretation of scores.
现代英语语言学理论
渭南师范学院崔建斌
LESSON PLAN
Objectives (students) By the end of the lesson the students will be better able to know what testing is, how testing is relevant to teaching, what the relationship exists between testing and teaching.
Advanced English Writting lecture 1
Capitalization
Capitals are used mainly at three places: the first words of sentences, key words in titles, and proper names. The first word of quoted speech (words put between quotation marks) is capitalized. If a quoted sentence is broken into two parts and put in two pairs of quotation marks, the second part does not begin with a capital letter unless the first word is a proper noun or an adjective derived from a proper noun: He said, "My trip to Mount Tai was interesting but tiring." "My trip to Mount Tai," he said, "was interesting but tiring." I asked, "When do you usually go home?" She answered, "At weekends."
Advanced English Writting 高级英语写作
Lecture 1
Introduction of the course
Hale Waihona Puke to teach the rules of style, format of writing and way of composition.
2024同等学力英语 大纲
2024同等学力英语大纲The pursuit of higher education has always been a testament to one's dedication and aspiration towards academic excellence. In the context of the 2024 English syllabus for candidates with equivalent academic abilities, the focus is not merely on the acquisition of language proficiency but on the holistic development of critical thinking, analytical skills, and the ability to apply knowledge in real-world scenarios.The syllabus is designed to cater to individuals who have gained substantial knowledge and experience in their respective fields and are now looking to further enhance their competencies through advanced studies. The curriculum is structured to bridge the gap between practical experience and theoretical knowledge, thereby enabling learners to elevate their professional standing and contribute more significantly to their fields.Language Proficiency。
Advanced English Writing
Writing is a behavior to express ideas in written forms. It receives the directions from thinking. Ti serves thinking. Works is a material forms in which it express thinking in written forms. It is more systematic and richer in logic and philosophy more persuasive with value in keeping. All kinds of books are crystalization of human being's wisdom, treasure of spirit civilization of human society, fossil of human thinking development. Speech act is slower than thinking. Writing is also slower than speech act, so writing can't fully thoroughly, timely express thinking. Because writing works is read by people, so writing can't be very casual. It must follow some writing norm(standard). It must take careful consideration, use proper language. In this way, writing works can express writer's ideas and feature of something more deeply, more correctly and centrally. What is rhetoric? Rhetoric is writing act which can promote effect of language expression. Rhetoric activities can't separate from writing and language communication. It exists in the course of writing and last as long as after writing. What is the purpose of writing? It is to simplify something by cutting out the superfluous make what is good still better. So rhetoric is the means of expressing ideas and feelings. As is mentioned above, speech, writing and rhetoric are all controlled by thinking, serve thinking, different expressing forms in thinking. The result of writing is writing works. Writing works are written forms which systematically express the thinking.
Advanced English Writing-Lesson 1
Advanced English WritingA List of Reference Books⏹丁往道等编，1999，《英语写作手册》（修订本），外语教学与研究出版社。
⏹祁寿华，2001，《高级英语写作指南》，上海外语教育出版社。
⏹杨永林，2004，《体验英语写作》，高等教育出版社。
⏹Barnet, S., Bellanca, P., Stubbs, M. 2002, A Short Guide to College Writing.Penguin Academics.⏹Hacker, Dinana, 2006, A Writer’s Reference (6th edition), Bedford/St. Martin’s.⏹Ivers, Mitchell, 1993, Guide to Good Writing, Random House, Ballantine Books,Newyork.Brief Introduction to the Course⏹Part One: The Basics of the composition (about 3 weeks)⏹Part Two: Types of Writing (6 weeks)⏹Part Three: Diction, Sentences and Styles (about 1 week)⏹Part Four: Special Assignments (6 weeks)Part One: The Basics of the Composition⏹Steps to writing a composition⏹Thesis statement⏹Beginnings and endings⏹The body paragraphs⏹Drafting and revisingSteps to writing a composition⏹1. Identify the (given) topic or your purpose and focus of writing⏹2. Pump-primer techniques⏹3. Thesis statement⏹4. Outline⏹5. First draft⏹6. Revision and edition, final draftIdentify the (given) topic or your purpose and focus of writing⏹A specific purpose: what are you writing about the topic? Do your readers need to be informed, persuaded or entertained? What do you want your writing to accomplish?⏹A clear focus or direction: eg. How can people learn swimming? (It is impossible for you to inform your readers of every aspect of swimming.)⏹Who will decide the purpose and the focus? Sometimes your teacher will give you the topic; sometimes you have to make your own decision.Pump-primer techniques: prewriting exercises1.Listing2.Freewriting3.Looping4.The boomerang5.Clustering6.Cubing7.Interviewing8.The cross-examination9.Sketching10.Dramatizing the subject1. Listing⏹Try jotting down all the ideas that pop into your head about your topic.Free-associate; don’t hold back anything. Try to brainstorm for at least 10 minutes.⏹As you read over the list, look for connections between ideas or one large idea that includes several small ones.2. Free-writing:⏹Take out several sheets of blank paper, give yourself at least 10 to 15 minutes, and begin with whatever comes to mind on your subject.⏹Don’t worry about spelling, punctuation, or even complete sentences.⏹Don’t change, correct or delete anything.⏹If you run out of things to say, write “I can’t think of anything to say” until you can find a new thought.⏹Finally, you may discover that by continuously writing you will have written yourself into an interesting topic.3. Looping⏹Looping is a variation on freewriting.⏹Firstly, freewrite for at least 10 minutes.⏹Then, read over what you’ve written and try to identify a central idea that has emerged. The idea may indicate the direction of your thinking.⏹After that, put this central idea into one sentence called the“center-of-gravity sentence.” You have now completed loop 1.⏹To begin loop 2, use your center-of-gravity sentence as a jumping-off point for another 10 miutes of freewriting.⏹You should write at least three loops and three center-of-gravity sentences.4. The Boomerang: another variation on freewriting.⏹Begin by writing a statement that comes into your mind about a certain topic.⏹Ant then freewrite on that statement for 5 minutes.⏹Then write a second statement that approaches the subject from an opposing point of view and freewrite for 5 minutes.⏹Continue this pattern several times.An example of boomeranging.⏹What’s your mind about majoring in the Liberal Arts?⏹ 1. Statement 1⏹(freewrite for 5 minutes)⏹ 2. Statement 2⏹(freewrite for 5 minutes)⏹(Statement 1 and Statement 2 are opposed to each other.)⏹ 3. Statement 3⏹(freewrite for 5 minutes)⏹ 4. Statement 4⏹(freewrite for 5 minutes)⏹(Statement 3 and Statement 4 are opposed to each other.)⏹And so on.What are the advantages of boomeranging?⏹Help you find your focus.⏹Make you gain insight into other people’s views of your topic.5. Clustering/mapping⏹Place your general subject in a circle in the middle of a blank sheet of paper and begin to draw other lines of circles that radiate from the original subject.⏹Cluster those ideas that seem to fall together.⏹At the end of 10 minutes, see if a topic emerges from any of your groups of ideas.Try to write on the following topic by clustering.⏹A memorable holiday6. Cubing⏹Imagine a six sided cube that looks sth like the following figure.⏹It has six sides which respectively read as:⏹Describe it⏹Compare or contrast it⏹Free-associate it⏹Analyze it⏹Argue for or against it⏹Apply it7. Interviewing⏹Ask a classmate or friend to discuss your subject with you. Let your thoughtsrange over your subject as your friend asks you questions that arise naturally in the conversation. ⏹Who? When? What? Why? Where? How? ⏹ If, after the interview, you still feel at a loss, question your friend: what would he focus on if he has to write an essay based on the information fromyour interview? Why?8. The cross-examination⏹ Ask yourself the following five categories of questions.⏹ 1. definition: How do people define or explain it?⏹ 2. comparison and contrast⏹ 3. relationship: causes and effects⏹ 4. circumstance: possible or impossible?⏹ 5. testimony 9. Sketching⏹ If you are a visual learner —that is, you respond better to picutures than you do to written descriptions or explanations, you can use this method by drawing or sketching or even cartooning the pictures in your mind. ⏹ In this way, you may be surprised at the details that you remember. ⏹ The picture helps you to put those words on paper. eg. My favorite dog10. Dramatizing the subject⏹ Visualize your subject as if it were a drama or play unfolding in your mind. ⏹ Actor⏹ Action⏹ Motive⏹ Method⏹ SettingAssignment 1: Writing⏹ Step 1: Select one of the large subjects that follow and, through one of the prewriting techniques, find focused topics that would be appropriate for essaysof 250 words.⏹ Step 2: Write an essay of 250 words based on your prewriting exercise. ⏹ Music ⏹ Cars ⏹ Education ⏹ Jobs ⏹ Television commercials ⏹ Politics ⏹ Animals ⏹ Childhood⏹ Pollution ⏹ AthleticsAssignment 2: Reading⏹ Coursebook: Chapter 7: Writing Beyond the Paragraph, P123-140⏹ Or A Handbook of Writing : Part 5, P144-157。
2023高级语文课程大纲英文版
2023高级语文课程大纲英文版2023 Advanced Language Arts Course SyllabusCourse Description:The 2023 Advanced Language Arts course is designed to enhance students' language skills through a variety of literary texts and writing assignments.Course Objectives:1. Develop advanced reading comprehension skills.2. Improve critical analysis and interpretation of literary works.3. Enhance writing proficiency through various genres.4. Expand vocabulary and language usage.5. Cultivate effective communication skills.Course Outline:1. Unit 1: Classic Literature- Study of classic novels and plays.- Analysis of themes and characters.2. Unit 2: Modern Literature- Exploration of contemporary works.- Comparison of different literary styles.3. Unit 3: Creative Writing- Writing exercises in fiction and poetry.- Peer review and feedback sessions.4. Unit 4: Research and Argumentative Writing - Conducting research on relevant topics.- Crafting persuasive essays and arguments.5. Unit 5: Public Speaking- Preparation and delivery of speeches.- Practice in effective communication techniques.Assessments:- Weekly reading quizzes- Literary analysis essays- Creative writing portfolios- Research papers- Oral presentationsGrading Criteria:- Participation: 10%- Assignments: 40%- Exams: 30%- Final Project: 20%Textbooks:1. "To Kill a Mockingbird" by Harper Lee2. "The Great Gatsby" by F. Scott Fitzgerald3. "Beloved" by Toni Morrison4. "Interpreter of Maladies" by Jhumpa LahiriNote: Additional readings and resources will be provided throughout the course.Instructor:Ms. Smith, M.A. in English LiteratureContact Information:Email:*******************Office Hours: Monday and Wednesday 2-4pmCourse Schedule:- Mondays and Wednesdays: 9am-10:30am- Room 203Disclaimer: Course content and schedule are subject to change at the discretion of the instructor.。
《高级英语I-英语写作》
Syllabus for undergraduate of OUCCourse name：Advanced English 1Course time：48 hoursCourse teacher：Michael Sayle，Zachary Bergeron1.Course OverviewAdvanced English 1 familiarizes students with the social and situated nature of writing--that is, with the ways in which writing is tied to purpose, audience/community, and topic/content. As such, there is a heavy emphasis on community, genre, and rhetorical situation. Through informal and formal writing, students will write in several genres, analyzing how purpose, audience, and context shape research, strategies for organization, and language usage, components that will be developed further in the second semester class. In addition, the course introduces practices of research inquiry in writing. Reflection on students’ writing is also formally built into the entire course, culminating in a final portfolio.Advanced English 1 is designed specifically for students writing in English as an additional language. Some features of these courses•Addressing language-related concerns in class and through individualized feedback as needed•Beginning with the assumption that not all students will be familiar with certain U.S.educational practices, genres, popular cultural references, etc.•Drawing on students’ multilingual resources to support writing and language development.- 1 -2.Student Learning OutcomesGoal 1: Rhetorical AwarenessLearn strategies for analyzing texts’ audiences, purposes, and contexts as a means of developing facility in reading and writing.1. Student Learning Outcomes for Rhetorical Awareness:1A. identify the purposes of, intended audiences for, and arguments in a text, as situated within particular cultural, economic, and political contexts.1B. analyze how genres shape reading and composing practices.1C. read in ways that contribute to their rhetorical knowledge as writers.Goal 2: Critical Thinking and ComposingUse reading and writing for purposes of critical thinking, research, problem solving, action, and participation in conversations within and across different communities.2. Student Learning Outcomes for Critical Thinking and Composing:2A. incorporate evidence, such as through summaries, paraphrases, quotations, and visuals.2B. support ideas or positions with compelling discussion of evidence from multiple sources.Goal 3: Reflection and RevisionUnderstand composing processes as flexible and collaborative, drawing upon multiple strategies and informed by reflection.3. Student Learning Outcomes for Reflection and Revision:3A. produce multiple revisions on global and local levels.3B. suggest useful global and local revisions to other writers.3C evaluate and act on peer and instructor feedback to revise their texts.3D. reflect on their progress as academic writers.- 1 -Goal 4: ConventionsUnderstand conventions as related to purpose, audience, and genre, including such areas as mechanics, usage, citation practices, as well as structure, style, graphics, and design.4. Student Learning Outcomes for Conventions4A. follow appropriate conventions for grammar, punctuation, and spelling, through practice in composing and revising.4B. apply citation conventions systematically in their own work.3.Course ExpectationsStudents are expected to bring a fully-charged laptop to each class in order to participate and complete in-class assignments. Other course expectations are addressed in the grading and assignment policies in this syllabus. Significant in-class participation is necessary to succeed in this course, and students must attend class and be ready to contribute to class discussions.4. AssignmentsProject 1: Textual Analysis: Students will practice how to analyze an academic theme from one text and apply it to a different context. They will develop proficiency incorporating metaphors and other literary devices into their writing. Students will complete daily assigned reading and writing assignments, both in class and outside of class. Over the duration of the unit, students will produce an essay of approximately 1,500 words focused on connecting themes from the unit’s assigned readings to other aspects of their lives, through a process of drafting and revision including both instructor and peer feedback.Project 2: Genre Analysis: Students will analyze multiple genres including academic texts, advertisements, professional and academic emails, and legal documents. They will learn- 1 -how these documents function as communication tools to achieve their intended purposes using various rhetorical strategies. Students will complete daily assigned reading and writing assignments, both in class and outside of class. Over the duration of the unit, students will produce an essay of approximately 1,200 words analyzing a genre used on campus at OUC through a process of drafting and revision including both instructor and peer feedback.Project 3: Writing to Inform: Building on topics covered in the genre analysis unit, students will focus on the conventions of informative writing. They will practice how to determine the credibility of academic and popular sources as well as how to incorporate sources into their own writing according to academic writing conventions. Students will complete daily assigned reading and writing assignments, both in class and outside of class. Over the duration of the unit, students will produce an informative essay of approximately 1,200 words in the style of an encyclopedia entry while paying particular attention to audience expectations and citation conventions. The drafting process for this essay will include both instructor and peer feedback.Project 4: Course Reflection: Students will practice thinking about their own academic and professional development, reflecting on their work from a critical perspective designed to promote lifelong learning and growth. Students will practice personal writing in an academic context while reflecting on the work they completed for this course. Students will complete daily assigned reading and writing assignments, both in class and outside of class. Over the duration of the unit, students will produce a reflective essay of approximately 1,200 words through a drafting process including both instructor and peer feedback.Homework Assignments: Most homework assignments for this course consist of assigned- 1 -readings and related reading guide writing assignments. Students will need to read the assignments carefully and respond to the questions thoughtfully; superficial answers will not be considered complete and will not receive full credit. Students must also be prepared to discuss their homework during in-class activities. Major readings for this course include chapters from Dave Grossman’s On Killing, Kerry Dirk’s “Navigating Genres” essay, legal memos and case excerpts provided by Professor Robert Woods, and U.S. Supreme Court case article summaries from the American Bar Association website. Additional readings and writing assignments may be assigned by the instructor as deemed necessary.5.Books To PurchaseThere are no required books to purchase for this course. Professor will make required readings available to students on the course management website.6.Grading Policy- 1 -7.Course Calendar- 1 -- 1 -- 1 -- 1 -- 1 -- 1 -。
现代英语语言学理论(精)ppt课件
现代英语语言学理论
渭南师范学院崔建斌
LESSON PLAN
Objectives (students)
By the end of the lesson the students will be better able to know what testing is, how testing is relevant to teaching, what the relationship exists between testing and teaching.
现代英语语言学理论
渭南师范学院崔建斌
PROCEDURE OF THE LESSON
10mins. Students in pairs.
Aim: discuss the test items (Test paper on Advanced English: writing). Check and work out the criteria for the objective testing, as writing. Appoint a student as “teacher” at the board report their discussion.
现代英语语言学理论
渭南师范学院崔建斌
LESSON PLAN
Specific Target (Teaching point) Types of test
Aptitude test, Proficiency test, Achievement test Diagnostic test
Means of testing
Studies on Language Testing: Introduction and Implication, Cui Jianbin, 2002
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Advanced English WritingCourse Description and ObjectivesAdvanced English Writing is an intensive course designed to provide students with an opportunity to use English in a new and exciting way. This course will give students a platform to express themselves with the vocabulary they already know while providing them with the skills to use it effectively in writing. Furthermore, students will utilize the opportunity to interact with a foreign expert to improve their language skills.Classroom Rules1.Be in class on time2.Be prepared to participate3.Respect and support your classmates4.Turn your cell phones off5.Speak English as much as possibleGrading and EvaluationDaily Journals….……………………………………………………………………...15% Participation…………………………………………………………………………...20% Midterm Project....…...………………………………………………………………. 30%Final Portfolio………………………………………………………………………... 35%Total = 100%Daily JournalsStudents are required to keep a hand-written journal daily. Each student must write at least a paragraph every day on the topic of their choice. The teacher will provide writing prompts should the students need inspiration. Students must bring their journals to class every day because the journals will be collected at random intervals throughout the semester for grading.Midterm ProjectStudents will craft a personal essay describing a memory that relates to the prompt – make sure to be as detailed as possible. This will be a take home exam and the prompts will be provided a week in advance. Each essay should be Times New Roman, size 12 font. Additionally, essays should be double spaced. Essays must be printed and turned in on the date of the midterm exam.Final PortfolioThroughout the semester, students will have the opportunity to write creatively. First they will write a short story and then they will write two different types of poems. Students will have multiple opportunities to work with their peers to revise their work. This portfolio is the culmination of these efforts.Short StoryThe short story, like the personal essay must be Times New Roman, 12 pt font, anddouble spaced. The story must be between 3-5 pages in length.PoemsAll poems must be Times New Roman, 12 pt font, and double spaced. All poems must be complete. Otherwise, there is no page requirement for the poems.Students must include all of the versions of their work – this means everything from the brainstorming stage to the final draft.Plagiarism PolicyUnder no circumstances may a student copy information from the internet and claim it as their own. All student journals and assignments must be written and presented in the student’s own words. If the teacher suspects any form of plagiarism, she reserves the right to award a failing grade for that assignment. Students may protest this decision, and meet with the teacher for a one on one discussion of the grade. Students guilty of plagiarism will not have the opportunity to replace the failing grade.Tentative ScheduleWeek OneSelf IntroductionsCourse IntroductionLearning Resolutions Activity(HW) Watch the Movie: “The Freedom Writer’s Diary”Purchase a journalWeek TwoFilm DiscussionWord List Group Activity250 Nouns / 150 Adjectives and Adverbs / 100 VerbsCompile a Class Vocabulary List(HW) Read: “Nothing Gold Can Stay” by Robert Frost“Nothing Gold Can Stay” DiscussionBrainstorming LectureBrainstorm Rhyme Poem(HW) Draft an Original Rhyme PoemWeek FourRevisions LecturePeer RevisionsStudent Presentations(HW) Read: “The Fish” by Elizabeth BishopWeek Five“The Fish” DiscussionFree Form Poetry LectureBrainstorm Free Form Poem(HW) Draft an Original Free Form PoemWeek SixPeer RevisionsStudent PresentationsWriting Memories LectureMemories and Music Activity(HW) Draft an Original Poem Inspired by MusicWeek SevenStudent Journal PresentationsPhysical Reactions LectureActing Emotions Activity(HW) Read: “The Most Dangerous Game” by Richard Connell Week Eight“The Most Dangerous Game” DiscussionWriting Actions LectureActing Verbs Activity(HW) Re-Read: “The Most Dangerous Game” by Richard Connell Week Nine“The Most Dangerous Game” DiscussionWriting Characters LecturePeople Watching Activity(HW) Complete Midterm ExamMovie Day –“Finding Neverland”Midterm Exams Due(HW) Read: “A Rose for Emily”by William FaulknerWeek Eleven“A Rose for Emily” DiscussionThe Writing Process LectureIdentify the Plot Devices Activity(HW) Re-Read: “A Rose for Emily” by William FaulknerWeek Twelve“A Rose for Emily” DiscussionWriting Fiction LectureBrainstorming Activity(HW) Read “The Yellow Wallpaper” by Charlotte Perkins GilmanCreate First Drafts of Short StoryWeek Thirteen“The Yellow Wallpaper” DiscussionWriting Details LectureM&M Color Walk Activity(HW) Re-Read “The Yellow Wallpaper” by Charlotte Perkins Gilman Continue Working on First Drafts of Short StoryWeek Fourteen“The Yellow Wallpaper” DiscussionRevisions Reminder LecturePeer Revisions(HW) Create Second Drafts of Short StoryWeek FifteenPeer Revisions(HW) Compose Final PortfolioShort Story + 3 Poems = PortfolioWeek SixteenStudent PresentationsFinal Portfolio Due。