Course Description

  • This course includes a writing semester and a literature semester. First semester will focus on Foundations of Writing and Rhetoric. During this semester, we will be approaching writing as a subject of study by investigating how writing works across a variety of contexts. We will examine the writing of others for content, purpose, and structure as well as create our own pieces of writing including both research writing and analysis writing.  Although writing is the focus of this course, reading and analyzing different authors is also an important aspect of understanding rhetoric. Second semester will focus on literature. The essence of this portion of the course is critical reading, writing, and discussion of selected modern novels, poems, and short stories. The course will examine texts from multiple viewpoints, examining the works not only for themes, narratives, and style but also through the application of a variety of critical theories (lenses).

Proficiency Targets

  • Reading-Literature Proficiency Targets

    As evidenced based on classroom assessments, the student is able to: 

    • Find and use textual evidence to support analysis (11.4.1.1)

    • Infer meaning from what a text says explicitly. (11.4.1.1)

    • Explain how multiple themes develop and interact over the course of a text. (11.4.2.2)

    • Explain how Shakespeare’s words and phrases contribute to tone and mood. (11.4.4.4)

    • Self-select a variety of student-appropriate texts based on interest. (11.4.10.10)

    Writing Proficiency Targets

    As evidenced based on classroom assessments, the student is able to: 

    • Make and develop claims to support an argument. (11.7.1.1)

    • Support claims with sufficient evidence. (11.7.1.1)

    • Acknowledge Counterclaims (11.7.1.1)

    • Organize using formal academic writing. (11.7.1.1)

    • Analyze validity and limitations of sources. (11.7.1.1)

    • Tailor content to a specific audience. (11.7.1.1)

    • Introduce and develop information about a topic. (11.7.2.2)

    • Organize and format information to maximize content clarity and audience understanding. (11.7.2.2)

    • Organize and write using formal standards. (11.7.2.2)

    • Use language, including figurative language, appropriate to the audience. (11.7.2.2)

    • Produce clear and coherent writing. (11.7.4.4)

    • Organize and develop content using a formal writing process. (11.7.4.4)

    • Develop an outline according to evidence gathered. (11.7.7.7)

    • Provide accurate citations for evidence. (11.7.8.8)

    Language Proficiency Targets

    As evidenced based on classroom assessments, the student is able to:

    • Correctly use grammar in speaking and writing. (11.11.1.1; 11.11.2.2)

    • Correctly use punctuation and spelling in writing. (11.11.1.1; 11.11.2.2)

    • Edit written work for correct use of grammar and mechanics. (11.11.1.1; 11.11.2.2) 

    Speaking, Viewing, Listening & Media Literacy Proficiency Targets

    As evidenced based on classroom assessments, the student is able to:

    • Engage in discussions about issues related to Minnesota American Indians. (11.9.1.1)

    • Prepare for discussions by gathering evidence and perspectives (11.9.1.1)

    • Abide by commonly held rules, goals and outcomes that define the purpose of the discussion (11.9.1.1)

    • Provide citations (oral and written) when presenting evidence. (11.9.4.4)

    • Logically organize information for an audience. (11.9.4.4)

    • Formally present info clearly, concisely, and logically (11.9.4.4)

    • Provide Multiple Perspectives of an issue (11.9.4.4)

Materials Used

  • Short Stories 

    • “A and P” by:  John Updike

    • “The Most Dangerous Game” by:  Richard Connell

    • “The Short Happy Life of Francis Macomber

    • “A Worn Path” by Eudora Welty

    • “The Lottery” by Shirley Jackson

    • “The Drunkard” by:  Frank O’Connor

    Drama

    • Everyman

    • Hamlet

    • MacBeth

    • King Lear

    • Othello

    • Angels in America by:  Tony Kushner

     Poetry

    • “To The Virgins to Make Much of Time” by:  Robert Herrick

    • “Do Not Go Gentle into that Good Night” by:  Dylan Thomas

    • “Richard Cory” by:  Edwin Arlington Robinson (and other poems in Spoon River Anthology)

    • “Aunt Jennifer’s Tigers” by Adrienne Rich

    • “Living in Sin” by Adrienne Rich

    • “Storm Warnings” by Adrienne Rich

    • Picnic, Lightning by Billy Collins -- This is a whole book. 

    Novels:

    • The Awakening by: Kate Chopin

    • Things Fall Apart by: Chinua Achebe

    • The Things They Carried by: Tim O’Brien 

    • Sula by:  Toni Morrison

    • Love Medicine by:  Louise Erdrich

    • There, There by:  Tommy Orange