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Write Well: Write Now!
Annotations by Lauren Evans
Track #362925
Format: Extended learning
<P>Though it could be applied to any high school classroom, this track is designed for an English/Language Arts&nbsp;twelfth grade classroom (non-AP)&nbsp;who is&nbsp;working on writing in order to help them to brainstorm, write a thesis, compose a creative introduction, include effective body paragraphs, and write a powerful conclusion for a&nbsp;basic expository paper.&nbsp; Most students in this grade&nbsp;come from the Savannah area or the surrounding islands and have a higher socioeconomic status.&nbsp;&nbsp;There are slightly more females than males in overall grade level, though each class has a different balance of students.&nbsp; Unfortunately, most of them (with the exclusion of Advanced Placement)&nbsp;still need guidance through writing. </P> <P>The purpose of this track is to guide students through their paper by dividing a complex task into various parts (brainstorming, introduction, body paragraphs, conclusion, and proofreading), thus using scaffolding to help learners accomplish the task.&nbsp; Also, by implementing TrackStar,&nbsp;the teacher&nbsp;can give students feedback every step of the writing process.&nbsp; This task gives activities to increase creativity and effectiveness in writing, preparing students for college level writing.&nbsp; Therefore, goals include:</P> <P>1. Students are able to write a creative, organized, concise essay with an appropriate thesis after brainstorming effectively.&nbsp; Then, students are able to aptly proofread their paper.</P> <P>2. Students later transfer these skills to college writing.</P> <P>This project&nbsp;will helps&nbsp;students fulfill the following standards:&nbsp;[ELA12W1.A, ELA12W1.C, ELA12W1.G]*, [ELA12W2.A, ELA12W2.B, ELA12W2.M]**, ELA12W4.F*** as&nbsp;it seeks to help the student produce proof-read&nbsp;writing(through a variety of genres) with an effective organizational structure with focus and closure while engaging the reader.</P> <P><FONT size=1><EM>*The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. </EM></FONT></P> <P><FONT size=1><EM>**The student demonstrates competence in a variety of genres.</EM></FONT></P> <P><FONT size=1><EM>***The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing.</EM></FONT></P>


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