Though it could be applied to any high school classroom, this track is designed for an English/Language Arts twelfth grade classroom (non-AP) who is 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 basic expository paper.  Most students in this grade come from the Savannah area or the surrounding islands and have a higher socioeconomic status.  There are slightly more females than males in overall grade level, though each class has a different balance of students.  Unfortunately, most of them (with the exclusion of Advanced Placement) still need guidance through writing.

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.  Also, by implementing TrackStar, the teacher can give students feedback every step of the writing process.  This task gives activities to increase creativity and effectiveness in writing, preparing students for college level writing.  Therefore, goals include:

1. Students are able to write a creative, organized, concise essay with an appropriate thesis after brainstorming effectively.  Then, students are able to aptly proofread their paper.

2. Students later transfer these skills to college writing.

This project will helps students fulfill the following standards: [ELA12W1.A, ELA12W1.C, ELA12W1.G]*, [ELA12W2.A, ELA12W2.B, ELA12W2.M]**, ELA12W4.F*** as it seeks to help the student produce proof-read writing(through a variety of genres) with an effective organizational structure with focus and closure while engaging the reader.

*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.

**The student demonstrates competence in a variety of genres.

***The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing.