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Highline Public Schools
15675 Ambaum Blvd. SW Burien, WA 98166

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Highline Public Schools
15675 Ambaum Blvd. SW Burien, WA 98166

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EN5600: Literature/Composition 3

Course Description

What is the American Dream? How has the dream changed over time? How does the dream change when we look at it from different perspectives? Students read American literature Literature through a variety of genres to consider mainly American perspectives- though some readings may come from other places in the world to compare perspectives and style. Composition 3 builds off the work of Literature/Composition 2 to develop students' awareness of appropriate and professional language- to sharpen their skills in effective writing and critical reading- and to develop individual styles adaptable to different occasions for writing in college- career- and citizenship. Students will apply these skills to narratives- essays- speeches- and other models of effective styles from different disciplines and time periods. Common Core communication and presentation skills will be integrated throughout the course; Common Core reading and writing skills now focus on the highest band for college- career- citizenship readiness.

Essential Standards

  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.11-12.2)
  • Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. (RI.11-12.6)
  • Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (RI.11-12.7​​​​​​​)
  • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (RI.RL.11-12.1​​​​​​​)
  • Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. (RI.RL.11-12.2​​​​​​​)
  • Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) Analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (RI.RL.11-12.4​​​​​​​) 
  • Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (RL.11-12.3​​​​​​​)
  • Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (RL.11-12.5​​​​​​​)
  • Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (SL.11-12.1​​​​​​​)
  • Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (SL.11-12.4​​​​​​​) 
  • Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (SL.11-12.5​​​​​​​)
  • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (W.11-12.1/2​​​​​​​)
  • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (W.11-12.3)
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (W.11-12.4​​​​​​​)
  • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (W.11-12.5)
  • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (W.11-12.8​​​​​​​)