Ms. Carmen Garcia, M.

cgarcia@davincischools.org
http://misscarmengarcia.weebly.com/
Wednesday Mornings 8:00-8:55am
Class ID: TBD
Password: TBD

The purpose of this class is to prepare students to integrate into a higher level post-graduate setting. This
means that students will develop advanced proficiency in expository, analytical, and argumentative reading and writing. In addition to this, students will also have an opportunity in the classroom to learn about different post graduate options with the aid of the college counselors, Erin Knott and Karen Grace Baker,. This
includes an opportunity to write a personal statement and any other supplemental writing prompts on applications.

1 Students will be able to cite strong and thorough textual evidence to support analysis of what a text
says and implies.
2 Students will be able to develop academic and analytical essays that are focused on a central
idea and effectively organized.
3 Students will be able to initiate, prepare, and exchange thoughtful, evidence-based ideas and collaborate with their peers.
is the habit of consistently meeting deadlines and following directions
is the habit of consistently investing your personal best effort to create a product
that is strong, accurate and beautiful

The final evaluation will address the extent to which students have met the learning objectives listed above,
as demonstrated in:

Active contributions to classroom discussion demonstrating constructive dialogue with peers

Depth and critical perspective in papers and exams
Development of understanding of the selected texts and analytical skill over the course of the term.

This unit focuses on supporting students as they confront choices they have to make about life
after high school. As students enter the final year of their education, they are likely to begin thinking about their
future. This unit provides students with an opportunity to begin to consider not just what they wish to do after
high school but how well prepared they are for life after high school.

Become familiar with college and career expectations for reading independently

Organize information from online research and textual study for use in developing writing

Understand writing as a situated process of decision-making grounded in rhetorical contexts

This unit is designed to provoke students to take a stand on the controversial topic of racial
profiling. The issues surrounding this topic are complex and entangled in related subjects to the extent that a
change in one area might dramatically affect other claims in an argument. Students will be prompted to articulate what they have discovered so they understand metacognitively how to develop an argument by deconstructing an article that demonstrated the effective use of all three persuasive appeals for a single purpose.

Read and respond to an essay rhetorically

Analyze an argument

Write a text based academic essay

This unit provides students with extended practice analyzing and synthesizing a diverse
set of texts on a shared question: How should human life be valued? Assessment offers students two choices
for responding to the central question in the reading selections by either a reflective essay or a passage
based argument essay.

Analyze a complex set of ideas and explain how specific ideas, individuals, or events interact in an academic conversation.

Determine an authors point of view or purpose in a text

Writing a reading-based argument essay on a question at issue

This unit explores a legal issue and the way in which scientific evidence and personal observations and experience contribute to different strongly held points of view on the topic. Final assessment
asks students to respond to a recent Supreme Court decision on the topic and to construct their own arguments
on one or the other side.

Identify the main ideas, including the authors main argument/claim within a text

Compare different arguments and the rhetorical strategies of their writers

Revise rhetorically to establish a clear focus for their essay