writing+for+the+web

(Required Information needed to prepare for course submission)
 * English Subject Template**


 * __**Course Guidance**__
 * GENERAL ENGLISH GUIDANCE**

College preparatory composition and literature are required. Detailed reading, writing, listening and speaking components must be included in the courses.

__**Goals of the English Requirement**__

The English subject requirement seeks to ensure that freshmen are prepared to undertake university-level study; to acquire and use knowledge in critical ways; to think, read, write, and speak critically; and to master literacy skills for classes in all University subjects. More important than the specific topics covered are the more general abilities and habits of mind students should acquire through reading, writing, speaking, and other course activities. As indicated in the ICAS Academic Literacy Statement of Competencies and the Common Core State Standards for English language Arts and Literacy, these include the following:


 * 1) **They are well-informed, thoughtful and creative readers, writers, listeners, and thinkers** who incorporate the critical practices of access, selection, evaluation, and information processing in their own original and creative knowledge production.


 * 1) **They understand the ethical dimensions of academic life** as grounded in the search, respect for, and understanding of other informed viewpoints and pre-existing knowledge. They have a capacity to question and evaluate their own beliefs; the curiosity and daring to participate in and contribute to intellectual discussions; and the ability to advocate for their own learning needs.


 * 1) **They comprehend and evaluate complex texts across a range of types and disciplines** and can construct effective arguments and convey intricate or multifaceted information.


 * 1) **They respond to varying demands of audience, task, purpose, genre, and discipline** by listening, reading, writing and speaking with awareness of self, others, and context, and adapting their communication to audience, task, purpose, genre, and discipline.


 * 1) **They value evidence.** Students can analyze a range of informational and literary texts, ask provocative questions and generate hypotheses based on form and content of factual evidence, see other points of view, and effectively cite specific evidence when offering an oral or written interpretation of a text.


 * 1) **They use technology and digital media strategically and capably** to enhance their reading, writing, speaking, listening, and language use.


 * 1) **They demonstrate independence** by exhibiting curiosity and experimenting with new ideas.

__**Course Requirements**__ Competencies for entering students cannot be reduced to a mere listing of skills. True academic competence depends on a set of interactive insights, perceptions, and behaviors acquired while preparing for more advanced academic work. Good writers are most likely careful readers and critical thinkers—and most academic writing is an informed and critical response to reading. Courses should, at each level, give students full awareness and control of the means of linguistic production, orally and in writing.

Regardless of the course level, all approved courses are expected to stress the reading and writing connection and to address all of the Common Core College and Career Readiness Anchor Standards in Reading, Writing, Listening and Speaking. They must satisfy these criteria:

• **Reading**. Acceptable courses must require extensive reading of a variety of genres, non-literary as well as literary, including informational texts, classical and/or contemporary prose and poetry, and literary fiction and non-fiction. Reading of literary texts must include full-length works; excerpts from anthologies, condensed literature, et cetera, cannot substitute for full-length literary works. Students should be expected to read for literal comprehension and retention, depth of understanding, awareness of the text’s audience, purpose and argument, and to analyze and interact with the text.


 * • Writing**. Courses must also require substantial, recurrent practice in writing extensive, structured papers directed at a various audiences and responding to a variety of rhetorical tasks. Students must demonstrate understanding of rhetorical, grammatical, and syntactical patterns, forms, and structures through responding to texts of varying lengths in unassisted writing assignments. Courses should address basic issues of standard written English, including style, cohesion, and accuracy.

Writing is taught as a recursive process involving invention, drafting, revision, and editing where writers return to these activities repeatedly rather than moving through them in discrete stages. Writing is also a way of learning and it should enhance the students’ understanding of a subject.

• **Listening and Speaking.** Courses must allow students to develop essential critical listening skills and provide them ample practice speaking in large and small groups. Students are expected to be active, discerning listeners, to make critical distinctions between key points and illustrative examples, develop their ability to convey their ideas clearly, and listen and respond to divergent views respectfully, just as they must do when they read and write.

NOTES:


 * 1) It is expected that courses appropriate for the final year (12th grade) of high school study will demand a substantially higher level of reading and writing requirements and skills outlined above. Prior to the 12th grade, students may complete ESL/ELD courses for limited English proficient (LEP) identified students for up to one year in fulfillment of the "b" requirement provided the academic rigor of the course meets the above standards. While unusual, in rare cases, the ESL/ELD course may be completed after a college-prep English course if there is evidence that the student would benefit academically from the course. (Refer to Note 3 below for discussion of ELD and SDAIE courses.)


 * 1) For expected competencies in English reading, writing, listening and speaking, consult the //Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects// (adopted by the California State Board of Education in 2010.) Further information is available in the following resources:

• "An Information Booklet for the Analytical Writing Placement Examination" (formerly "Subject A Examination") for discussion of writing standards and examples of acceptable college freshman-level scored essays (http://www.ucop.edu/sas/awpe/).

• "Academic Literacy: A Statement on Competencies Expected of Entering Students to California's Public Colleges and Universities" (Spring 2002) for a description of the language arts material that almost all regularly admitted freshmen have learned (www.universityofcalifornia.edu/senate/reports/acadlit.pdf).


 * 1) English Language Development (ELD) courses, including SDAIE (Specially Designed Academic Instruction in English) and /or Sheltered English language arts courses for limited English proficient (LEP) identified students may be acceptable for a maximum of one unit (equivalent to one year), provided they are college preparatory courses with strong emphasis on reading, writing, listening and speaking. Such courses must specifically deal with rhetorical, grammatical, and syntactical forms in English, especially those that show cross-linguistic influence, and must provide explicit work in vocabulary development. Additional years of approved ELD coursework for FEP students may meet the college preparatory elective requirement described below.


 * 1) Sheltered/SDAIE English courses for FEP students that are identical to the college preparatory English courses can be considered as satisfying the English requirements with no unit limitations.


 * 1) Courses in speech, debate, creative writing, drama, or journalism do not meet the "b" English requirement, but may meet the "g" elective requirement as described under college preparatory electives. In order for these courses to meet the elective requirement, they must require substantial reading and writing, including expository writing.


 * 1) There are different options of satisfying the "b" requirement for students with international and domestic records.


 * Program Status for CSU Early Assessment Program (EAP)**. Among other valuable services, the CSU Early Assessment Program indicates to high school juniors their readiness for college-level English. If students need additional academic preparation, they can now take a course entitled "Expository Reading and Writing" developed jointly by high school and CSU English faculty members. A standardized course description has been approved by UC faculty and satisfies one year of the "b" English requirement. UC faculty have granted "program status" for EAP, which allows any school that offers the CSU's EAP course to quickly and easily add the course to its own "a-g" course list. Please use the official title of the course, "Expository Reading and Writing," when adding this course to your list. If your school is interested in offering the course, please contact Nancy Brynelson, Co-Director, Center for the Advancement of Reading, at (916) 278-4581. Detailed information on this course is available at [|__www.ucop.edu/doorways/guide__].


 * HONORS ENGLISH GUIDANCE**
 * English Honors courses are expected to provide detailed and specific illustrations both breadth and depth of exploration in the subject area, developing writing, research, and analytical skills. Specific detailed evidence must be included in the course outline.
 * The courses must offer content and/or experience that are demonstrably more challenging than what is offered through the regular college preparatory courses in the same field.
 * Factors considered for UC-approved honors courses that satisfy the "b" requirement include but are not limited to the assignment and evaluation of one long or numerous short, challenging, and properly-annotated research papers and a comprehensive final examination. Specific details of each of these assignments are required.
 * The use of college-level textbooks is encouraged.
 * Regular college preparatory courses in the subject areas should be offered. If regular non-honors courses are offered, a strong justification for the lack of a regular course is required.
 * In addition to AP and IB higher level courses, high schools may certify as honors level courses **not more than one unit** in English.
 * A single, written, comprehensive, full year final exam must be administered that encompasses all the material that has been covered for the entire year.



__**NOTE:**__ The following questions are subject specific and ask for detailed information regarding the course curriculum. Since UC has developed their own criteria for the review of curricula, it is not necessary (and preferred) that the State Standards are not listed when submitting course descriptions to the University. When preparing the course submission, keep in mind that your audience is the UC High School Articulation unit and UC faculty. Include relevant information that would assist those reviewing the course and provide UC a better understanding and clarity about the intent of the curriculum. UC expects to see information that would show specific, detailed evidence of the course rigor and development of essential skills and habits of mind. Course template components need to be more expository and illustrative of the integration of each course component and how the overarching goals are being accomplished. The text boxes below will expand to accommodate additional text.
 * __**Course Content**__

__**NOTE:**__ More specificity than a simple recitation of the State Standards is needed.
 * Course Purpose:** //What is the purpose of this course? Please provide a brief description of the goals and expected outcomes. Explain how the course aligns the seven goals of the English requirement. (How these will be accomplished should be reserved for the Course Outline, Key and Written assignments, Assessments, and/or Instructional Methods.)//

The goal of Writing for the Web, Print and Broadcast Media Class is to integrate and apply the common core standards into a digital storytelling class, traditionally known as a journalism class at the secondary level, that will incorporate close reading and demonstration of different writing genres found in the rapidly evolving world of digital media. This English language arts/CTE integrated course strictly adheres to the common core standards while at the same time provides a pathway to entertainment and technology careers. All of the English common core standards are incorporated into the class and each goal of the English subject requirement is addressed and assessed through the use of technology and digital media. Required and support reading materials are resources that media professionals recommend as the most useful for students who have an interest in a career in the media. By the end of this course, students will be expected to be able and read and research, analyze, synthesize, and write accurate and appropriate print and digital texts of all forms. Along with close reading and extensive forms of writing, students will also learn the technical skills to gather media and edit that media into stories appropriate for web and broadcast.


 * Course Outline:** A //detailed descriptive summary of all topics covered. All historical knowledge is expected to be empirically based, give examples. Show examples of how the text is incorporated into the topics covered. A mere listing of topics in outline form is not sufficient (i.e. textbook table of contents or California State Standards).//


 * //__Comprehensive and close reading of written resources__ (books, articles, essays, websites, blogs, etc.). Students will read and respond to required and supplementary readings that help them to understand the history of journalism, the effects of digital media on journalism, and the craft of journalism as practiced in the digital age. Student output will take the form of oral reports in class and written reflections for publication on the web site/mobile phone application.//
 * __//Writing persuasive essays for online publication.//__ //Students will share their reflections on journalistic ethics as they are played out daily in the media, as well as write timely and well-thought out persuasive essays that will be published on the mobile phone application and the web site.//
 * //__Writing extended audio beds for audio and video production:__ One of the most important process steps in creating a media production is writing an audio bed. To that end, students will produce audio beds designed for use in radio, television and web productions.//
 * //__Writing extended audio beds for audio and video production:__ One of the most important process steps in creating a media production is writing an audio bed. To that end, students will produce audio beds designed for use in radio, television and web productions.//


 * __//Writing photo captions and headlines://__
 * //Writing news stories for online publication: A staple of this class is the production of regular stories of school community interest that will serve as a steady stream of content for the mobile phone application and web site.//
 * //__Preparing and conducting one-on-one interviews:__ Students will regularly employe the skills of speaking and listening as a staple of collecting information to produce a media story.//


 * //__Brainstorm story ideas__ that are important to the school community and taking action to address those ideas through media arts: Stories for the mobile phone application and the web page will be generated by the teacher and students during a daily staff meeting that will take place at the beginning of each class period.//



Key Assignments: Detailed descriptions of all Key Assignments which should incorporate activities and projects, as well as, short answers and essay questions. How do assignments incorporate topics? Include all assignments that students will be required to complete. Assignments should be linked to components mentioned in the course outline and in the discussion of accomplishing the course goals. Explicitly indicate how the assignments support the Common Core College and Career Readiness Anchor Standards in Reading, Writing, Speaking and Listening, and Language. Courses must address them all in a balanced fashion. It is not appropriate or necessary to include instructions given to students regarding the exe //cution of assignments (formatting, timeliness, etc.). Do not include exams or assessments in this section.//
 * __Comprehensive and close reading of written resources__ (books, articles, essays, websites, blogs, etc.). Students will improve their own writing by close reading of both the required and supplementary readings. They will deliver oral reports to the class as well as produce reflective pieces for web publication.
 * //Writing extended audio beds for audio and video production:// //Each week, students will jiqsaw for the class a chapter in one of the required readings. Students will write reflections for publication.//
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 * //Writing extended audio beds for audio and video production:// //Each week, students will jiqsaw for the class a chapter in one of the required readings. Students will write reflections for publication.//
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 * //__Writing persuasive essays for online publication__.// //Students will research and write an editorial about a local issue. For example, access to local hiking trails, teen curfews, bullying, etc. Issues will change based on current events in the school community.//
 * //__Writing extended audio beds for audio__. Students will produce a 30 second to one minute public service announcement for a local non-profit that will be aired on local radio.// //Topics will change each semester.//
 * //__Writing extended audio beds for video production__: Students will produce a 30-second to one minute television public service announcement for a local non-profit agency.//
 * //__Students will write captions and headlines__ for stories on the mobile phone application and the corresponding web page.//
 * __//Writing news stories for online publication.//__ //Students will contribute one news story per week that they will research and write for a mobile phone application/web page.//
 * __//Preparing and conducting one-on-one interviews.//__ //Students will conduct interviews for news stories using at least two primary sources.//
 * __//Brainstorm story ideas that are important to the school community and taking action to address those ideas through media arts.//__ //Students will generate and contribute their story ideas during the daily digital storytelling staff meeting.//




 * Instructional Methods and/or Strategies:** //Indicate how the Instructional Methods and/or Strategies support the delivery of the curriculum and the course goals. Explicitly indicate how the instructional approaches support the// Common Core College and Career Readiness Anchor Standards in Reading, Writing, Speaking and Listening, and Language. //Courses must address them all in a balanced fashion. What portions of the Course Outline are supported by the methods and strategies?//




 * Assessments Including Methods and/or Tools:** //Indicate the intent of each assessment and a brief description of how each relates to the Course Purpose and goals related to the development of critical thinking and other habits of mind skills described in// the Common Core College and Career Readiness Anchor Standards in Reading, Writing, Speaking and Listening, and Language//.//




 * Reading:** Acceptable courses must require extensive reading of a variety of genres, non-literary as well as literary, including informational texts, classical and/or contemporary prose and poetry, and literary fiction and non-fiction. Reading of literary texts must include full-length works; excerpts from anthologies, condensed literature, et cetera, cannot substitute for full-length literary works. Students should be expected to read for literal comprehension and retention, depth of understanding, awareness of the text’s audience, purpose and argument, and to analyze and interact with the text.



Writing is taught as a recursive process involving invention, drafting, revision, and editing where writers return to these activities repeatedly rather than moving through them in discrete stages. Writing is also a way of learning and it should enhance the students’ understanding of a subject.
 * Writing:** Courses must also require substantial, recurrent practice in writing extensive, structured papers directed at a various audiences and responding to a variety of rhetorical tasks. Students must demonstrate understanding of rhetorical, grammatical, and syntactical patterns, forms, and structures through responding to texts of varying lengths in unassisted writing assignments. Courses should address basic issues of standard written English, including style, cohesion, and accuracy.




 * Listening and Speaking.** Courses must allow students to develop essential critical listening skills and provide them ample practice speaking in large and small groups. Students are expected to be active, discerning listeners, to make critical distinctions between key points and illustrative examples, develop their ability to convey their ideas clearly, and listen and respond to divergent views respectfully, just as they must do when they read and write.





__**NOTE:**__If “Yes” is selected for “Seeking ‘Honors’ Distinction” on the “Course Description” page of the “New Course” submission process, please complete the remaining 2 text boxes below.


 * Corresponding Non-Honors Course:** //Indicate the name of the regular non-honors course corresponding to this proposed honors course.//




 * Differences in Honors/Non-Honors Courses:** //Describe in detail how this honors course differs from the regular course offered in the same subject area. Be specific. UC assumes Honors submissions will have increased level of reading and writing. Please be specific and descriptive regarding precisely how these increase the rigor of the course beyond merely increased amounts of work.//