Description
Students often wonder why learning to write an essay on a piece of literature is valuable or necessary. After all, they may not want to study literature after high school. It’s a good question! The critical thinking required to write an organized, well-designed, and effectively argued piece of writing prepares them for all the writing they will need to do in college. I used to work at a STEM high school and my students learned that the skills they mastered in writing an analysis of a piece of literature were preparing them to effectively communicate about various STEM fields of study they loved so much. Analytical writing is the key to having success in other disciplines. Even though we use literature, it’s not necessarily about the literature. They are learning to think and to communicate and to put forth a logical argument and then defend it with evidence and analysis.
In this introduction to upper high school analytical writing, students are introduced to literary analysis and argument writing that critiques a piece of literature in various ways. They will watch a short narrative sketch and I will model how to write an analytical response. Then we will read and discuss a short piece of literature in class. Finally, students will learn how to write a critical response that presents an argument and delineates between evidence from the text that supports that argument and analysis that explains how the evidence is relevant to the argument. This is hard for students and it is what trips them up on exams. Students learn how to do this in just one paragraph. Instruction focuses on how to organize the essay, how to incorporate quotes, and how to delineate between a claim, evidence, and analysis.
Feedback and evaluation will be provided in class and beyond as students turn in and edit their work. Students receive continued communication with Mrs. Lemons as they work to improve their written responses. This gives learners who desire a bit more time just what they need to master these skills.
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High School Writing Series
This class is part of a series that prepares students to do dual enrollment college classes or are entering college. The series gets progressively more difficult and are scheduled in order. You can still jump in whenever you’d like! Completion of all of these classes, which takes about 6 months will cover all necessary high school writing! They make up a complete high school writing plan.
Check the offerings of this course on Outschool. Courses on Outschool are secular.
The Lemons-Aid Way: Our Approach to Teaching and Learning is Explicit!
Explicit teaching is a method of instruction students desperately need! It is the opposite of a constructivist philosophy whereby students try to construct meaning themselves.
Well…
Instead of leaving students to magically figure out how to write an essay or read or do a geometry proof, we teach explicitly, which is backed by a large body of evidence, and it’s how Mrs. Lemons teaches her undergraduate and graduate teacher candidates in college to teach! We do it this way because it’s how kids learn.
Explicit instruction is “a structured, systematic, and effective methodology for teaching academic skills. It is called explicit because it is an unambiguous and direct approach to teaching that includes both instructional design and delivery procedures. Explicit instruction is characterized by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved.”
-Explicit Instruction: Effective and Efficient Teaching by Anita L. Archer and Charles A. Hughes.
Anita Archer trained Mrs. Lemons in workshops, and it changed her teaching. Read a little more about the research behind explicit teaching here and here.
To read more about your teaching and learning methods, read Mrs. Lemons’ blog.
We have adopted The Master’s Seminary Doctrinal Statement.
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