1) Write complete English essays without using "I" or other personal pronouns as substitutes for "I."
2) Write descriptive essays without using the verb "to be."
3) Analyze and critique professional works of art or films that deal with controversial topics.
4) Critique your peers' essays and encourage them to write better.
5) Use AI in a responsible way that helps you develop your own writing skills.
Outline:
Advanced English III is a creative writing course that utilizes a collection of ideas from "Freshmen Composition" courses commonly taught at universities in the United States. The main purpose of this course is to develop essay writing skills.
Style:
This course follows a process approach to writing whereby brainstorming, outlining, and using AI responsibly as a pre-writing tool will help students develop their writing skills. Other writing tools such as a five-senses grid, metaphoric language, simile, personification, E-Prime, and more will be explored to bring creativity and finesse to each student's writing.
Notice:
Students will not be graded on any AI generated or AI assisted essays. AI will only be used for practice essays in the context of homework assignments that will later be used in class for separate critiquing and reflective writing assignments. In class, students must write essays without any support beyond the paperback dictionaries and thesauruses provided by the teacher.
Students must write, critique, revise, and rewrite their essays several times in one semester. In addition to handing in essays to the teacher, students should also be willing to share their work and critique each other's essays.
Students who miss 1/4 or more of classes will not be eligible for evaluation.
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Theme |
Goals |
| 1st Semester |
| 1st Quarter |
| 1st |
Descriptive Writing (Prompt One) Part One
The Five Senses Grid and the elimination of “I” |
Use a five senses grid to organize clear and thorough descriptions of a place in English.
Avoid the narrative voice in descriptive writing.
Homework: Run Prompt One through an AI chat and critique its output.
Read “English Prime as an Instructional Tool in Writing Classes,” retrievable from https://americanenglish.state.gov/files/ae/resource_files/03-41-3-e.pdf
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| 2nd |
Descriptive Writing (Prompt One) Part Two
E-Prime: “To be” or “Not to be”? |
Write clear and active descriptions without the verb “to be.”
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| 3rd |
Descriptive Writing (Prompt One) Part Three
In class, writing practice and analysis of descriptive essays |
Practice analyzing and revising a descriptive essay that was originally generated by AI.
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| 4th |
Descriptive Writing (Prompt One) Part Four
Personification, simile, and metaphor |
Use personification, simile, and metaphor to create more lively and colorful descriptions.
Homework: Polish up the AI generated essay for Prompt One.
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| 5th |
Descriptive Writing (Prompt One) Part Five
Peer critiques of revised descriptive writing |
Review your classmates’ revised essays and give them feedback for improvement.
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| 6th |
Descriptive Writing (Prompt 1.5) Part Six
Final practice writing and analysis for Prompt One |
Familiarize yourself with the format of the graded descriptive writing task, which will take place in the following class, through a simulation activity.
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| 7th |
In Class, Graded, Descriptive Essay (Prompt Two) |
Apply all of your training and practice from the first six classes to the writing of a descriptive essay with a new prompt and no AI support.
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| 8th |
Critical analysis of the 1996 Hollywood film "A Time to Kill" (Prompt Three) |
Develop critical thinking skills by considering how to share your opinion about controversial topics.
Think about how "A Time to Kill" could be used (or not used) to promote an awareness of issues related to racial discrimination.
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| 2nd Quarter |
| 9th |
Note-taking and discussions on lessons learned (or teachable) through the film "A Time to Kill" (Prompt Three)
Recognizing symbolism in films as an educational tool |
Understand the power of symbolism in films and how it can influence society. Express your opinions and concerns in English.
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| 10th |
Introduction to critical thinking and analysis in English essays (Prompt Three)
Outlining an analysis |
Organize your thoughts and analyses in a logical and persuasive manner.
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| 11th |
Writing an introduction to a critical analysis (Prompt Three) |
Write an introduction that may capture the attention of the reader even if he or she does not agree with your opinion before reading.
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| 12th |
Writing the body of a critical analysis (Prompt Three) |
Organize facts and details in a logical order.
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| 13th |
Writing the conclusion of a critical analysis (Prompt Three) |
Finish a critical analysis with a good summary and a convincing call to action.
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| 14th |
In class writing and review of critical analysis essays (Prompt Three) |
Familiarize yourself with the format of the graded critical analysis essay, which will take place in the following class, through a simulation activity.
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| 15th |
In Class, Graded, Critical Analysis Essay (Prompt Four) |
Apply all of your training and practice from the last six classes to the writing of a critical analysis essay with a new prompt and no AI support.
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| 16th |
No test |
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