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How to Write an Excellent High School Paper
In this two-day class, students will improve their ability to write papers for school by learning strategies for organization and using evidence through fun group activities as well as individual practice.
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Twice per week
over 1 week
learners per class
per learner - per class
How does a “Multi-Day” course work?
Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries
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This is a course for anyone who wants to be able to write better academic papers. Don't worry about how good your papers are now--whatever level you are, this class will help you level up. On the first day, we will focus on organization. Students will watch short presentations, discuss examples, brainstorm and plan together, play a transition word game, and write an introduction, a conclusion, and topic sentences on a silly topic. Students will receive individual feedback on their writing....
Students will identify and write the three parts of a successful introduction: intro to the topic, thesis, and preview of main points. Students will be able to list several possible ways to introduce a topic. Students will write arguable topic sentences that reveal what each paragraph will prove. Students will practice using transitional phrases. Students will write a conclusion that includes a restatement of the thesis and a connection to a wider topic.
All research and writing is designed to take place in class, though if any student would like to take extra time to finish a paragraph after class, they are welcome to do so. Depending on the number of students enrolled, students may receive their individual feedback after the end of the class.
3 files available upon enrollmentDear Students, Please bring your brain, your attention, your sense of humor, and the courage to try.
Each learner will receive summative and specific feedback on their writing via comments on their Google document.
3 hours per week in class, and maybe some time outside of class.
Students will choose their own topics and perform a very small amount of research on the second day. Though these topics may be political if the students so choose, this writing will only be shared between the student and I, and so I will be able to avoid open discussion of these topics. Also, example articles students will briefly view pertain to political topics, in particular the pandemic and gun violence in the US. We will be discussing what evidence in reliable in particular paragraphs, however, not the right or wrong of any political position. Though I try to keep the class light and silly when I can, for this particular lesson it is important that students engage with real sources like the ones they might find when researching for a school history paper. Without a chance to apply the principles I'll cover through active learning, students will soon forget my presentation.
Students will explore this media bias chart: https://adfontesmedia.com/interactive-media-bias-chart/ Please make sure each student has a personal, rather than school issued, gmail address before the start of class. I will use these addresses to share google docs and jamboards; they will not be shared with other students.
Writer, English Teacher, Geek Extraordinaire
🇺🇸Lives in the United States
I teach writing: some creative, some designed to help students succeed in school, some combined with computer coding, and some involving aliens! I write science fiction and fantasy myself (and have published a game using the code taught in Game...