Every student has the ability to improve and strengthen their writing. From students that need a little extra help to students that possess excellent writing skills, there is always room to create and achieve new learning goals. In this semester-long course, students will learn and/or review the conventions and standards of English writing to compose a variety of written essays to be compiled into a writing portfolio. This course is the second part of Homeschool Writing Portfolio Part 1: Semester Long Writing Course, but it CAN be taken independently without having enrolled in the first course. All learners are welcome.

The goal of this course is for students to be able to construct a well-written problem-solution, compare-contrast,  rhetorical analysis, descriptive, and a definition essay.

Weeks 1-3 : In these classes, students will practice: (1) Identifying viable problems in the world today (home, school, politics, etc.) (2) Using a graphic organizer to brainstorm why the problem should be fixed  (3) Writing a multi-paragraph essay that proposes real solutions supported by facts and (4) refuting opposing arguments to the proposed solution. Final Essays are due at the end of week 3.

Weeks 4-6:  In these classes, students will examine model compare-contrast essays. Students will review highlighting important details, making abstract ideas concrete, and reducing confusion between related concepts. Students will brainstorm, create a rough draft, revise and edit with the teacher and peers. Students will submit a final copy at the end of week 6. 

Weeks 7-9: In these classes, students will begin exercising high order thinking skills as we begin the rhetorical analysis essay. Students will practice (1) Identifying rhetorical strategies used in a text of their choice (examples/choices will be provided for students, but they are free to choose their own text to analyze)  (2) explaining the effect a piece of writing or oratory has on its audience, how successful it is, and (3) explaining how the devices and appeals it uses  helps the writer/speaker achieve its goals. (4)Creating an essay with clear organization patterns , textual evidence, and smooth transitions. Final Essays are due at the end of week 9.

Weeks 10-12: In these classes, students will choose to write a descriptive essay about a thing, event, process or person. Students will (1) create a vivid experience for the reader and (2) give them a more in-depth understanding of the essay’s subject. Students will practice the concepts of 'show, don't tell' and use sensory details to evoke clear, mental images for the reader. Final Essays are due at the end of week 12.

Weeks 13-15: In these classes, students will select a term, concept, or an idea to define. Students will move beyond the dictionary definition of their selected word and explore deeper meanings to create an extended definition.  Students will (1) select a multidimensional word such as love or success and (2) explore the history of the term using dictionaries, and online resources, to elaborate on the general definition and (3) details a personal definition from experience or the experience of others. Final Essays are due at the end of week 15.

At the end of class each week, students will draft their compositions. In weeks 3, 6, 9, 12, and 15 students will submit final drafts in .doc, .pdf format or as a shared document in GoogleDocs. 

I feel it is important for students to have opportunities to apply the skills learned and gain information on how well they have used the newly acquired information.

A typical class will follow this structure:

1. Warm Up -3 minutes
2. Lesson Introduction - 2 minutes
3. Direct Instruction with Active Class Participation - 10 minutes
4. Guided Practice - 10 minutes
5. Independent Writing Practice - 25 minutes
6. Review/Exit Activity - 5 minutes

I look forward to having your learner in my class! I offer a warm, engaging learning environment!


For learners that need differentiation, I offer shorter writing assignments, sentence stems, and guided outlines to assist with writing.