College in High School Composition I

PA Core Standards- ELA

• CC.1.2.11–12.C Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text. 
• CC.1.2.11–12.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. 
• CC.1.2.11–12.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. 
• CC.1.4.11–12.C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aid comprehension. 
• CC.1.4.11–12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. 
• CC.1.4.11–12.E Write with an awareness of the stylistic aspects of composition. 
• Use precise language, domain- specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. 
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. 
• CC.1.4.11–12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 
• CC.1.4.11–12.O Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters. 
• CC.1.4.11–12.P Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 

• Narrative elements (characters, setting, plot, reflection)
• Effective Use of Dialogue
• Tone of Voice
• Temporal words/transitions (such as first, next, finally)
• Reflection and Closure

• Effective narratives engage readers through detailed descriptions of experiences and emotions.
• Dialogue and actions reveal character traits and advance the plot.
• Temporal words help in sequencing events logically.
• A strong conclusion provides closure and reflects on the experience.

• Write narratives with a clear sequence of events.
• Use dialogue and actions to develop characters and move the narrative forward.
• Employ temporal words/phrases to organize events within the narrative.
• Conclude narrative with reflective message.

• Why do people share their experiences through stories?
• How can small moments reveal deeper meaning?
• What decisions do writers make to shape the way a story is told?
• How do writers create connections between a story and its audience?
• What can reflection add to a piece of writing?
• How does the way a story is organized influence how it is understood?

• What makes a personal experience worth sharing in writing?
• How can I connect my individual experience to a universal theme or idea?
• How do I identify a meaningful moment that can serve as the focus of my narrative?
• What strategies can I use to “zoom in” on sensory details and emotions to bring a moment to life?
• How do I choose the best point of view for telling my story?
• How does my purpose for writing shape the content and tone of my narrative?
• What is “voice” in narrative writing, and how can I develop my own?
• How does the tone I choose affect the way readers perceive my story?
• How can I use reflection to explore the significance of my experience?
• How do I balance storytelling and personal insight in a narrative essay?
• What narrative structures can I use beyond chronological order?
• How do transitions and pacing shape the flow of my story?
   

• Course texts: Models for Writers & Rules for Writers
• Previous Student Examples of Personal Narratives

• Narrative
• Plot
• Conflict
• Climax
• Resolution
• Flashback
• Pacing
• Voice
• Tone
• Point of View
• Diction
• Imagery
• Sensory Details
• Theme
• Significance
• Reflection
• Universal Experience
• Dialogue
• Transition
• Chronological Order
• Hook

• Personal Narrative
   

PA Core Standards- ELA

• CC.1.2.11–12.A Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text. 
• CC.1.2.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs. 
• CC.1.2.11–12.G Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. 
• CC.1.2.11–12.J Acquire and use accurately general academic and domain- specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 
• CC.1.2.11–12.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. 
• CC.1.4.11–12.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. 
• CC.1.4.11–12.B Write with a sharp, distinct focus identifying topic, task, and audience. 
• CC.1.4.11–12.C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. 
• CC.1.4.11–12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. 
• CC.1.4.11–12.E Write with an awareness of the stylistic aspects of composition. 
  • Use precise language, domain- specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. 
  • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. 
• CC.1.4.11–12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 

• Research involves gathering information from multiple credible sources.
• Effective note-taking helps in organizing information.
• Paraphrasing and summarizing prevent plagiarism and demonstrate understanding.
• Proper citation gives credit to original authors and avoids plagiarism.
• Informative writing includes an introduction, body paragraphs, and a conclusion.

• Effective research requires gathering, evaluating, and organizing information from multiple credible sources to build a well-informed understanding of a topic.
• Paraphrasing, summarizing, and properly citing sources not only demonstrate comprehension but also uphold academic honesty by giving credit to original authors and avoiding plagiarism.
• Clear and organized informative writing follows a structured format—with an introduction, body paragraphs, and a conclusion—that effectively communicates researched information to an audience.

• Identify and utilize credible sources for research.
• Take organized notes using outlines or graphic organizers.
• Paraphrase and summarize information in your own words.
• Cite sources correctly using appropriate citation styles.
• Write clear and concise informative essays with a logical structure.

• Why do we seek and share information?
• How do writers decide what information is relevant and trustworthy?
• What responsibilities do writers have when presenting information to others?
• How do structure and organization influence how information is understood?
• In what ways do audience and purpose shape how information is communicated?
• How can research help us better understand complex issues or questions?
   

• How can writing be used to inform, explain, or clarify an issue for others?
• How do I evaluate whether a source is credible and unbiased?
• What strategies help me determine if a source fits my purpose and audience?
• How do I decide which information to include or leave out?
• How can I avoid plagiarism while using information from sources?
• What does it mean to present information ethically and fairly?
• How do I accurately represent different perspectives in my writing?
• What organizational patterns (e.g., compare/contrast, cause/effect) are most effective for my topic?
• How do I write clear topic sentences and transitions that guide the reader?
• How do I adjust tone and language to fit my intended audience?
• How does understanding my purpose affect how I present information?
• How do I use research to deepen—not just support—my writing?
• What strategies help me combine information from multiple sources into a clear, focused message?
   

• Course texts: Models for Writers and Rules for Writers
   

• Source
• Credibility
• Bias
• Primary source
• Secondary source
• Scholarly article
• Database
• Citation
• Plagiarism
• Paraphrase
• Quotation
• Summary
• Thesis statement
• Topic sentence
• Supporting evidence
• Outline
• Introduction
• Conclusion
• Transition
• Logical order
• Cause and effect
• Compare and contrast
• Audience
• Purpose
• Tone
• Objectivity
• Ethics
• Fairness
• Persuasion 
• MLA format
• In-text citation
• Works cited
• Bibliography

• Informational Essay w/ Research
   

PA Core Standards- ELA

• CC.1.4.11–12.G Write arguments to support claims in an analysis of substantive topics. 
• CC.1.4.11–12.H Write with a sharp, distinct focus identifying topic, task, and audience.
• CC.1.4.11–12.I Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. 
• CC.1.4.11–12.J Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses as well as varied syntax to link the major sections of the text to create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. 
• CC.1.4.11–12.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 
• CC.1.4.11–12.Q Write with an awareness of the stylistic aspects of writing. 
• CC.1.4.11–12.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 
• CC.1.4.11–12.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 
• CC.1.4.11–12.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 
   

• A claim is a statement that expresses a writer’s position or main argument in a piece of writing.
• A counterclaim presents an opposing viewpoint, which writers address to strengthen their own argument.
• Evidence is used to support claims and must be relevant, credible, and sufficient to persuade the audience.
• A rebuttal responds to a counterclaim by refuting or qualifying it, thereby reinforcing the original claim.
• Audience is essential to shaping tone, style, and the effectiveness of the message.
• Purpose guides the writer’s decisions about content, organization, and style to achieve a specific goal.
• Tone reflects the writer’s attitude toward the subject and audience and influences how the message is received.
• Logical fallacies are errors in reasoning that weaken arguments and can mislead audiences.
• Proper citations give credit to original sources and help maintain academic integrity.
• Plagiarism is the unethical practice of using others’ ideas or words without acknowledgment and has serious consequences.
• Rhetorical devices are techniques writers use to persuade, emphasize, or evoke emotion in their audience.
   

• Effective argumentative writing relies on clearly stated claims, well-supported evidence, and thoughtful consideration of opposing viewpoints through counterclaims and rebuttals to build a persuasive, credible case.
• A writer’s purpose and intended audience shape the tone, organization, and rhetorical strategies used in an argument, directly influencing how the message is received and interpreted.
• Maintaining academic integrity through proper citation, avoiding logical fallacies, and using rhetorical devices ethically ensures arguments are both persuasive and responsible.

• Formulate clear and arguable claims in their writing.
• Identify and articulate counterclaims to acknowledge opposing viewpoints.
• Select and incorporate relevant evidence to support their claims effectively.
• Construct rebuttals that address and weaken opposing arguments.
• Analyze and consider their audience to tailor their message appropriately.
• Determine and maintain a clear purpose throughout their writing.
• Apply an appropriate tone that aligns with their purpose and audience.
• Recognize and avoid logical fallacies in their own and others’ arguments.
• Properly cite sources using MLA or other required citation formats.
• Demonstrate academic integrity by avoiding plagiarism through proper paraphrasing and citation.
• Employ rhetorical devices such as ethos, pathos, and logos to strengthen their arguments.
   

• What makes an argument convincing and credible?
• How do writers develop and support a clear position on an issue?
• Why is it important to understand and address opposing viewpoints?
• How do audience and purpose influence the way an argument is presented?
• What role do evidence and reasoning play in strengthening an argument?
• How can language and tone affect the effectiveness of an argument?
   

• What criteria help me evaluate the strength of an argument?
• How do I establish credibility in my own writing?
• How do I craft a clear and focused thesis statement?
• What types of evidence best support my claims?
• How do I identify counterarguments effectively?
• How can addressing counterclaims strengthen my argument?
• How do I tailor my argument to meet the needs and expectations of my audience?
• How does my purpose shape the content and tone of my argument?
• How do I use logic and reasoning to connect my evidence to my claims?
• How do I avoid logical fallacies in my argument?
• What tone is most appropriate for different argumentative contexts?
• How can word choice impact the persuasiveness of my argument?
   

• Course Texts: Models for Writers and Rules for Writers
   

• Argument
• Claim
• Counterclaim
• Thesis statement
• Evidence
• Reasoning
• Logical fallacy
• Rebuttal
• Audience
• Purpose
• Tone
• Persuasion
• Ethos
• Pathos
• Logos
• Credibility
• Bias
• Concession
• Refutation

• Argumentative Essay w/ Research
   

PA Core Standards - ELA

• CC.1.4.11–12.B Write with a sharp, distinct focus identifying topic, task, and audience. 
• CC.1.4.11–12.C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aid comprehension. 
• CC.1.4.11–12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. 
• CC.1.4.11–12.E Write with an awareness of the stylistic aspects of composition. 
• CC.1.4.11–12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 
• CC.1.4.11–12.H Write with a sharp, distinct focus identifying topic, task, and audience.
• CC.1.4.11–12.K Write with an awareness of the stylistic aspects of composition. 
• CC.1.4.11–12.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 
• CC.1.4.11–12.O Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters. 
• CC.1.4.11–12.P Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 
• CC.1.4.11–12.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 
• CC.1.4.11–12.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 
• CC.1.4.11–12.U Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information. 

• Narrative, descriptive, expository, persuasive, and informational writing each serve different purposes and use distinct techniques.
• Effective writing requires smooth transitions to connect ideas and guide the reader.
• Editing and reorganization are essential processes for improving clarity, coherence, and overall quality of a written piece.
• Synthesizing writing involves combining elements and techniques from multiple writing modes to create a unified and effective text.

• Different writing modes — narrative, descriptive, expository, persuasive, and informational — serve unique purposes and require distinct techniques to effectively communicate with an audience.
• Strong writing uses clear transitions and thoughtful organization to connect ideas, ensuring clarity, coherence, and reader engagement.
• The writing process involves revising, editing, and sometimes blending techniques from multiple writing modes to refine and strengthen a unified, effective final product.

• Identify and apply appropriate writing modes (narrative, descriptive, expository, persuasive, informational) according to their purpose and audience.
• Use transitions effectively to connect ideas and maintain flow within and between paragraphs.
• Revise and reorganize drafts to improve logical order, clarity, and emphasis.
• Edit their writing for grammar, mechanics, and style to enhance readability and professionalism.
• Synthesize different writing techniques to produce cohesive and engaging texts that meet complex writing goals.

• How do different types of writing serve different purposes?
• Why is it important to combine multiple writing styles or modes in a single text?
• How do transitions and organization affect a reader’s understanding?
• What role does revision and editing play in the writing process?
• How can writers balance creativity and clarity when blending various writing techniques?
• In what ways can synthesizing writing improve communication and engagement with an audience?
   

• What are the key features of narrative, descriptive, expository, persuasive, and informational writing?
• How do I choose the right writing mode for my purpose?
• How can blending writing modes enhance the effectiveness of my message?
• What challenges arise when synthesizing different writing techniques, and how can I overcome them?
• How do effective transitions create flow between ideas and paragraphs?
• What strategies help me reorganize my writing for clarity and impact?
• How do I identify areas of my writing that need revision?
• What editing techniques improve grammar, style, and readability?
• How can I maintain my voice while ensuring my writing is clear and coherent?
• How do I decide when to use figurative language, description, or straightforward exposition?
• How can I adapt my writing to better connect with and persuade my audience?
• What role does audience awareness play in choosing writing strategies?
   

• Course Texts: Models for Writers and Rules for Writers
   

• Narrative
• Descriptive
• Expository
• Persuasive
• Informational
• Transition
• Revision
• Editing
• Reorganization
• Synthesis
• Audience
• Purpose
• Voice
• Tone
• Coherence
• Figurative language
• Thesis statement
• Paragraph structure
• Clarity

• Synthesized Essay w/ Research