Writing Preparation

Writing is a major focus of 9th grade English. We review the writing process and sharpen skills through frequent and varied reflective and analytical writing assignments. These include creative writing prompts, in-class analytical essays about the literature we read, and creating and sharing poetry. During the second quarter, students write three short responses to our reading of 1984 and "Politics and the English Language" which demonstrate the multifaceted lessons of those texts: an original metaphor, a comparative analysis, and a personal narrative. The students write drafts, participate in peer review, share their responses with the class for feedback, and conference with the teacher one-on-one before finalizing their pieces. The online, individualized Membean.com is used for vocabulary development. We reinforce the rules of English grammar throughout the year, beginning with parts of speech in the first quarter and moving from simple syntax to complex sentences and tone/voice by the end of fourth quarter—these lessons are attached to the written responses to and projects built on our class texts.
In 10th grade English, students continue working extensively on vocabulary for AP course prep by using Membean.com, an individualized, online vocabulary program. Students also prepare for the PSAT by studying grammar and reading comprehension questions like those found in the PSAT and SAT Verbal sections and the ACT English and Reading sections each quarter. They also apply these skills to their analytical writing assignments in class, with dedicated peer review sessions and required drafting and revision. Students in 10th grade also write a Sophomore Seminar research paper which prepares them for the rigors of conducting college research. As part of this, students take a field trip to the University of Virginia to tour the libraries and to become familiar with conducting research in a college setting.

Regular junior year essay assignments provide each student with the opportunity to write critical analyses of our reading selections. Regular in-class writing tasks help students prepare for and engage in thoughtful discussions in preparation for seminar-style classes in college. Students are encouraged to view writing as a process and will be asked to revise and rewrite multiple drafts of their essays. In each quarter, the students conference one-on-one with the teacher about an essay and the areas in which they need to focus for improvement. Vocabulary development is emphasized in the junior year to prepare students for the SAT specifically and, more generally, to enrich their written and verbal communications. Juniors also reinforce their research skills with a final research paper completed in their US History classes in the Spring semester.

Seniors spend an entire week in early September working directly with the college counselor and their English teacher on their applications. All other coursework is suspended for that week, and students are walked through every aspect of preparing their applications. The week includes developing each student’s list, leadership training workshops, stress management skill development, and one-on-one, individualized counseling and feedback for each application. They also create their application essay spreadsheet and gather topics. Students spend the next weeks and months working on their college essays during English class and at home. Students work individually with the college office and designated faculty to help plan, write, and edit their college essays. In class, students read many college essays of varying qualities and evaluate and rate their effectiveness. Then, they work on their own essays using the questions they must answer for their applications. The college office and designated faculty make themselves available to students for advice and editing on every college essay they write.  

Finally, the Senior Project, a graduation requirement, requires seniors to design, execute and manage a long-term research and experiential learning project. Initiated during Senior Week, these projects require students to reach out to members of the community whom they don’t already know for help, and they help students learn to manage a long-term project where class time is not dedicated explicitly to its completion. There is a great deal of self-reflection built into the project to allow students to process their own learning needs and styles. This project is explicitly designed to help students prepare for similar longer-term, unstructured projects that they may encounter in higher education.
Back
Tandem Friends School is a co-ed Quaker day school for grades 5-12 in Charlottesville, Virginia.
 
Copyright 2016 Tandem Friends School