Grand Traverse Academy 2018-19 Secondary Course Catalog 18 a variety of technical settings is still important; it is that very globalization, however, that makes such technical writing so vital. Students need to know how to collaborate with others and communicate effectively through writing that is suitable in any workplace. To that end, students in this course will learn how to compose a variety of effective technical documents, such as definitions, descriptions, instructions, formal and informal reports, business letters, surveys, and marketing materials. The course will cover how to effectively employ appropriate sequencing strategies (e.g., chronological, spatial, comparing and contrasting, defining, etc.); conduct research using appropriate sources in order to write an appropriately-documented report; integrate suitable illustrations and visual aids to supplement reports; and evaluate and revise the technical writing they complete. The course will also cover strategies for giving spoken and multimedia presentations suitable for a professional setting. AP Language and Composition (Grade 11 or 12) The purpose of this course is to develop your ability to read, write, speak, and think effectively at a mature college level and beyond. It will adhere to the guidelines set by the College Board’s Advanced Placement Course Description and prepare students to score highly on the AP Exam, receive Advanced Placement, and earn college credit where applicable. A wide selection of challenging fiction, non-fiction, and poetry will be covered in the course. For all material, the emphasis will be on understanding authors’ rhetorical and linguistic strategies, effects, and choices, as opposed to gaining an overarching comprehension of their place in the literary canon. Students will receive, throughout the entire year, intensive practice in grammar, sentence structure, vocabulary, and rhetorical strategies to improve their written and verbal skills. Since this is an advanced placement course, the demands on students will be greater than in other courses. The reading material will be more challenging and of a higher quantity, and the writing will be more extensive. A working competence in writing mechanics will be expected since this course is designed to take students beyond the formats they have developed in previous years. Completion of the summer reading assignment is expected and will be used for the first lessons of the year. 12A College Writing (Grade 12 – One Semester) By this time in their high school career, it is time for students to begin considering their options for post- secondary pathways and building a foundation for college and career readiness. The objective of this college preparation writing course is to ensure that students are prepared to tackle a variety of writing scenarios they may encounter in their lives after high school. Assignments will be aligned with students’ postsecondary goals, such as an application essay for college or another postsecondary institution and a research paper that studies the elements of outlining, note-taking, paraphrasing, and summarizing, as well as data collection methods, analysis, and synthesis of information. Throughout the writing process, students will utilize writing workshop groups to incorporate higher-level grammar and syntax in their own narrative, informational, persuasive, and analytical writing. The writing assignments will closely emulate assignments given in college ELA courses so as to prepare students for their lives after Grand Traverse Academy. 12B Social Issues in Literature & Composition (Grade 12 – One Semester) This innovative class is a hybrid of English Language Arts and Sociology—two subjects that dovetail nicely as students begin to examine their place in the world. Students in this senior-level course will explore and investigate a variety of social issues (such as prejudice & discrimination, crime & violence, and media & hate crimes) that are reflected in a wide variety of literary genres – drama, poetry, articles, essays, statistics, short stories, novels, and textbook readings. Students will synthesize course material in their own writing and spoken presentation, both narrative and informational. The class requires students to engage in critical thinking and civil, democratic discussions with their peers on a daily basis, so students will work on posing and responding to questions and will respond thoughtfully to diverse perspectives presented by their classmates. At this level, students will do much independent reading and research in order to come to class prepared for these discussions. By the end of the semester, students will walk away with greater insight regarding the nuances of social issues and a deeper understanding of how authors tackle these complicated topics within their own works.