In Context

Tuesday, September 14, 2010

Senior Writing Project (Fall 2010)

This week, CHS teachers will receive a copy of the Student Resource Packet for the Senior Writing Project (Fall 2010) from the HCPSS Office of Secondary Language Arts. This packet is also being distributed in English classes to ALL Centennial students, Grades 9-12. It describes the Senior Writing Project in language appropriate for a student audience.

Students may use writing artifacts they complete both in English classes and in various content area subjects this year for their required and cumulative English portfolios.

As the year progresses, teachers will receive more info about the Senior Writing Project from English colleagues, ITLs, and CHS administrators, AND if they sign up for the CHS Professional Development Strand facilitated by Shanea Bradley and Mag Polek:
  • The HCPSS Senior Writing Project is now a required capstone assignment that demonstrates student growth in analysis, synthesis, process, research, and creative expression throughout the high school experience.
  • This culminating, performance-based assessment of secondary language arts will involve all curriculum content areas in grades 9-12.
  • The project requires seniors to revisit all four years of high school for the purpose of reviewing, assessing, and reflecting on their growth and development as writers in multiple subject areas from the freshman to the senior year.
  • Beginning this fall, in order to facilitate their growth and progress as writers, students in grades 9-12 will collect writing samples (artifacts,documents) from multiple disciplines and periodically assess their improvement as writers through a series of written reflections completed in English classes.
  • In addition, seniors will choose and submit/present a major product option (writing collection, reflective essay,podcast, PowerPoint, blog, musical arrangement, skit, painting, photo essay, sculpture) in English classes during the third quarter, thus allowing graduating seniors the opportunity to demonstrate their growth and writing prowess through a variety of media.
The continued support and effort of all teachers will strengthen our students' interdisciplinary network of literacy and writing skills.

Indeed, "We Are All Writers Now."

~English HSA Online Resources~

~English HSA Online Resources~

  • Maryland HSA Overview & History
  • Class of 2009--First Class Required to Pass Tests for Graduation
  • High School Testing Content & Data
  • High School Assessment Testing Calendar
  • Publicly Released Test Forms--2009, 2008, 2007, 2006, 2005
  • Answer Keys & Scoring Rubrics
  • Online HSA Courses
  • Testing Options/Accommodations
  • Contact Information
~from The Tragedy of King Richard II (Act 3, Scene 3) (1623) by William Shakespeare (1564-1616)

Yet looks he like a king: behold, his eye,
As bright as is the eagle's, lightens forth
Controlling majesty: alack, alack, for woe,
That any harm should stain so fair a show!

~from Moby-Dick (Chapter 96: The Try-Works) (1851) by Herman Melville (1819-1891)

There is a wisdom that is woe; but there is a woe that is madness. And there is a Catskill eagle in some souls that can alike dive down into the blackest gorges, and soar out of them again and become invisible in the sunny spaces. And even if he forever flies within the gorge, that gorge is in the mountains; so that even in his lowest swoop the mountain eagle is still higher than other birds upon the plain, even though they soar.

~from Love's Phases (1899) by Paul Laurence Dunbar

Love hath the wings of the eagle bold,

Cling to him strongly
What if the look of the world be cold,
And life go wrongly?
Rest on his pinions, for broad is their fold;
Love hath the wings of the eagle bold.

~from What the Eagle Says (1999) by Xi Chuan (born Liu Jun, 1963)

Among men there are men who are not men, just like among eagles there are eagles that are not eagles: there are eagles that are forced to pace up and down the alleyways, and there are men who are forced to fly through the air.