[E50] G11-12 Accelerated English Program (11-12年级英语强化课程, Jody)

Code: E50

Teacher: Jody

Grade: Going to Grade 11, Grade 12 in September

Number of Sessions:  8

批判性英语写作与表达

深度阅读· 批判写作· 自信表达· 有效讨论

本课程专为即将进入11、12年级的学生设计，以安省高中英语课程要求为基础，重点提升学生在高年级英语学习中最重要的四项能力：阅读分析、Essay写作、Presentation和课堂讨论。

课程重点

• 提炼清晰、有深度的中心论点，并建立充分的论证
• 组织完整、有逻辑的Essay结构，有效引用和分析文本证据
• 从内容概括提升到深入的文学与媒体分析
• 运用文本细读和Annotation方法发展观点
• 进行学术研究，正确使用MLA引用与格式
• 准备并完成结构清晰的课堂Presentation
• 在小组讨论中表达、回应、支持并发展观点

学习成果

课程期间，学生将完成一篇经过构思、研究和修改的批判性Essay、两次学术Presentation以及多次结构化小组讨论。学生将学习如何以书面和口头形式清晰表达观点，并以更强的分析能力和自信进入11或12年级英语课程。

常见问题

课程信息

授课老师：Dr. Jody McNabb

Dr. Jody McNabb拥有麦克马斯特大学两个硕士学位和英语博士学位，博士研究获得Vanier–SSHRC奖学金。凭借18年以上教学经验，他已指导学生完成和修改超过9,000篇Essay。

Course Outlines

Lesson1. How to write an essay. The thesis and argument. How to write explanations and points. How ideas should be framed and supported. There will be a workshop in class on a short textual reading, and students will be expected to write a 2-page essay on the material. We will go beyond simple attribution and identification of the literary devices and rhetorical ideas – with the purpose of integrating them more fully into the essay.

-- brainstorming techniques will be linked to interest and overall conceptual, thematic, or theoretical perspectives to develop the framework of your reading before you write.  

-- how to focus on core concepts and link to potential interests.

Lesson 2:

• How do I structure a formal, literary essay. (E.g., APEC, PPE, etc.)
  • What are literary devices and how do we use them? (E.g., metaphors, similes, logos/pathos/ethos, etc.)
• How do I identify components of the 6+1 Writing Model in contemporary texts? (ideas, sentence fluency, voice, diction, organization, conventions, presentation)
• How do I ensure annotations and arguments discuss purpose, rather than simply summarizing?

Lesson 3: Visual Media and important.

Lesson 4 and 7:

Focus:

1. Giving a presentation

2. group discussion and research for both presenter and group.

Two presentations on approved of material. The presentation will be graded for content and presentation skills. Must be on literature or media or film. They will each be followed by group discussions that will also be assessed. Participation is mandatory. It will be an attempt to add and build on the ideas. All students must read the presented material before class to better engage with discussion.

-- to prepare and practice before presentations

--theme and more than themes.

Lesson 5: Techniques of annotation. How to apply and build ideas. New models and expansion of terms. Linking ideas beyond basic identifications.

Lesson 6: Research and MLA. How to integrate and engage with scholarship. Selecting a text and concept of investigation.

Lesson 8: Writing outline, research, analysis and final essay. Making sure you explain and not just summarize. Group discussion to build ideas. Collective brainstorming.

Texts: (You will select a topic of presentation that will eventually become one of your essays).

Hamlet, 2-3 Soliloquies. Reading in context and recognizing patterns of meaning to explain. 

Plato’s the Cave. Pascal’s Wager. On Walden’s Pond (short essay analysis), Me Talk Pretty one Day, Notes on a Native Son, Orientalism (first chapter), Why are Beggars Despised?

Films/ selections for first presentation: Red Shoes, Casablanca, The Good, the Bad, and the Ugly, Seven Samurai, Lawrence of Arabia, The Godfather, Metropolis, Young Frankenstein, The Omen. Citizen Kane, The Ten Commandments, It’s a Wonderful Life, Spirited Away.

Short Selection of Analysis from text: “The Grand Inquisitor” in The Brother’s Karamazov

“Parable of the Gates” in The Trail

“Pierre Menard” and “Library of Babel,” Borges

“The Nightingale and The Rose,” Oscar Wilde

“A Clean Quiet Place,” Hemingway

“Howl,” First chapter