Skip to main content
English Locker

ERWC: Expository Reading and Writing Course

Course Description

The goal of Expository Reading and Writing Course is to prepare college –bound seniors for the literacy demands of higher education. Through a sequence of fourteen rigorous instructional modules, students in a yearlong, rhetoric-based course develop advanced proficiencies in expository, analytical, and argumentative reading and writing. The cornerstone of the course-the assignment template-presents a process for helping students read, comprehend, and respond to non-fiction and literacy texts. Modules also provide students in research methods and documentation conventions. Students will be expected to increase their awareness of the rhetorical strategies employed by authors, and to apply those strategies in their own writing. They will read closely to examine the relationship between an author’s argument or theme and his or her audience and purpose, to analyze the impact of structural and rhetorical strategies, and to examine the social, political, and philosophical assumptions that underlie the text. By the end of the course, students will be expected to use this process independently when reading unfamiliar texts and writing in response to them. Course texts include contemporary essays, newspaper and magazine articles, editorials, reports, biographies, memos, assorted public documents, other non-fiction texts. The course materials also include modules on two full-length works (one novel and one work of non-fiction). Written assessments and holistic scoring guides conclude each unit.
Course Goals:
• To enable students to analyze, interpret, and apply the rhetorical strategies of a variety of expository and literary texts.
• To foster students’ ability to create and support written arguments based on readings, research, and personal experience.
• To increase students’ repertoire of cognitive and metacognitive strategies for approaching various academic reading and writing tasks.
• To promote independent academic literacy practices in college-bound students, including the ability to use reading and writing processes recursively and reflectively.
• To provide a conceptual and disciplinary focus for a wide variety of issues and problems that converge in written discourse.
• To prepare students to meet the standards of the CSU English Placement Test and the California English-language arts content standards.

Contact Georgiann Fierz  Georgiann Fierz (760) 901-8200 ex: 8248 Dept. Chair; A.P. Literature & Composition; English 11
Contact Sheryl Roccoforte  Sheryl Roccoforte Teacher
Contact Sherry Swanson  Sherry Swanson Teacher
Month
S
M
T
W
T
F
S
Month
Sun
Mon
Tue
Wed
Thu
Fri
Sat