ELEMENTARY (Grades 3-5)
Objectives
- Expand vocabulary of
- high frequency words common in children’s oral speech, literature and writing.
- academic words specific to the content areas of reading and writing.
- words significant to personalized writing composition.
- Recognize that writing has cadence, expression and rhythm through interactive reading of poems/songs.
- Discuss what a personal narrative is.
- Use the writer’s process of pre-writing, multiple drafting, rereading, revising and editing to compose a high-quality final personal narrative.
- Compose a personal narrative that is well-organized and encompasses an attention-grabbing lead, a conclusion, details and descriptions.
- Begin to describe what constitutes quality writing, describe themselves as writers and develop the ability to self-assess in order to monitor and improve their own writing.
- Write with a purpose and for an intended audience.
- Choose a topic that is personally meaningful.
- Read as writers and communicate ideas orally and in writing about observed writer’s craft in a variety of high quality texts.
- Apply writing conventions (i.e. rules and patterns of grammar, capitalization, punctuation and spelling) to written works.
MIDDLE (Grades 6-8)
Objectives:
Students will be able to:
- Use pre-writing/invention techniques to create a plan for writing.
- Use a process approach to writing to create multiple drafts in order to improve writing, revise and edit to create a quality final composition.
- Produce a well-organized multi-paragraph composition that contains an introduction/thesis, transitions and topic sentences, specific details/development, and a conclusion.
- Utilize correct punctuation, capitalization, and spelling in writing.
- Recognize errors in grammar and improve ability to correct them.
- Utilize correct format for a paragraph/multi-paragraph essay.
- Develop vocabulary for academic purposes through extensive reading.
- Improve reading ability and comprehension.
- Develop a connection between reading and writing.
- Develop communication skills to express ideas in writing and to discuss ideas from reading and writing with peers.
HIGH (Grades 9-12)
Obectives:
At the end of this session students will be able to:
- Expand vocabulary of academic words specific to the content areas of reading and writing and to academic writing, including discourse markers.
- Identify and employ common structures in academic writing, including argumentative, comparison, and explication writing.
- Use the writer’s process of pre-writing, multiple drafting, rereading, revising and editing to compose a high-quality final portfolio. Each student will choose one or more document to “publish” at the end of the session.
- Compose a document that is well-organized and encompasses an attention-grabbing lead, a conclusion, details and descriptions.
- Begin to describe what constitutes quality writing, describe themselves as writers and develop the ability to self-assess in order to monitor and improve their own writing.
- Integrate evidence through paraphrase and quotation.
- Write with a purpose and for an intended audience.
- Choose a topic that is personally meaningful.
- Read as writers and communicate ideas orally and in writing about observed writer’s craft in a variety of high quality texts.
- Apply writing conventions (i.e. rules and patterns of grammar, capitalization, punctuation and spelling) to written works.
UNIVERSITY (Undergraduate and Graduate)
Objectives:
Students will be able to:
- Expand vocabulary of academic words specific to the content areas of reading and writing and to academic writing, including discourse markers.
- Identify and employ common structures in academic writing, including argumentative, comparison, and explication writing.
- Use the writer’s process of pre-writing, multiple drafting, rereading, revising and editing to compose a high-quality final portfolio. Each student may choose one or more document to “publish” at the end of the session.
- Compose a document that is well-organized and encompasses an attention-grabbing lead, a conclusion, details and descriptions.
- Begin to describe what constitutes quality writing, describe themselves as writers and develop the ability to self-assess in order to monitor and improve their own writing.
- Integrate evidence through paraphrase and quotation.
- Write with a purpose and for an intended audience.
- Choose a topic that is personally meaningful.
- Read as writers and communicate ideas orally and in writing about observed writer’s craft in a variety of high quality texts.
- Apply writing conventions (e.g., rules and patterns of grammar, capitalization, punctuation and spelling) to written works.
Business Professionals
The Write Way is proud to be able to offer courses for the modern business professional. These days, business professionals are required to participate in a variety of situations where English is a requirement. Although it may seem unfamiliar to some, there is a definite pattern to the language used in a business or casual setting. Even with a high level of proficiency, these language patterns are not always obvious.
Part of the problem exists because of a lack of internalized linguistic patterns. Often the case may be that students have a very high level of knowledge, yet their ability to transfer this into spoken or written language is very low. In order to solve this problem, The Write Way uses unique approaches to language learning with a focus on writing.
In order to clarify these patterns, The Write Way offers courses for business professionals that can focus on needs that are present for any level of student.
The Language of Meetings:
- Procedures for a formal meeting
- Presenting a proposal
- The art of interrupting
- Clarification and questioning
English Pronunciation
- Accent training
- Real-world English
- ‘Slang’uage
Electronic Communication
- Sending and receiving e-mails
- Writing memos
- Business proposals
- Research papers
Testing for Business Professionals
- TOEIC