Welight Education

Reading and Writing about Literature III will pick up where its predecessor (Reading and Writing about Literature II) leaves off. That is, students will continue to build on their foundations in language fundamentals and the appreciation of literature and nonfiction. The format of the classroom meetings will remain the same, with students discussing the reading assignment as a group, followed by working together on a series of worksheets distributed the week before. Those worksheets will cover every major aspect of language to ensure that students will build the fundamental skills they need to become better writers. Of course, vocabulary will be emphasized every week, both in making distinctions among similar words (for example, in considering the difference in connotation between two words like disorganized and disagreeable), and in discerning the meanings of words in context (by identifying words within a full paragraph). The course will also continue to emphasize the differences between similarly sounding words (intervene and interfere, discreet and discrete, and so on). Students will be given series of sentences to form into full paragraphs; students will also continue to work on broader writing skills like paragraph organization, thesis formation, and comprehensive conclusions. Beyond that, they will be required to integrate source material into their written responses to the reading assignments. Finally, students will continue to concentrate on aspects of syntax, including parallel structure, passive voice, and sentence variety. All these points of focus will challenge students to build the fundamentals of strong analytical writing as well as the more sophisticated aspects of the writing process, elements that will encourage them to develop their own voice and sense of style. The reading assignments will continue as before, distributed a week before class to give students a chance to read them and respond in writing. The reading syllabus will include an even wider range of reading selections from the previous semester, a list that will include selections of short stories, nonfiction articles, and even some poetry. This past semester featured some very lively classroom discussions, so that will continue with students analyzing the reading for the opening twenty minutes of each class. This will give them a chance to present their ideas and arguments in the public forum, and respond to other points of view with which they may disagree. These sessions will also foster within students an appreciation for more sophisticated writing, and the importance of reading to gain a better understanding of oneself and the world. All writing assignments will receive individualized feedback from week to week.