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This is a timed test. You must work on it (attempt, approximate, or complete/master) it for 80 minutes. If you do not do this on the Exam Day, you can make it up during homework help or on a make up day.

1. How is writing a system? (Notes will be provided.)
2. How is writing a process? (Notes will be provided.)
3. How did you apply systems-thinking in Essay 1 and Essay 2? (You can use your essays for this question.)
4. What are the key concepts and how did you apply them in Essay 1 and Essay 2? (Notes will be provided.) (You can use your essays for this question.)
5. Compare Essay 1 and Essay 2. Describe how they compare. Explain what this shows about your learning so far.
6. Describe the following theories of learning: ZPD, Cognitive Cliff, Approximation with Intensification. (Notes will be provided.) Then connect your learning to the theories, with specific connections to Essay 1 and Essay 2 (the process of writing them and what the evidence produced by writing them demonstrates). (You can use your essays for this question.)
7. Explain why revision is the most important stage in the writing process.
8. Explain how writing is a process for producing and sharing knowledge. Connect this to your life. Reflect on why this matters to you.
9. Explain how writing an essay helps you learn to read at the high school and/or pre-university level. (Notes will be provided.) Be specific. Connect to your work this term.
10. How does writing make you smarter? Connect to ZPD.
11. How does writing make you more powerful? Connect to systems-thinking.
12. How does writing make you more attractive? Connect to the LOA of reflect, connect, and metacognition.
13. What, in your view, is the value of learning to be literate at the high school and/or pre-university level? Does this, in your view, matter to you? Why or why not?

Essay 2 is part of the Midterm Exam week. You must work in-class on this assessment for 220 minutes.

Write an expository essay about an idea that is related to a theme in one of the course texts covered so far. You will be provided with notes, passages, and related materials that you can use in your essay.

You must:

1. Write wondering notes from the materials provided.
2. Write a plan using the format taught for Essay 1.
3. Write an outline using the format taught for Essay 1.
4. Write preparing notes from the materials provided.
5. Write draft 1 (rough draft).
6. Write draft 2 (final draft) (show revision).
7. Use MLA format.
8. Include at least three in-text citations (quotes or paraphrases) using the correct MLA format.
9. Demonstrate that you can apply the writing process to produce and share knowledge, which includes knowing how to:
   • Write a focusing question
   • Develop a theory
   • Write a thesis
   • Develop three supporting points for your thesis
   • Use the LOAs
   • Use the Five Fs
   • Use systems-thinking
   • Apply the Six Stages of Writing

Write an expository essay using the topic and theme provided. Develop your own subtopic, focusing question, theory, and thesis. Develop your own three supporting points.

You must complete and turn in:

1. Wondering Stage notes
2. Plan (topic, subtopic, theme, focusing question, theory, thesis, supporting points 1, 2, and 3)
3. Outline
4. Preparing Stage notes
5. Draft 1
6. Draft 2
7. Draft 3

You must:

1. Produce work at one of the learning levels (passing level, high school level, or pre-university level).
2. For high school level and pre-university level, you must focus on one, and only one, thesis.
3. Use MLA format.
4. Include at least three in-text citations.
5. Show that you know the point of writing an essay (meaning, show that you can read at the high school and/or pre-university level). You must read to understand.
6. Write a paper that makes sense (passing level), that describes and includes a point (thesis), or that explains (at the level of theory with sound evidence in support of your theory and its related thesis).
7. Write about something you care about (or be able to fake this).
8. Write in your own voice.
9. Your essay (drafts and other materials included) should show that you applied revision, which is the most important part of the process. You must provide evidence of revision and of the Revise Stage.
10. Turn in all parts of the process and be able to describe/explain how your work reflects that you know the point of writing an essay in high school, show how it demonstrates that you can read at the high school and/or pre-university level, and that you understand how writing is a process and and a system, which helps you produce and share knowledge by making your thinking visible.

The summation test is meant to only take about 20 minutes.

1. What is your Essay 1 paper about? Describe it.
2. How did you write your Essay 1 paper? Explain the writing process.
3. Why did you write your Essay 1 paper? Explain why scholarship matters (a system for producing and sharing knowledge through literacy).
4. Connect 1, 2, and 3 to the ZPD theory, Cognitive Cliff process, and theory of Approximation with Intensification. Use your own learning through Essay 1 in connection to these theories to describe this connection. Then explain how the theories work, why they work, how this connects to you, why this matters to you, and how you know this. You must use all LOAs, including metacognition for question 4. You must define ZPD, Cognitive Cliff, and Approximation with Intensification.

1. You have three tries to complete this. You can continue trying if you need more tries.
2. The aim: 100% correct.
3. Each time you try, you will erase any wrong answers but keep correct answers. Then you will focus only on what you missed.
4. You must attempt three times to pass.
5. You must achieve 100% correct to exceed the minimal passing grade (to exceed a final grade of 50 in EFP 11 or to exceed an final grade of Emerging in English 9).
6. You can have as many tries as needed to learn all the material required to achieve 100%.

The questions:

1. According to Mr. Kertes, what is the purpose of this class?
2. What is your goal for this class? (Must relate to one of the three learning levels.)
3. How will you achieve your goal for this class? (Must relate to a learning level and must show that you know how to learn, and demonstrate, that level.)
4. What are the four models of this class? (Later, you will draw the chart for each model. But for this question, just list the four models.)
5. Define theory.
6. Define thesis.
7. Explain how writing makes thinking visible. (Must show that you know the main point of it all, according to your notes.)
8. How do you write a pre-university level paper in this class? (Must show that you can summarize how to apply the essential components of a writing as a system and that you can also show the essential steps of writing as a process.)
9. Draw each of the four models (from question 4). Label them. Be comprehensive and clear in your answer. Must show that you know the key concepts and the key models in their entirety.

Readings and notes (the password was in the email):

• Course Outline
• Study Guide 1
• Notes (Sept 3)
• Study Guide 2
• Notes (Sept 5)
• Course Tip #1 – How to Achieve Your Goals in English Class
• Course Tip #2 – Daily Dozen – Fake-It-Until-You-Make-It
• Course Tip #3 – Read-to-Remember Strategies
• Overview of English Course Models and Frameworks
• Rowell, Rainbow. “Midnights.” My True Love Gave to Me : Twelve Holiday Stories. Edited by Stephanie Perkins, New York, St. Martin’s Griffin, 2014, pp. 1-22.
• Hurston, Zora Neale. “Sweat.” The Oxford Book of American Short Stories. Oxford, Oxford University Press, 1992, pp. 999-1011.
• Hurston, Zora Neale. “The Gilded Six-Bits.” The Oxford Book of American Short Stories. Oxford, Oxford University Press, 1992, pp. 1011-1019.
• Larsen, Nella. Passing. New York, Alfred A Knopf, 1929. 
• Hughes, Langston. “Thank You M’am.” CommonLit, www.commonlit.org/en/texts/thank-you-m-am
• Alexie, Sherman. “One Good Man.” The Toughest Indian in the World. New York Grove Press, 2000.
• Hughes, Langston. “The Negro Speaks of Rivers.” Poetry Foundation, 2019, www.poetryfoundation.org/poems/44428/the-negro-speaks-of-rivers.
• Bruner, Jerome. “The Narrative Construction of Reality.” Critical Inquiry, vol. 18, no. 1, 1991, pp. 1–21.
• King, Thomas. the truth about stories A Native Narrative. Dead Dog Café Productions Inc. and the Canadian Broadcasting Corporation, 2003.

Films:

• Romeo and Juliet (1996 Version)
• The Outsiders
• The Giver

Assignments/assessments:

• Unit I Test
• Essay 1
• Mid Term Exam Packet
• Homework (1 to 20)