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Open to: Grades 8 - 12
Eligibility: CTY-level or Advanced CTY-level verbal score required
Prerequisites: see below
Challenge Level: College Sophomore
Course Formats: Session Based. See calendar for session dates and application deadlines.
Recommended School Credit: One-half academic year
Course Length: 20 weeks (Early Fall, Late Fall, Winter, Spring); 12 weeks (Early Summer)
Course Codes: IWR4
Available Start Dates: 8/24/20, 9/21/20, 1/18/21, 4/26/21, 5/31/21
This course builds on the techniques learned and practiced in prerequisite courses. Here, students learn the rhetorical modes of discourse. Examples of these modes include persuasion, definition, analysis, and narration. While inculcating the modes of classical discourse, this course typically focuses on cultural criticism.
The work of contemporary writers such as Ann Lamott and Susan Orlean may provide inspiration and, at times, subjects for critical analysis. Opportunities for revision allow students to hone skills and combine rhetorical modes for maximum effect. By the end, students are able to analyze and evaluate most prose forms. Students should be able to argue their interpretations convincingly.
The highly interactive web-based format culminates in a capstone essay incorporating the skills students have learned. This essay is based on a five-hour observation of social interaction in a cultural group. For more information, see "Cultural Studies and the Capstone Essay" on the Course Details tab. The majority of assignments apply the strategies of classical rhetoric (narration, definition, argument, persuasion, and so forth) to the interdisciplinary field of cultural studies, which is concerned with the production of meaning in society. Students read essays by authors including Susan Orlean, Joan Didion, and Anne Lamott as well as more traditional writings about argument by Cleanth Brooks and Robert Penn Warren.
Integral is a substantial metacognitive dialogue with the instructor about writing.
This course does not have any synchronous class meetings, but students may schedule one-on-one virtual meetings directly with the instructor.
Student contributions (e.g., projects, forum posts, etc.) may remain in the course after the student completes the course. These artifacts may be preserved to showcase student work or to continue important conversations.
Skilled, careful writers follow the conventions of Standard Written English, but writing is much more than mere adherence to convention. Instructors discuss grammar only when it affects meaning. Writing courses are not remedial. Students must already be proficient in Standard Written English.
Completion of grade 9 English, and a placement test or successful completion of one course below:
CTY Online Programs
CTY Summer Programs
The Orchid Thief: A True Story of Beauty and Obsession by Susan Orlean (Ballantine Books, 2000) ISBN 978-0449003718
Note: This describes Writing Analysis and Persuasion - Independent. Students interested in interacting with CTY peers should view Writing Analysis and Persuasion - Peer Review. Students interested in flexible pacing should review the individually paced course description. Each course format covers the same concepts, but differ in approach.
The independent experience uses a web-based course management system that delivers assignments, receives finished essays, and returns instructor critiques. Students and instructors use the course management system's messaging module and email to communicate. The independent experience does not include peer review workshops. It is not necessary for students and instructors to be online at the same time, as most communication is done via writing.
Cultural Studies and the Capstone Essay
Cultural studies approach social interaction as a “text” to be analyzed, interpreted, and critiqued. Three assignments – Lessons 6, 8 and 10 – depend on observing a cultural group (for example, a brother’s Cub Scout pack, a mom’s finance group, a friend’s computer club: any group in which there is significant social interaction).
Students write an informal proposal stating their plans for the observation – a description of the group, mentioning the logistics (parental and group approval, meeting frequency, and transportation) and, most importantly, WHY the group will make an interesting observation. The instructor must approve the group and the logistics. The informal proposal is Lesson 1A.
Observations must have begun by the time students begin writing Lesson 6 but after instructor has approved.
Observations should be completed by the time students begin writing Lesson 8.
The capstone essay, Lesson 10, is a substantial revision of Lesson 8. This revision is intended to incorporate all the skills and rhetorical modes that students have worked on.
In each assignment, students are required to submit a letter reflecting on their experience of writing the essay along with the essay itself. They should reflect on the reasons for choosing the topic, the process they used for writing and revising, and their satisfaction (or lack of it) with the finished product.
Students write a persuasive essay about something they want to see changed in their or others’ educational experience. Typical responses argue for starting school later or reducing the reliance on standardized testing. Some students argue that home schooling is a better option than traditional schools.
Students learn the basics of argument. The assignment also covers writing effective thesis sentences, titles, introductions, and conclusions. Documentation is introduced.
Students write an essay that involves causes and/or effects. Students are encouraged to write about a contemporary issue and use their experience as evidence. A typical response concerns the effects of using social media.
The lesson emphasizes causal chains, specific examples, and figurative language. Logical fallacies are introduced. A logical fallacy is an error in reasoning applied to an argument.
Students write a persuasive essay about a current issue. They are encouraged to pick an issue that affects them and use specific examples from their experience as support. A typical response might argue against requiring school uniforms.
The assignment reviews thesis statements and the basics of argument, including consideration of opposing arguments and audience. The assignment covers types of persuasive claims. Documentation of research is reviewed.
Students write a reaction essay in response to one of two choices of persuasive essays. They summarize the essay in the introduction, then write a thesis expressing agreement or disagreement, and, finally, defend the thesis using examples from their experience.
Skills include close reading and summarization. Specific examples from students’ experience are required. Figurative language (metaphors and similes) is reviewed.
Students revise an essay that has previously received comments by the instructor, usually Lesson 1, 2, or 3.
Emphasis is placed on revising content: adding, deleting, changing, and rearranging. An editing checklist is included.
Students write a narrative about their first observation of a cultural group (the group was chosen and approved in Lesson 1A).
Skills stressed include narrative arc and “showing” rather than “telling.” Setting and character descriptions are also discussed.
Students write an analysis of a theme of the reading. They should support the theme they choose by referring to at least two aspects of the excerpt, such as setting and character.
Skills include reading closely and integrating quotations. Literary theme is defined. The five components of creative nonfiction are discussed, and summarization is reviewed.
Students revise the Lesson 6 essay and add to it, using material from at least one subsequent observation (after the first observation narrated in Lesson 6). Students are encouraged to write a thesis that sums up their conclusions about the group.
The lesson provides information about cultural analysis. Revision is reviewed.
Students have two choices:
Using quotations is reviewed. Analysis of purpose and audience is reviewed. Tone is discussed.
Students revise Lesson 8’s essay and add research that deepens their analysis of the group.
Revision of organization and structure are discussed. Using and documenting research are reviewed.
Welcome to CTY Online Programs! We hope you have a wonderful experience writing analytical and persuasive essays.
TOPIC: Redesign your educational experience. Figure out what would make school really great, or at least worthwhile, and persuade me of your ideas' benefits.
As you know, there is no maximum length to your essays. Write as much as you want, but instructors usually expect essays to have a minimum length of about 500 words, or about 2 typed pages.
This essay will introduce your instructor to your writing style. It also allows us to jump right into persuasion (a standard essay form in which you should become most fluent) about a topic you know well and are likely to care about.
If you are a homeschooler, feel free to write your essay on the benefits and deficits in your educational experience, however contained or wide it is. In other words, don't get stopped by the word "school." Write about your own educational experience.
The first step is to begin thinking about what ideas you'd like to cover in this assignment. This essay question is broad and can lead you in many directions, so it is important to focus your topic. For instance, you could choose to write about curriculum, arguing that English classes would be more useful if students studied more contemporary writers, or perhaps you could argue for a shorter - or longer - school day. Other questions to consider might include the following:
School is something that you know a lot about, and you probably know how to make it better. The trick is to narrow your topic. Don't try to discuss everything. Find the most promising ideas for which you can argue convincingly.
So what makes a good argument? Ideas and real evidence to back up those ideas (review Guidelines for Persuasive Writing). In an assignment like this, you are probably going to be using mostly anecdotal evidence (for example, "Four out of five of my classmates sleep through trigonometry."). That's fine, but you should also try to draw in the rest of the world as you know it. So, if you just read that math scores are down, you might try and explain that from your perspective. A mix of the individual and the (believably) global is ideal. You also might want to consult some outside sources. In that case, make sure you document any ideas that aren't yours. (See "Documenting Your Sources" below.) Of course, it doesn't hurt to believe in your cause.
Don't forget a key to effective persuasion -- an awareness of your reading audience. For instance, you are writing to an instructor who probably believes in education at least a little. So perhaps you would think twice about trying to persuade your instructor that no one should go to school at all. But, see www.johntaylorgatto.com for an example of a veteran public school teacher and New York State Teacher of the Year who doesn't believe in school.
It is very likely that you might consult an outside source to provide evidence for your essay. The authors of Writing Worth Reading: The Critical Process clearly explain the importance of documentation of sources:
Documenting is an essential part of presenting evidence. You must identify the source of every quotation, fact, statistic, graph, or opinion about your subject that you include in your paper. You must tell your reader where you got every bit of information that you use. Further, you must list for your reader every source you have cited in your paper. In short, you must thoroughly document your research (375).
Writing Worth Reading: The Critical Process, by Nancy Huddleston Packer and John Timpane (1997, Boston: Bedford/St.Martin's)
Since we're working with the humanities (literature, history, philosophy, etc.) here, and MLA style is used in the humanities, that's what we'll use. The basic form is to use the page number in parentheses at the end of a sentence containing a quotation.
As a rule, your instructor will expect you to write at least one draft and make significant changes to it BEFORE mailing the essay. Some instructors ask to see your earlier drafts, and others do not. You may write and revise as often as is reasonable.
When writing a first draft, don't worry much about such niceties as spelling and punctuation and subject-verb agreement. You'll clean those up later. The first draft is for discovering what you have to say: it doesn't matter how you say it, whether you say it perfectly, or if you say too much. The idea is to get lots of thoughts on paper. Author Annie Dillard claims, "It doesn't hurt much to babble in a first draft, so long as you have the sense to cut out irrelevancies later."
Revision happens after the first draft. Revision is the act of re-seeing, of perfecting your language and ideas. Painters will go through a series of sketches to get to the final vision they want on the canvas. The same is true for writers. With each draft or revision, the writing moves closer to a final vision. Many writers save grammatical and spelling corrections for the last draft.
In College Writing: A Personal Approach to Academic Writing (1991, Portsmouth, NH: Boynton/Cook), Toby Fulwiler provides two easily applied revision techniques.
"The success of a company can be attributed to the market analysis of the executives of the company."
To rewrite this sentence I would go after the three "of" constructions:
"The company's success can be attributed to its executives' market analysis" (128).
How much revision is "reasonable"? Those who seldom revise should do one more than they want to. Those who always revise may do one less. You know which you are.
In a perfect world, we would revise until the essay was perfect. Walt Whitman revised his book of poems, Leaves of Grass, ten times. But in the real world, we must stop revising when the assignment is due. To do well then, you should start writing when you get the assignment, not the night before it is due in the mail. (Instructors usually recognize rush jobs, though they don't always say so.)
Think and design first, and then try for clean, clear prose. To your computers (pens). Design and persuade on! Do your best and enjoy this challenge. Your instructor is looking forward to the results.
The following are guidelines for writing persuasive essays. During the course we will focus on each one particularly, but it is never too early to take all these points into account as you write your papers. Keep this list beside your due dates calendar.
[Yes, all this takes thinking! You can do it.]
This course requires a properly maintained computer with high-speed internet access and an up-to-date web browser (such as Chrome or Firefox). The student must be able to communicate with the instructor via email. Visit the Technical Requirements and Support page for more details.
"It was really fun and interesting. I learned a lot and am glad I took the course."
"Excellent course and outstanding instructor. I loved every minute of it. Thank you."
"[Instructor's first name] was a supportive instructor and as a parent, I enjoyed reading her comments each week."
"Dr. [Instructor's last name]'s detailed and thoughtful comments on essays are greatly appreciated."
"This was the first course that I felt my daughter was really pushed to improve her writing assignment, and my daughter actually liked having to work harder at improving her writing ability."