EAP and EPT

1. EAP and EPT EAP EPT EPT stands for “English Placement Test.” This is the exam usually given to seniors before entering college. It is the test you will take this year as part of the EAP program. The test consists of 2 parts: 45 minute timed-write argumentative essay in March Multiple choice questions consisting of reading and composing skills (taken during CST testing in April) If you can show competency on the test this year, you will be exempt from taking it your senior and will receive conditional acceptance to the CSU system! • EAP stands for “Early Assessment Program.” The program was established to provide opportunities for students to measure their readiness for college-level English and math their junior year of high school. • The goal of the EAP program is to have California high school graduates enter the CSU fully prepared to begin college-level study. • More than 60% of college freshmen end up in remedial English/Math courses, DESPITE having passed college prep level high school classes with a C or better!

2. ERWC • ERWC stands for “Expository Reading & Writing Course.” • It is a full-year college prep English class for seniors. The ERWC addresses critical reading and writing problems and prepares students to meet the expectations of college and university faculty. • As juniors, we will complete 4 separate ERWC modules/units based mainly on non-fiction texts. Each unit will include an in-depth study of expository, analytical, and argumentative reading and writing.

3. What is an American? ERWC Module #1 Instruction, Vocabulary, Activities, and Readings

4. What is anAmerican? 3 adjectives that describe an American P I D Draw an American In this unit, we will examine the above question on a personal and an academic level. We will interact with a variety of non-fiction articles that attempt to answer that same question. Our interaction with those texts will occur through reading, comprehension, analysis, and response. Free Association In 30 seconds, write down any and every word that comes to mind that you associate with American culture Define Give your own definition of what it means to be American

5. Introducing Key Vocabulary • The following slide has the vocabulary words for the readings. Please write down the words and their definitions according to the following format: • Word (part of speech) Dictionary definition(s) Definition in your own words • Teacher (noun) DD: One whose occupation is to instruct MD: Someone who instructs others

6. Introducing Key Vocabulary • Girdled • Vociferously • Imperialism • Plight • Inalienable • Prodigal • Idyll • Initiative • Toiled • Endowed • Prosperity • Inherent • Arbitrarily • Regime • Servile • Abstractions • Wretched • Teeming • Tempest • Acquisition • Eloquence • Lexicon • Suffused • Zeitgeist • Acrimonious • Kindred souls • Vitality 3 1 2 4 2 3

7. Vocabulary- Article 1 • Girdled (n): anything that encircles, confines, or limits • Vociferously (adj): crying out • Imperialism (n): policy of extending the rule or authority of an empire or nation • Plight (n): a condition, state, or situation, especially an unfavorable or unfortunate one • Inalienable (adj): non transferable to another being • Prodigal (adj): wastefully, extravagant

8. Vocabulary- Article 2 • Idyll (n): a simple descriptive or narrative piece in verse or prose • Initiative (n): an introductory act, leading action • Toiled (n): hard and continuous work • Endowed (v): to provide with a permanent • Prosperity (n): a successful or thriving condition • Inherent (v): to take or receive by succession or will • Arbitrarily (adj): subject to individual will or judgment without restriction; contingent solely upon one's discretion • Regime (n): a mode or system of rule or government • Servile (adj): being in slavery; oppressed • Abstractions (n): the act of considering something as a general quality or characteristic, apart from concrete realities, specific objects, or actual instances.

9. Vocabulary- Article 3 • Wretched (adj): very unfortunate in condition • Teeming (adj): abounding or swarming with something, as with people • Tempest (n/adj): a violent commotion, disturbance, or tumult

10. Vocabulary- Article 4 • Acquisition (n): the act of acquiring or gaining possession • Eloquence (n): the practice or art of using language with fluency and aptness • Lexicon (n): the vocabulary of a particular language, field, social class, person • Suffused (v): to spread or flood through or over (something) • Zeitgeist (n): the spirit, attitude, or general outlook of a specific time or period, esp as it is reflected in literature, philosophy, etc • Acrimonious (adj): characterized by bitterness or sharpness of manner, speech, temper, etc • Kindred (adj): having similar or common qualities, origin, etc *kindred souls* • Vitality (n): exuberant physical strength or mental vigor

11. Annotating 101: The Why and How “Interacting” with a text is a funny way to think about how you read a book, but most educational researchers agree that interacting with what you read (writing down your thoughts, asking questions, responding to the words you read, etc.) is a the best way to understand and find meaning in a text. Annotation is just that: interacting with your text and finding meaning in what you read as you read it.

12. Annotating 101: The Why and How DEFINE NEW WORDS Too often, reading comprehension problems occur because readers don’t understand words. As you read, circle each word you come across that is unfamiliar If you can, try to figure out the meaning of the word using context clues and inferring its meaning, then look up the word in the classroom dictionary or dictionary.com. Jot down the definition in the margins so it is easily accessible every time you read the text and write “DEF” so you know what those notes pertain to. MAIN IDEAS/IMPORTANT PASSAGES Is there a quote that you think summarizes a key idea or a main point? A passage that is important or thoughtful? Is there an idea you think might be worth remembering? These are important to locate, as they are what you might quote in your written essay later. Highlight these passages in yellow, place a star next to them in the margins, and quickly summarize them in your own words. SUPPORT AND EXAMPLES Writers provide support points to back up their main idea(s), and they also provide specific examples. Highlight supporting ideas/examples in pink and write an “S” or an “E” in the margin next to each one. REACT TO THE TEXT Are you confused about something? Write the question down in the margins and mark it with a “?” Maybe you just read something that made you mad or optimistic. Write down your reaction to the text in the margins and mark it with an “R”. Do you like or dislike an idea? Record this opinion next to the passage that inspired it with an “O”. Maybe something you read reminds you of an experience you’ve had or something you’ve learned; record these connections with a “C”.

13. Annotating Articles 1, 2, 3 & 4 As you read, interact with the text: • Circle and define difficult vocab • Highlight main ideas/key points in yellow • Label “E” or “S” for support or examples for the main ideas and highlight in pink/orange • React to the text • Write “?” for questions you have along the way • Put an “O” next to your opinions of that paragraph • Put an “R” next to any reactions you have to the reading • Put a “C” next to any personal connections you make to the reading • Highlight in green what you believe to be the main idea/thesis of the article Make sure to complete the S (summary), R (response), ? (question) for each paragraph

14. Article 1- Whole Class As a class we will be reading and annotating the first article together. I will model for you what it means to “mark up the text.” Directions: • Take turns reading each paragraph out loud while the group follows along. • Annotate, summarize, respond, and question each paragraph as a class following the steps on how to annotate.