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WRITING I(Secondary)

(Curriculum Supplement)

Fast Writes and In-Class Essay Prompts

related to topics and TSW’s within each essential unit.

1QSI WRITING I SEC S01 SUPPLEMENTCopyright © 1988-2014

Fast Write Example Topics: The Writing Process (E01)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

Brainstorming Exercises: Make a list of questions that you would use to interview a person about their life.

o (Follow-up) Select 5 questions from your list and respond based on your life.o (Follow-up) Why did you select those questions? What did you learn about yourself by

answering the question? Based on the answers, what other questions might you ask? You have been asked to make a slide show of pictures or images that represent your life and

personality. List and briefly describe the pictures/images you might use in your slide show. Create a list of simile/metaphors that describe your different personalities and moods and

interests. Word Association Pyramid: Choose a specific word. Write down three words associated with

this word. Write down 5 words associated with each of these words. Write down 8 words associated with each of these.

o (Follow-up) From the last tier of 120 words, select (3) and write about them.Focus Exercises: Make a detailed list of everything that you did during the last 24 hours. Be specific.

o (Follow-up) Read your previous list – select (3) events and free write about them. Why did you select these three.

o (Follow-up) Select one of the insignificant events from your 24 hour events list. Write about this event or activity.

o (Follow-up) If we were to capture 3 photographs of your 24 hour events list, what might we learn about you from focusing only on those three photographs?

Make a list of the activities that you enjoy doing. If you were going to categorize your list, into what categories might you divide your list? Do some of the activities overlap in the different categories? Select one category and write about it.

Structure Exercises: Using bullet points – briefly outline your life history.

o (Follow-up) If you were to take out one of the bullet points from your life history, how would it affect you?

o (Follow-up) Select 3-4 events from your “life history” and put them in a different order. If this was the order of your life, how would you be different? What would stay the same?

Recipe for Disaster: Choose something that you know how to make (a simple recipe). Write down the instructions.

o (Follow-up) Revise the recipe by simply changing the order of the process. Describe the effect.

Sample of In-Class Essay Topic: The Writing ProcessStudents should be allowed approximately 45 minutes to write on one of the following topics.

Based on one of the following quotations, discuss your experience with the writing process.

“You don't start out writing good stuff. You start out writing crap and thinking it's good stuff, and then gradually you get better at it. That's why I say one of the most valuable traits is persistence.” ― Octavia E. Butler

“Writing anything as an expert is really poisonous to the writing process, because you lose the quality of discovery.” -- Siddhartha Mukherjee

“The first sentence can’t be written until the final sentence is written.” —Joyce Carol Oates, WD


Fast Write Example Topics: The Personal Essay (E02)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

When your family gathers for a celebration, what stories are re-told every year? Write about specific events in which you (like Hamlet from Shakespeare’s tragedy) were faced with a

decision “to do or not to do” something. Consider a specific memory that you have from your childhood. Using the FIVE SENSES, write down as

many specific details as you can with each of the senses. What is something that you KNOW based on personal experience (not what someone told you or that you

read in a book)? From this list, choose one and write down the EXPERIENCES/EVENTS that helped you to gain this knowledge.

From film or TV – define the character that you would like to be if you could join the imaginary world. Part II – describe a person that you know in real life who embodies or exemplifies the same characteristics that you appreciate in the imaginary character.

Describe a person that you don’t like (perhaps not a particular person, but the characteristics that you do not like in certain people). Which of these characteristics do you see in your own life?

Topic – my body: What part of your body do you like? What would you change? Why?

Sample of In-Class Essay Topic: Personal NarrativeStudents should be allowed approximately 45 minutes to write on one of the following topics.

Considering the following quote, write about a particular person that you know who might fit Steve Jobs’ description.

“Here’s to the crazy ones. The misfits. The rebels. The troublemakers. The round pegs in the square holes. The ones who see things differently. They’re not fond of rules. And they have no respect for the status quo. You can quote them, disagree with them, glorify or vilify them. About the only thing you can’t do is ignore them. Because they change things. They push the human race forward. And while some may see them as the crazy ones, we see genius. Because the people who are crazy enough to think they can change the world, are the ones who do.” -- Steve Jobs

Based on your understanding of one of the following quotes, write about a specific event in your life.

“Important events — whether serious, happy or unfortunate — do not change a man's soul, they merely bring it into relief, just as a strong gust of wind reveals the true shape of a tree when it blows off all its leaves. Such events highlight what is hidden in the shadows; they nudge the spirit towards a place where it can flourish.” -- Irène Némirovsky

“There are no mistakes. The events we bring upon ourselves, no matter how unpleasant, are necessary in order to learn what we need to learn; whatever steps we take, they're necessary to reach the places we've chosen to go.” -- Richard Bach (American Writer, author of 'Jonathan Livingston Seagull', b.1936)

Based on the following quote, write an essay in which you reveal the person and the moment of realization described in this quote.

“Friendship is born at that moment when one person says to another: "What! You too? I thought that no one but myself . . ."” -- C. S. Lewis

Fast Write Example Topics: Reflective Writing (E03)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

Any question that begins with “WHY?”3

QSI WRITING I SEC S01 SUPPLEMENTCopyright © 1988-2014

Why do we care which came first – the chicken or the egg?Why do you like the things that you like?Why do teenagers often receive the label as rebels?

HOW questions also lead to REFLECTIVE thinking.How much does “nature” / “nurture” affect who we become?How has living in an international setting affected me – my past/present/future?How much control do we really have over our lives?How will I know when I have become a man/woman? an adult?

Make a list of WHY questions that you sometimes bother you.(Follow-up) Select ONE of the WHY questions from the previous FastWrite and write about it.(Follow-up) (Repeat with another WHY question.)

Present students with a selected image and ask them to REFLECT on it by asking questions.

(Follow-up) Select several of the questions and write down a variety of possible answers.(Can be repeated with other images – helps students to develop REFLECTIVE

thinking)

Sample of In-Class Essay Topic: Reflective EssayStudents should be allowed approximately 45 minutes to write on one of the following topics.

TOPIC A: Culture and Self-ImageThese two paintings by Norman Rockwell capture a significant aspect of adolescent life.

Briefly narrate an incident from your own life that the images remind you of and use this narrative to write a focused, reflective essay on culture and self-image.

TOPIC B: The Nature of LearningRecount a recent “learning experience” outside of school and reflect on the nature of learning by considering how this learning experience compares to the “learning” you are supposed to gain through school work. The essay should be more than a simple comparison; be careful to keep the tone reflective and exploratory as you consider the “nature of learning.”

Fast Write Example Topics: Literary Analysis (E04)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

Describe your favorite book. Explain why you like it.4

QSI WRITING I SEC S01 SUPPLEMENTCopyright © 1988-2014

Make a list of everything that you read. (don’t forget the cereal box) Which do you prefer – the movie or the book? Explain. What makes a “text” difficult to read? List the responses. Choose ONE and write about

it. Include in your response how you “deal” with this difficulty. What is something that you analyze? (food, a sportsman’s technique, teachers) Discuss

how you formulate your criteria. How does your analysis affect your enjoyment/appreciation of your “subject”?

A good _________________ is one that … (complete the sentence and keep writing) We all have different “tastes.” Discuss your own taste related to a specific subject and

give examples of those who have different tastes. Do you and your friends have similar or different tastes? Discuss how this strengthens or weakens or defines relationships.

Sample of In-Class Essay Topic: Literary AnalysisStudents should be allowed approximately 45 minutes to write on one of the following topics.

Opinion Essay: Write an essay supporting one of the follow two thesis statements. Remember a good argument always considers the counter-arguments.

Close literary analysis is beneficial and heightens one’s enjoyment and understanding of literature.

OR Close literary analysis destroys the magic and enjoyment of literature.

Analytical Essay:Everyone is always telling us that we need to “read more.” However, the reality is that our society has become more visual and auditory due to television and “youtube” and other internet sources. Choose one of the following questions and write an analytical essay in which you seek to understand and explain your analysis of this situation.

How has our dependence on visual and auditory sources affected how we think?OR

What are the benefits of reading?


Fast Write Example Topics: Explaining Concepts (E06)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

Jot down phrases in which a person might use the words “I love ….” (afterward discuss the different meanings of love – which can be followed up with a discussion of different languages and meaning)

Present students with a variety of images related to a specific word (ex. wealth) and ask the students to FastWrite how concept (ex. wealth) is being defined in the different pictures.

Describe or draw a picture of a beautiful person. What are the qualities that make a person beautiful? (Have student’s compare their descriptions? What are some similarities/differences?) -- You might even share Shakespeare’s Sonnet 130 as a follow-up.

Describe a situation in which a person was using a term that you did not understand or that you understood differently.

Connotation/Denotation – Word Association Game: Create a list of words and ask students to write down the ideas associated with this word. (Ex. Red, Black, Love, Sun, balance scales, scythe) Images could be used instead of words.

“Some things just can’t be defined.” (write about this.) “Accept no one's definition of your life; define yourself.” -- Harvey Fierstein How do you define

yourself? How is that different from the way others define you or try to define you?

Sample of In-Class Essay Topic: Expository (E06)Students should be allowed approximately 45 minutes to write on one of the following topics.

The Definition in STORY (Analysis)While our understanding of concepts such as love, friendship or family derives from personal experience, often it is the case that a STORY (novel, bed-time story, film) captures our imagination and clarifies a concept in its “pure” form – the way we wish it would be. Considering one of these three terms, discuss how a particular “story” defines the concept. Be sure to use specific examples from the “story” to support your ideas. Your essay should NOT be a summary of the plot of the story.

Evolution through Experience (Cause/Effect)“At one time in my life, I thought A = X; but then life taught me that A = Y or perhaps even Z.” Experiences in our life sometimes reshape our understanding of particular concepts. Sometimes the change might be compared to a small adjustment, but sometimes the change alters our understanding quite completely (whether positively or negatively). Our understanding evolves through the experience into a completely different form.

In a “Cause/Effect” essay, discuss how a particular situation/experience altered your understanding of a specific CONCEPT.

OR

THEN & NOW (Comparison/Contrast Essay)In our adolescent (pre-teenage) years, we carry around our “picture” dictionaries that help us to define words in their basic forms most of accompanied by images; however, as we grow up and mature, our understanding of the world becomes more complex.

Consider briefly several basic concepts such as Education/Learning, Nature/Environment, Humor/Comedy, Imagination – and consider how your understanding is different NOW compared to THEN.

Based on a specific concept, write a comparison/contrast essay in which you discuss the similarities and differences of your understanding of this concept as an adolescent (then) and a teenager (now).


Fast Write Example Topics: Evaluation (E07)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

Describe what you would consider to be a good restaurant. Discuss the criteria that you used in your evaluation.

Often our evaluation of one person is based on a comparison to another person. Who is the person you use to judge others by? Why is this person your “ruler” for measuring others?

Describe an event that changed how you value your time or any other limited resource. Make a list of objects that are valuable to you. Select 3-4, and discuss why they are valuable or how they

became valuable to you. Sometimes, we are amazed at the price of certain objects. We realize the value is a relative term. Discuss a

particular value that you think has been assigned to a certain object, person, or ideal inappropriately. If you could only pack three items into your suitcase when you move to a different country, what would

they be? What do these items tell us about you?

Sample of In-Class Essay Topic: Evaluation (E07)Students should be allowed approximately 45 minutes to write on one of the following topics.

Consider a hobby or activity that you enjoy. Select a topic related to this hobby or activity. Discuss how evaluation is significant to this topic. (For example, a person who likes film might discuss how films are rated or what factors determine a film’s value. Or, the student could discuss how we evaluate actors.)

Read the following quote by Benjamin Franklin and write a response in which you defend a specific thesis derived from your understanding and response to this quote.

“I conceive that the great part of the miseries of mankind are brought upon them by false estimates they have made of the value of things.”

- Benjamin Franklin


Fast Write Example Topics: Compare/Contrast (S02)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

When you compare yourself to others (or when you compare other people), what are the main points of the comparisons that you notice?

When you are shopping for a specific product, do you compare products before choosing one to buy? Discuss this process. Or, if you don’t what do you base your shopping choices on?

Consider a recent conversation that you participated in or that you overheard that involved some type of comparison/contrast. Write about the comparison/contrast that was being discussed. What points were discussed? What was the purpose of the comparison/contrast?

Consider an advertisement that you have seen recently that relied on comparing/contrasting the product with similar products or with something else (an analogy). How does the comparison/contrast work effectively (or not)? Discuss.

Analogies – Similes and Metaphors help us to create meaning through comparison of dissimilar subjects. Create as many similes or metaphors or analogies as you can during the fast write period. (Follow-up: Have students share their writing and have each group select what they consider to be the most effective comparisons.)

Compare yourself with a parent or a best friend. What are the similarities? What are the differences? (Follow-up Discussion: Do strong friendships usually form between similar or different people? / Are the similarities between us and our parent genetic or environment?)

Sample of In-Class Essay Topic: Compare/Contrast (S02)Students should be allowed approximately 45 minutes to write on one of the following topics.

Based on your personal experiences, write an essay in which you discuss the similarities and/or differences between Middle School and Secondary School.

Considering a hobby that you enjoy, select a specific topic of comparison/contrast related to your hobby and write a comparison/contrast essay in which you reach a particular conclusion based on the comparison/contrast. (Examples: Reading – paper/electronic, Swimming – pool/natural water source, Biking – street-road/dirt, Jogging – track/cross country, Painting – water color/oil, Grilling: gas/wood/charcoal, etc.)

As students at an International School, most of you have lived in different countries for some period of your life, write a comparison/contrast essay in which you compare/contrast a particular aspect of two countries based on your personal experiences.


Fast Write Example Topics: Cause/Effect (S03)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

Make a list of WHY questions to which you would like to know the answer.

Consider a specific event in your past that is of some significance to you. Imagine that this event did not happen. Now, speculate how your life might have been different from that point until now if the specified event had never happened.

If you could go back in time and change one thing, what would it be? How might that change have altered your life? Discuss.

How has studying at this school affected you and how might it affect your future?

Make a list of things you like or don’t like. Select several and speculate on WHY you do or don’t like that particular thing?

Consider the proverbial dilemma: which came first – the chicken or the egg, propose arguments for one or both scenarios.

Consider the following question: “If a tree falls in the woods but there is no “ear” to hear it, is sound created?” Now, consider this, if you contemplate an action or have a thought that is never revealed or acted on, does it have any affect in the world around you? Discuss.

Sample of In-Class Essay Topic: Cause/Effect (S03)Students should be allowed approximately 45 minutes to write on one of the following topics.

Products of our Environment:Considering some of the key features of your personality, what factors have had the most impact on shaping you into the person that you have become? (Suggestions: select a specific personality trait and discuss the several of the key factors, or select a key factor and discuss how it has affected your personality.)

“Ours is not to reason why; ours is but to do or die.”Considering the idea presented in this statement, argue your opinion on whether a person should contemplate his/her actions and decisions in regards to future implications OR should simply live in the moment and let the future take care of itself.

In a personal response essay, reflect on an idea derived from the following quotation:

“The direction of a big act will warp history, but probably all acts will do the same thing in their degree, down to a stone stepped over in a path or a breath caught at the sight of a pretty girl or a finger nail nicked in the garden soil.” ― John Steinbeck, East of Eden


Fast Write Example Topics: Position Essay (S04)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

List your pet peeves. Select 1-2 and write about them. Free write as many sentences as you can, beginning with “I believe ….” Choose one of your “I believe” sentences and free write from that sentence. Describe the last argument that you had with a parent or a friend in which you had

different opinions about a particular topic. Considering your friends, do you have similar or different opinions, in general? How

does this affect your friendship in specific ways? Select a strong opinion that you have about a particular subject. Brainstorm a list of

reasons why you have such a strong opinion. Select a strong opinion that you have. Role-play someone who has an opposite opinion

on the same subject. Describe the subject from that point of view. Describe a situation in which you have changed an opinion that you held previously.

What made you change your opinion?

Sample of In-Class Essay Topic: Position Essay (S04)Students should be allowed approximately 45 minutes to write on one of the following topics.

Write a persuasive essay in which you argue a specific thesis on one of the following topics:

The importance of playing sports The importance of eating your vegetables The importance of laughing at least once a day The importance of listening The importance of quiet time

Consider the following quote to discuss how assumptions affect our opinions.

“Your assumptions are your windows on the world. Scrub them off every once in a while, or the light won't come in.” ― Isaac Asimov

Consider Einstein’s thought and write an essay in which you explain his ideas with specific examples from your own experiences.

“Few people are capable of expressing with equanimity opinions which differ from the prejudices of their social environment. Most people are incapable of forming such opinions."

(Essay to Leo Baeck, 1953)” ― Albert Einstein


Fast Write Example Topics: Problem-Solution (S05)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

When you and your family or friends cannot decide where to eat when you go out, how do you solve this problem?

When you have a decision to make and you cannot decide what to do, what do you do to help you make decision in the end?

Some people enjoy the challenge of a “problem; others avoid problems at all costs. Which one are you? Give some examples to illustrate your personality.

A common philosophy is “If at first you don’t succeed, try, try, again.” Discuss your opinion of this philosophy as a way to handle failure.

Respond: Do you believe that there is a solution to every problem? Write about a problem that you have had recently and discuss how you solved or tried to solve this problem. Sometimes, the solution to one problem creates more problems. Brainstorm some possible examples (even

if you have to make them up) to illustrate this idea. React to one of the problem solution essays that you have read during this unit.

Sample of In-Class Essay Topic: Problem-Solution (S05)Students should be allowed approximately 45 minutes to write on one of the following topics.

Write a HOW TO essay in which you tell your friend how to solve a specific problem that teenagers often face.

Evaluation Essay: Describe a recent problem that you solved. In a short in-class essay, evaluate the solution by asking, “Why was this a good / bad solution to the problem?”

Sometimes we often think that our modern inventions solve all of our problems. Based on the quote below, discuss how those inventions are sometimes the cause of our problems.

“I prefer physical books to eBooks, because an eBook can’t be the solution to a wobbly chair like a real book can.” ― Jarod Kintz, The Days of Yay are Here! Wake Me Up When They're Over.


Fast Write Example Topics: Creative Writing (S06)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

Make a list of all the stories you can remember from your childhood. (These stories do not necessarily need to come from books.)

What makes a good story? Discuss.

Provide the students with a nursery rhyme (“Jack and Jill” or “Humpty Dumpty” or “Old Mother Hubbard”). Write questions that might be used to “complete” the story.

Group story: Write the first line of a story in your notebooks, then pass the notebooks and allow each student in the group two minutes to write with the purpose of continuing the story. If you have groups of (5) then each person should complete a particular part of the Plot Diagram (Exposition / Initial Action / Rising action / Climax / Denouement).

Write an alternative ending to a story that you have read in one of your literature classes.

If you were a character in a story, which character would you be? Why? What would you need to change about your self in order to become that character? If you were in the story as you are, how would that change the character?

NOTE: While these are FASTWRITES and should be written as such, they can also be used to discuss the significant aspects of STORY.

Sample of In-Class Essay Topic: The Purpose of Story (S06)Students should be allowed approximately 45 minutes to write on one of the following topics.

REFLECTIVE ESSAY:

Considering the stories that are told in your culture and the quote by Joan Didion, write a reflective essay in which you discuss how these stories help us “to live” (as individuals and as members of a cultural community).

“We tell ourselves stories in order to live.” -- Joan Didion

REFLECTIVE ESSAY:

Referring to specific fictional stories you have read, discuss the “truth” of Doris Lessing’s statement.

“There is no doubt fiction makes a better job of the truth.” ― Doris Lessing, Under My Skin


Fast Write Example Topics: Current Events (S07)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

During the engagement with this unit, students should use the Fast Write activity to freely brainstorm ideas that might be used to create a BLOG entry or an Editorial.

Sample of In-Class Essay Topic: Current Events (S07)Students should be allowed approximately 45 minutes to write on one of the following topics.

One of the sacred rights upheld by the United States Constitution First Amendment is “Congress shall make no law … abridging the freedom of speech, or of the press ….” The right to express one’s opinion freely is deemed a human right. In a Persuasive Essay, argue for the importance of this “right” or present an argument persuading the reader that “freedom to express one’s opinion” should be limited.

Modern technological advancements allow for instant messaging around the globe by anyone with an electronic communication device. In a Cause/Effect Essay, discuss how this is changing our world.

Today, it is possible for anyone to contribute their opinions or knowledge through the internet and other communication sources. News and information is no longer in the hands of editors and publishers. With so much information, it becomes even harder to know what information can be believed or accepted as credible. In an Informative Essay, explain how we as readers can sift through the mega-bites of text and images to find trustworthy, reliable information.

Considering the fact that you live and study and write in a community of students and teachers from all over the globe, respond in a Reflective Essay to how this reality and the quote by Anthony Robbins might affect (or has affected) your ability to communicate your ideas effectively during this course.

“To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.” -- Anthony Robbins


Fast Write Example Topics: Formal Correspondence (S08)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

Imagine you are preparing for a job interview. What qualities do you possess that would encourage a personnel manager to consider you for a job?

Write an e-mail to a friend in which you tell your friend about a party you have recently attended. Now write an e-mail to your grandmother describing the same party. (Follow-up: Discuss differences. This discussion will help to introduce students to the idea that sometimes, different language choices are significant to the audience and purpose.)

If you were going to write a letter to a famous person, make a list of the people you might want to write. Select several and discuss why you would want to write this person.

With Face Book and Tweeter and SKYPE, few people are actually writing e-mails to anyone anymore, even fewer are writing letters. Make list of arguments as to why we should not stop writing letters (e-mail or post) as a form of communication.

Make a list of common expressions that we TEXT to each other. Which expression interests you the most? How do these expressions affect language?

If you were going to make a rule book for communicating via social networks, what would some of the rules be? (Share and Discuss)

Write a letter to yourself – twenty years from now.

Sample of In-Class Essay Topic: Formal Correspondence (S08)Students should be allowed approximately 45 minutes to write on one of the following topics.

Persuasive Essay:“A letter is always better than a phone call. People write things in letters they would never say in person. They permit themselves to write down feelings and observations using emotional syntax far more intimate and powerful than speech will allow.”

― Alice Steinbach, Educating Alice: Adventures of a Curious Woman

Write a persuasive essay in which you support Steinbach’s idea with specific reasons and evidence based on your own experiences. OR Write a persuasive response to Steinbach in which you argue that the phone call (or SKYPE call) is better than a letter.

Persuasive Essay:In our world of instant messaging and texting, it is hard to imagine experiencing a day in which we are “truly” away or truly “with” the person/people around us.

Write a persuasive essay in which you try to convince your friends to turn off their “devices” for an entire weekend.

ORImagine that you have read such an essay in which a friend tried to make this argument, write a persuasive response to help the author understand the impossibility and impracticalness of this suggestion.


Fast Write Example Topics: Sciences (S09)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

Students should free write about particular topics of interest in the field of science.

Why do you like science? What is fascinating about science?

Describe an event or moment in which you understood the significance of science.

What are some of the scientific questions that you would like to explore?

Sample of In-Class Essay Topic: Sciences (S09)Students should be allowed approximately 45 minutes to write on one of the following topics.

The In-Class Essay assignment should be created in cooperation with the instructor of the science course in which the student is presently enrolled.

The content may be assessed by the science instructor in connect to a science unit.

The composition will be assessed according to the In-Class Essay rubric (See (S01) FastWrite – In-Class Essay unit for Writing I).


Fast Write Example Topics: Cross-Curricular – Social Studies (S10)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

Students should free write about particular topics of interest in the field of Social Studies.

Why do you like social studies? What is fascinating about social studies?

Describe an event or moment in which you understood the significance of social studies.

What are some of the questions posed in a social studies classroom that you would like to explore?

Sample of In-Class Essay Topic: Cross-Curricular – Social Studies (S10)Students should be allowed approximately 45 minutes to write on one of the following topics.

The In-Class Essay assignment should be created in cooperation with the instructor of the social studies course in which the student is presently enrolled.

The content may be assessed by the social studies instructor in connect to a social studies unit.



Fast Write Example Topics: Mathematics (S11)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

Students should free write about particular topics of interest in the field of mathematics.

Why do you like mathematics? What is fascinating about mathematics?

Describe an event or moment in which you understood the significance of mathematics.

What are some of the mathematical questions that you would like to explore?

Sample of In-Class Essay Topic: Mathematics (S11)Students should be allowed approximately 45 minutes to write on one of the following topics.

The In-Class Essay assignment should be created in cooperation with the instructor of the science course in which the student is presently enrolled.

The content may be assessed by the science instructor in connect to a science unit.



Fast Write Example Topics: ARTS (S12)Students are encouraged to write for 5-10 minutes without stopping and without “thinking.”

Students should free write about particular topics of interest in the field of Arts – particularly the ARTS class that the student is now enrolled in (Music / Graphic Design / Film).

Why do you like the ARTS? What is fascinating about the ARTS?

Describe an event or moment in which you understood the significance of the ARTS.

What are some of the questions that you would like to explore related to the ARTS?

Sample of In-Class Essay Topic: ARTS (S12)Students should be allowed approximately 45 minutes to write on one of the following topics.

The In-Class Essay assignment should be created in cooperation with the instructor of the Arts course in which the student is presently enrolled.

The content may be assessed by the Arts instructor in connect to an Art unit.



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