Time Commitment

Most learners can expect to spend 3-5 hours per week (including the live meeting) working on class materials. 

Assignments Open Each Week

In order to allow for learners and their families to have the flexibility they need, assignments open by Monday of each week and are due by the following Sunday. Learners can complete work at whatever time works best for them throughout the week.

Fall 2022 Live Sessions Meet on Tuesdays

Class runs from October 24-December 18, 2022

We’ll meet via Zoom for a live discussion session each Tuesday at 11-11:45am Eastern/10-10:45am Central/9-9:45am Mountain/8-8:45am Pacific

Spring 2023 Live Sessions Meet on Thursdays

Class runs from February 13-April 16, 2023 with a Spring Break March 13-19. 

We’ll meet via Zoom for a live discussion session each Thursday at 11-11:45am Eastern/10-10:45am Central/9-9:45am Mountain/8-8:45am Pacific

There will be no live meeting on Thursday, March 16.

If a learner cannot attend a session due to illness or a schedule conflict, they will still have access to all class materials and can check in with the instructor with any questions. 

Skills Needed

This class is an intermediate option for my Middle School level classes (Middle School Level 2). It’s best suited for learners who have already developed the following skills: 

• Can write about 250-300 words (about 1 page double spaced) on a single topic
• Confidently reads texts at or above ~900L on the Lexile rating
• Has been introduced to identifying main and supporting ideas in nonfiction texts (even if still needing support to execute these skills)
• Has practiced academic writing basics such as creating an introduction, focusing paragraphs, and providing support for claims (even if work needs support for refinement and depth)

This class is a good fit for middle school readers and writers who meet the basic demands of ELA tasks and would benefit from sustained practice, feedback that helps them refine their work, and specific instruction geared toward gaps or challenging areas.  

Skills Gained

The class is set up so that students choose which writing prompts they’d like to complete for both of the two primary assignments. This means that students of varying ability levels and familiarity with academic writing conventions can find an assignment appropriate for their level.

All students will learn about the following:

• Developing reading comprehension and note-taking strategies
• Finding their own writing process
• Working on a complete draft in stages that focus on revision
• Reflecting on what works to build strong writing habits

Depending on which assignments they choose to complete, students will focus specifically on the following:

• Crafting strong thesis statements
• Summarizing outside sources in their own writing
• Analyzing outside sources
• Finding similarities when making comparisons
• Conducting independent research to find credible sources
• Incorporating sources into writing with appropriate citations

Common Core Standards Alignment

For those who are using Common Core standards, this course meets the following: 

All Learners:

• CCSS.ELA-LITERACY.RI.6.1, 7.1, and 8.1 (citing textual evidence)
• CCSS.ELA-LITERACY.RI.6.2, 7.2, and 8.2 (identifying central ideas)
• CCSS.ELA-LITERACY.RI.6.3, 7.3, and 8.3 (analyzing details in informational texts)
• CCSS.ELA-LITERACY.RI.6.4, 7.4, and 8.4 (determining word meaning in context)

Depending on Paper Prompt Chosen:

• CCSS.ELA-LITERACY.W.6.1, 7.1, and 8.1 (write arguments with reason and evidence)
• CCSS.ELA-LITERACY.W.6.2, 7.2, and 8.2 (write informative texts to examine a topic)
• CCSS.ELA-LITERACY.W.6.3, 7.3, and 8.3 (write narratives with details)
• CCSS.ELA-LITERACY.W.6.4, 7.4, and 8.4 (write appropriately to audience)
• CCS.ELA-LITERACY.W.6.5, 7.5, and 8.5 (plan, revise, edit and rewrite)
• CCS.ELA-LITERACY.W.6.7, 7.7, and 8.7 (conduct short research projects)
• CCS.ELA-LITERACY.W.6.8, 7.8, and 8.8 (gather information from credible sources)
• CCS.ELA-LITERACY.W.6.9, 7.9, and 8.9 (draw textual evidence to support analysis and research)
• CCS.ELA-LITERACY.W.6.10, 7.10, and 8.10 (write routinely over extended time frames)

Upon successful completion of class, instructor provides detailed exit letter suitable for inclusion in portfolio. Families may request numerical grade at beginning of class for a detailed course grade summary, but it is optional. 

Individual Support

All students will receive individualized video feedback on all rough drafts that specifically addresses their rough draft submissions.

My teaching philosophy very much focuses on starting with students’ strengths to build confidence and using them to work on improvements over time.

Feedback is tailored to each student’s individual needs and goals. I also encourage a lot of self-reflection and provide opportunities for students to directly communicate their challenges so that facing them with strategies becomes a normal part of the writing process.

Content Note

This book uses some “hot button” topics (cyberbullying, refugee crises, animal rights, etc.) to illustrate critical thinking skills in a context where learners are likely to have both emotional and logical responses. The book doesn’t tell learners *what* to think on these topics and instead gives tools for *how* to think.

For some learners, it can be challenging to see topics they care passionately about discussed in this way. It is also likely that learners will not all agree or come to the same conclusions about these topics. We’ll be discussing how to challenge ideas and debate topics while remaining respectful and considerate of our classmates. 

To participate successfully in class, learners will need the following:

• A copy of Think for Yourself: The Ultimate Guide to Critical Thinking in an Age of Information Overload by Andrea Debbink (ISBN 9781950500048) (used copies are fine; borrowed/library copies are acceptable but it’s preferable for learners to have their own copy so they can take notes in it)
• Microphone and camera for in-class participation
• PDF Reader
• Zoom (free account)
• Learners will submit work through Google Drive (a Google (Gmail) account can be acquired for free)

Dr. Michelle Parrinello-Cason

Dr. Michelle Parrinello-Cason has a Ph.D. in English with an emphasis on rhetoric and composition. She has more than a decade of teaching experience including six years of full-time college experience

See Dr. Parrinello-Cason’s Profile & Policies