© 2015 Shmoop University, Inc. All rights reserved.

Common Core Standards: ELA

Grades 11-12

Writing W.11-12.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

We all know that students tend to work harder and learn more when they have to share their work with each other. We also know that students will need increasing fluency with technology in order to be competitive in today’s economy. This standard provides opportunities for both. Here, students are asked to use technology to both create and publish a product in a format that allows for students to view and comment on others’ projects and make updates to their own based on the comments they receive. 

You may need to dust off your own technology fluency for this one because gone are the days when “incorporating technology” meant to require students to word process a document or give a PowerPoint presentation. For this standard, students will need to publish their projects in an online format, such as a blog, website, or wiki. They should be encouraged to comment thoughtfully on the work of their classmates, asking questions, challenging claims, and offering other perspectives. Students should then respond to such comments on their own projects by answering questions, providing additional evidence, clarifying information, and rebutting counterarguments. Real-world skills abound in this standard, so take advantage of them.

Teach With Shmoop

Tag! You're it.

The links in this section will take you straight to the standard-aligned assignments tagged in Shmoop's teaching guides.

That's right, we've done the work. You just do the clickin...

Example

Assignment Example:

Take a look at this sample assignment that you might use with your students:

First, the good news: it’s nearing spring break, and you can’t wait. It’s been a long, harsh winter, with way too much snow and wind for your taste. Luckily, you have planned a terrific getaway with the family. You’re headed to Florida! Second, the bad news… the trip is still six weeks away. Your favorite English teacher is thinking along those lines, too. As a study unit, you’ve been tackling the epic poem by John Milton, “Paradise Lost.” All that distasteful anastrophe and elevated language is enough to drive a senior crazy!

You enjoyed the pre-reading activity in which you were asked to create your own personal paradise, and you were great at it. Sandy beaches, tropical fruits, companionable companions, and lazing in the sun. In fact, you think it was quite the way you imagine the Garden of Eden to have been.

But now you’ve been asked to show what you’ve learned from the reading. One of the options is to create a travel brochure that will convince the teachers on staff to visit the place you’re advertising. At the same time, it must include the setting, a summary of events, accurate characterization of Adam, Eve, God, and the Serpent, and the conflict with its resolution. You’re going paperless on this one. You’ll be posting your brochure on a teacher website or class page such as Edmodo or Facebook for your classmates and teacher to read.

This will be fun! Using a software program such as Microsoft Publisher, you create a tri-fold product filled with lush color and magnificent scenery. Using the project guidelines, Eve becomes the tour guide, Adam is the tour bus driver who points out the Tree of Knowledge, and the Serpent runs Satan’s Grill, where the barbecue is HOT and SPICY. To summarize the story, the inside of the back cover of the brochure tells the Legend of Paradise Lost.

Along with your classmates, you post your product to Edmodo where it’s fun to look over other brochures. You’ve also been asked to comment on three other projects, asking questions or giving feedback. As the week goes by, you answer the comments that have been posted to your project by clarifying any confusion and adding comments and information as needed.
Again, there is good news and bad news. You earned an A for your efforts; great job! The bad news…well, spring break is still four weeks away. Sorry!

Drill 1

Put the following tasks in the appropriate order.

a. Create a list of sub-topics that apply to your topic.
b. Look at your classmates’ products and post constructive comments or questions.
c. Determine task, audience, and purpose.
d. Take notes from your sources and begin to draft your product.
e. Respond to comments posted to your online project and add information if needed.
f. Brainstorm ideas for an appropriate topic and select one.
g. Revise your draft and post it on the Internet.
h. Research the Internet for information on your topic.

ANSWER:

1. The correct answer is (c). Remember, these three elements determine everything else about your writing, so you need to know them immediately.

2. The correct answer is (f). Remember to choose a topic that you’re interested in, not just one that sounds easy; your work will be better, we promise.

3. The correct answer is (a). Time to focus your topic. What areas will you delve into?

4. The correct answer is (h). Make sure the research comes from a credible source; no Wikipedia, people!

5. The correct answer is (d). Notice it says “draft.” Yup, a revision is in your future.

6. The correct answer is (g). We know you hate revising because you just want to be done after the first draft, but trust us, the quality of your writing will improve drastically with revision.

7. The correct answer is (b). Constructive is the key word here; ask intelligent questions, raise valid objections, and make thoughtful remarks. No funny business; be a professional.

8. The correct answer is (e). The cool thing about the Internet is that your work is never “finished.” Okay, maybe that doesn’t sound so cool if you’re anxious to cross this project off your to do list, but it means that you can always go back and correct your mistakes, add more research, and clarify any areas that are confusing.

Aligned Resources

Advertisement