MS. THOMAS'S CLASS

Contact me directly at: STHOMAS@GBOE.ORG

"Education is not the filling of a pail but the lighting of a fire." --William Butler Yeats

AHSA 12

The Alternative High School Assessment1 (AHSA) measures high school competency in selected areas

of the Core Curriculum Content Standards. It is intended to offer an alternative means of meeting the

state graduation proficiency test requirement. The AHSA is available to students who have met all high

school graduation requirements except for demonstrating proficiency in selected areas of the Core

Curriculum Content Standards. (N.J.S.A. 18A:7C-3 & N.J.A.C. 6A:8-4.1)

The AHSA is aligned to the High School Proficiency Assessment (HSPA) test specifications to ensure

that students who demonstrate proficiency through the AHSA have demonstrated the same knowledge,

skills and performance levels as students who are proficient on the HSPA. However, students must

continue to take each regularly scheduled HSPA administration until they either attain a proficient score

on the HSPA or graduate.

The AHSA consists of untimed performance assessment tasks (PATs) administered and scored under the

standardized conditions described in this manual. These conditions include several administrative

windows, within which AHSA performance tasks may be administered, and scoring by trained New

Jersey teachers at designated regional locations, under the supervision of the state testing vendor.

LANGUAGE ARTS 11

The mission of the Department of English Basic Skills is to prepare our students, with their diverse academic backgrounds, for the demands of college reading and writing, and to provide them with a challenging educational experience that enhances the critical thinking skills necessary for life-long learning.

"I've learned that no matter what happens, or how bad it seems today, life does go on, and it will be better tomorrow. I've learned that you can tell a lot about a person by the way he/she handles these three things: a rainy day, lost luggage, and tangled Christmas tree lights. I've learned that regardless of your relationship with your parents, you'll miss them when they're gone from your life. I've learned that making a "living" is not the same thing as making a "life." I've learned that life sometimes gives you a second chance. I've learned that you shouldn't go through life with a catcher's mitt on both hands; you need to be able to throw something back. I've learned that whenever I decide something with an open heart, I usually make the right decision. I've learned that even when I have pains, I don't have to be one. I've learned that every day you should reach out and touch someone. People love a warm hug, or just a friendly pat on the back. I've learned that I still have a lot to learn. I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel."
� Maya Angelou

Basic Skills Web Page:

LANGUAGE ARTS 9 & 10

Basic Skills Web Page:

"Life is not measured by the number of breaths we take, but by the moments that take our breath away."
� Maya Angelou

JOURNALISM

CHARACTERISTICS OF EDITORIAL WRITING

An editorial is an article that presents the newspaper's opinion on an issue. It reflects the majority vote of the editorial board, the governing body of the newspaper made up of editors and business managers. It is usually unsigned. Much in the same manner of a lawyer, editorial writers build on an argument and try to persuade readers to think the same way they do. Editorials are meant to influence public opinion, promote critical thinking, and sometimes cause people to take action on an issue. In essence, an editorial is an opinionated news story.

Editorials have:

1. Introduction, body and conclusion like other news stories
2. An objective explanation of the issue, especially complex issues
3. A timely news angle
4. Opinions from the opposing viewpoint that refute directly the same issues the writer addresses
5. The opinions of the writer delivered in a professional manner. Good editorials engage issues, not personalities and refrain from name-calling or other petty tactics of persuasion.
6. Alternative solutions to the problem or issue being criticized. Anyone can gripe about a problem, but a good editorial should take a pro-active approach to making the situation better by using constructive criticism and giving solutions.
7. A solid and concise conclusion that powerfully summarizes the writer's opinion. Give it some punch.

Four Types of Editorials Will:

1. Explain or interpret: Editors often use these editorials to explain the way the newspaper covered a sensitive or controversial subject. School newspapers may explain new school rules or a particular student-body effort like a food drive.
2. Criticize: These editorials constructively criticize actions, decisions or situations while providing solutions to the problem identified. Immediate purpose is to get readers to see the problem, not the solution.
3. Persuade: Editorials of persuasion aim to immediately see the solution, not the problem. From the first paragraph, readers will be encouraged to take a specific, positive action. Political endorsements are good examples of editorials of persuasion.
4. Praise: These editorials commend people and organizations for something done well. They are not as common as the other three.

Writing an Editorial

1. Pick a significant topic that has a current news angle and would interest readers.
2. Collect information and facts; include objective reporting; do research
3. State your opinion briefly in the fashion of a thesis statement
4. Explain the issue objectively as a reporter would and tell why this situation is important
5. Give opposing viewpoint first with its quotations and facts
6. Refute (reject) the other side and develop your case using facts, details, figures, quotations. Pick apart the other side's logic.
7. Concede a point of the opposition � they must have some good points you can acknowledge that would make you look rational.
8. Repeat key phrases to reinforce an idea into the reader's minds.
9. Give a realistic solution(s) to the problem that goes beyond common knowledge. Encourage critical thinking and pro-active reaction.
10. Wrap it up in a concluding punch that restates your opening remark (thesis statement).
11. Keep it to 500 words; make every work count; never use "I"

A Sample Structure

I. Lead with an Objective Explanation of the Issue/Controversy.

Include the five W's and the H. (Members of Congress, in effort to reduce the budget, are looking to cut funding from public television. Hearings were held �)

Pull in facts and quotations from the sources which are relevant.
Additional research may be necessary.

II. Present Your Opposition First.

As the writer you disagree with these viewpoints. Identify the people (specifically who oppose you. (Republicans feel that these cuts are necessary; other cable stations can pick them; only the rich watch public television.)

Use facts and quotations to state objectively their opinions.
Give a strong position of the opposition. You gain nothing in refuting a weak position.

III. Directly Refute The Opposition's Beliefs.

You can begin your article with transition. (Republicans believe public televison is a "sandbox for the rich." However, statistics show most people who watch public television make less than $40,000 per year.)

Pull in other facts and quotations from people who support your position.
Concede a valid point of the opposition which will make you appear rational, one who has considered all the options (fiscal times are tough, and we can cut some of the funding for the arts; however, �).

IV. Give Other, Original Reasons/Analogies

In defense of your position, give reasons from strong to strongest order. (Taking money away from public television is robbing children of their education �)

Use a literary or cultural allusion that lends to your credibility and perceived intelligence (We should render unto Caesar that which belongs to him �)

V. Conclude With Some Punch.

Give solutions to the problem or challenge the reader to be informed. (Congress should look to where real wastes exist � perhaps in defense and entitlements � to find ways to save money. Digging into public television's pocket hurts us all.)

A quotation can be effective, especially if from a respected source
A rhetorical question can be an effective concluder as well (If the government doesn't defend the interests of children, who will?)

Hold fast to your dreams, for without them life is a broken winged bird that cannot fly.
-Langston Hughes

Dreams
by Langston Hughes

Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow.