ERWC is an integrated reading, writing, and oral communication curriculum that employs an inquiry-based, rhetorical approach. It is designed to inculcate the strategies, abilities, and habits of mind of fluent academic readers and writers through rhetorical analysis of compelling issues and interesting texts. Building deep conceptual understandings that transform how students read, write, listen, speak, and think; the curriculum is intended to help students transfer their literacy skills to new situations and increase student agency. Aligned with the California Standards for English Language Arts and Literacy, the Expository Reading and Writing Course (ERWC) emphasizes in-depth reading and writing of expository, analytical, and argumentative texts in a variety of genres. The ERWC was collaboratively developed by a group of CSU faculty, high school teachers, and high school administrators. Likewise, this two-day professional learning workshop is presented by CSU faculty and Region 10 secondary English teachers.
The ERWC consists of three components: a curriculum, a community, and professional learning. The principles that shape the ERWC and its professional community are embedded in the ERWC assignment template. Each module employs the template to provide scaffolding and practice in integrated processes of reading, writing, and oral communication. Through an online community, teachers download materials, post questions, collectively solve problems, and share resources.
Beginning in May 2019, opportunities for free professional learning for ERWC 3.0 will be offered, including this two-day update sessions for currently certified ERWC teachers. This new two-day professional learning course provides a voluntary update to the ERWC curriculum. The revised curriculum (ERWC 3.0) retains important features of the current edition. It continues to provide material for a rigorous, full-year college-preparatory English course designed to increase the academic preparation of California’s (CA) diverse students. Successful completion of the course at grade 12 is one of many measures used to determine incoming students’ placement in California State University (CSU) general education English courses. New emphases in the third edition are transfer of learning; greater variety of literary and informational texts and writing and speaking tasks; and the inclusion of integrated and designated English language development and features from Universal Design for Learning; including student goal setting and formative assessment.
New ERWC curriculum modules now include concept and portfolio mini-modules, as well as full-length book, drama, and issue modules. New texts represent more diverse authors and perspectives. Teachers construct a year-long course by selecting from among pairings of mini and full-length modules aligned with CA English language arts/literacy and English language development standards. The curriculum continues to allow teachers the flexibility to make pedagogical decisions based on formative assessment. Respect for the professional expertise of teachers and the intelligence of students is central to the philosophy of ERWC.