Adv. Eng. 12 / ENG102: Basics of Composition Course Syllabus
Urbana University/ Spencerville High School College Credit Plus Program
Urbana UniversityAbbreviated Course Title:ENG102: Basics of Composition
Credit Hours: 3 semester hours at Urbana University and 1 high school English credit
Term: year-long (Spring 2017 course for credit at Urbana University)
Prerequisites:3 high school English credits (HS Eng. I, II, & III or their Advanced equivalent)
Location:SpencervilleHigh School, Room 513
Time:4th and 5thperiods (___ - ___ and ___-___) Monday-Friday
Instructor Contact Information
Instructor: Mrs. Emily KlostermanOffice: Room 513
Phone: 419-647-4111, ext. 3248E-mail:
Office Hours:_____ period conference (___-___) Monday-Friday
(additional office hours by appointment before or after school)
Course Description
This class is recommended for college-bound seniors already proficient in reading for comprehension and composition of various forms of writing. Advanced Senior English is designed to be the equivalent of a college-level freshman English course. Students can opt to register for college credit for this course through dual enrollment via Urbana University (ENG102: Basics of Composition). Completion of Summer reading is required for this class.
Students in this course will continue to explore, develop, and refine their knowledge, reasoning, and skills in using and applying the English language in formal written and spoken forms in order to be college and/or career ready upon graduation from high school. This college preparatory course continues to develop reading, writing, and speaking skills as they pertain to the processes of communication. Students in this class will do the following: 1) enhance their functional reading and vocabulary acquisition skills by reading and studying a variety of both abridged and unabridged fiction and nonfiction selections; 2) use the writing process to continue to produce expository, persuasive, and research-based writings which will be collected in a writing portfolio; 3) enhance their research-based writing skills and public speaking skills through the completion of the career project; 4) refine their knowledge of English grammar and how it pertains to the writing process and formal use of the English language; 5) enhance and refine their listening and speaking skills; and 6) continue to develop and refine their reading, writing, evaluative, and analytical skills.
Texts, Websites, & Supplemental Materials
Websites:
Mrs. Klosterman’s Classroom Web Page:
Purdue University’s Online Writing Lab (OWL):
Literary Works:
Austen, Jane. Pride and Prejudice.New York, NY: Bantam Books, 1983. Print.
Dumas, Alexandre. The Count of Monte Cristo. Lowell Bair, Trans. New York, NY: Bantam
Books, 1956. Print.
Orwell, George. 1984. New York, NY: Signet Classic Penguin Putnam, Inc., 1961. Print.
Shakespeare, William. The Taming of the Shrew. New York, NY: WSPFolger, 1992. Print.
Supplemental Texts (time permitting and/or as needed or preferred):
Roberts, Edgar V. and Henry E. Jacobs. Literature: An Introduction to Reading and Writing,
5th ed. Upper Saddle River, NJ: Prentice Hall, 1998. Print.
Shakespeare, William. Macbeth.Evanston, IL: McDougal Littell, 1997. Print.
Sophocles. Antigone. New York, NY: Dover Publications, 1993. Print.
Sophocles. Antigone: Complete Plays of Sophocles. New York, NY: Bantam Books, 1982. Print.
The Language of Literature: British Literature. Evanston, IL: McDougal Littell, 1997. Print.
Warriner, John E. Warriner’s English Grammar and Composition: Complete Course, Liberty Edition. Orlando, FL: Harcourt Brace Jovanovich, Inc., 1986. Print.
Tentative Course Outline of Major Student Assignments
Career Project (Formal Research Paper and Formal Presentation): deadlines for portions of this project span throughout the first 3 quarters of the school year, and earned credit for each portion will account for a major portion of the student’s quarter grade during which each portion is due. Completion of this project is required for course credit to be earned.
Literary Analysis Papers: each literary analysis paper will be scored using a rigorous writing rubric and will account for a major portion of the quarter’s grade in which it is due.
1. Dystopian British Literature: 1984
2. British Literature: Pride and Prejudice
3. Shakespearean Comedy: The Taming of the Shrew
4. French Literature: The Count of Monte Cristo
Readings, Informal Speeches and Presentations, Class Discussion, Informal Writings, Quizzes, and Tests: earned credit for various formal and informal assessments will account for portions of the student’s quarter grade during the four quarters of the school year.
Weighted Grades: 60% of each quarter’s grade will be based on summative work and assessments; 40% of each quarter’s grade will be based on formative work and assessments.
Exams: 2 semester exams will (combined) account for no more than 20% of the student’s course grade. Exams will assess the student’s knowledge and skill in the following areas:
1. The writing process;
2. English language skills (grammar, usage, and mechanics);
3. The research process including proper MLA & APA documentation;
4. The structure of analysis, synthesis, persuasive, and expository writing; and
5. Literary techniques used by authors and the components of fiction and nonfiction works.
One summer assignment—reading George Orwell’s novel 1984 and completing the assigned questions associated with the novel—is due when school begins, or the student may be removed from the class and moved to English 12.
Writing Outcomes Assessed Within Grading Rubrics
General Writing Outcomes:
1. Write clear thesis statements.
2. Adapt writing processes and strategies for audience, purpose, and type of task.
3. Organize and produce texts that meet the demands of specific purposes and audiences.
4. Employ accurate mechanics, usage, grammar, punctuation, and spelling conventions.
5. Draft, revise, edit, and share/publish a polished final written product.
Research Based Writing Outcomes:
1. Locate, evaluate, analyze, and synthesize print and electronic source material.
2. Integrate quotes, paraphrases, and summarized ideas accurately and smoothly.
3. Present logical arguments to support a thesis and reliable evidence to support claims.
4. Document and cite in MLA & APA formats; learn to properly document and cite.
5. Understand principles of academic honesty / integrity and avoid plagiarism.
Literary Response Writing Outcomes:
1. Examine literature in terms of their intent, context, structure, language, and themes.
2. Use 3rd person pronouns and present tense verbs, avoiding 1st and 2nd person pronouns, vague pronoun references, and verb tense shifts.
Academic Reading Outcomes (embedded in written products):
1. Identify and restate the author’s main claims and supporting points.
2. Distinguish main points, supporting details, and varied points of view.
3. Avoid personal judgment and attribute ideas to the author.
5. Articulate and assess the author’s thesis, purpose, audience, context, bias, and credibility.
6. Draw conclusions about the effectiveness of the author’s writing strategies and support conclusions with textual evidence.
Student Evaluation Criteria
Grading Scale:
A 96-100A- 94-95B+ 91-93B 87-90B- 84-86C+ 81-83
C 77-80C- 74-76D+ 71-73D 67-70D- 64-66F 0-63
Behavior Expectations:Mature, respectful, adult behavior is expected in the classroom, university offices, and field placements at all times. Examples of unacceptable behavior would include the following: outbursts in class; talking out of turn and off topic during class; disrespectful remarks or actions to fellow students, faculty, or staff; or any other behaviors deemed inappropriate for the intended situation. Should this occur, incident reports will be filed.
Class Attendance:It is expected that students will attend all classes. Classes include learning activities that are not easy to replicate by reading or borrowing notes from another student. Credit for the course may not be awarded if a student misses more than the 14 days allowable in the SHS student handbook. Students are expected to complete all missed assignments in a timely manner and meet all major writing, presentation, and project deadlines.
Class Participation:It is expected that students will participate actively in all class sessions in a manner that shows prior preparation via readings and other assignments. A failure to participate will affect the final grade.
Class Assignments, Projects, Tests/Exams:
1. It is expected that all assignments and tests/examinations will be completed as scheduled unless there are clearly extenuating circumstances.
2. All writing assignments, unless specifically excluded, are to be typed.
3. All writing assignments are to be appropriately documented as to use of quoted or paraphrased materials. MLA and/or APA styles must be used as directed.
Tentative Course Outline of Major Deadlines
1st Quarter:
Literary Analysis Paper for 1984 by Orwell
Career Project Research Sources & Notes
Career Project Job Shadowing, Interview, Verification, and Report
2nd Quarter:
Career Project Research Paper Rough Draft
Career Project Research Paper Final Draft
3rd Quarter:
Literary Synthesis Paper: Austen’sPride and Prejudice Shakespeare’s Taming of the Shrew
Career Project Formal Presentation
4th Quarter:
Literary Analysis Paper for The Count of Monte Cristo by Alexandre Dumas
Note: This is a tentative syllabus and schedule and subject to change as the need arises. Additional assignments may be given based on class progress. Calamity days, field trips, and assemblies may alter the schedule. Students are responsible for reading this syllabus, following instructions, and asking questions for which they need additional information or clarification. Failure to meet deadlines will result in a reduction in the student’s grade.
Urbana University’s CC+ Program Objectives, Outcomes, & Dispositions
1. Earn college credit in high school and ease the transition to college level work;
2. Develop reading, writing, and critical thinking skills that will be applicable in college; and
3. Increase awareness and development of a personal writing style and communication skills.
Use of College Level Writing & Speaking Skills:Students are expected to use college level writing skills on all assignments. Students are expected to use Standard English when speaking.
Instructional Objectives:
1. Develop writing skills via practice and revision to improve precision, clarity, and style;
2. Improvewriting abilities in terms of grammar, mechanics, and writing style;
3. Improve reading fluency with a variety of college level texts;
4. Respond to writing prompts using college-level writing and editing skills; and
5. Utilize both MLA & APA stylesto correctly cite sources prevent plagiarism.
Knowledge:
1. The research and writing process including proper MLA and APA documentation;
2. Rhetorical patterns and devices used by authors and their purpose;
3. Literary terms for and components of drama, fiction, and nonfiction works.
Skills:
1. Writing well structured papers that are free of mechanical and usage errors;
2. Controlling tone, diction, and syntax that match the purpose and topic of writing;
3. Choosing appropriate sources for research and citing them to avoid plagiarism;
4. Composing analysis, synthesis,expository, and persuasive writings correctly including a thesis statement, transitions,textual support, and a closing;
5. Discussing the key components of writing from various genres and time periods; and
6. Revising writing via multiple drafts to produce polished final drafts.
Additional Competencies:
Students need to be able to and have time to work independently as they will be expected to complete much of the assigned readings and writings outside of class. Classroom time will be devoted to introduction of material, discussion of assignments, clarification of concepts, assessment, and presentation of projects.
Assessment:
Students will be assessed in a variety of manners including but not limited to formal and informal writings, responses to literature, formal class presentations, impromptu class presentations, class discussions, tests, quizzes, and collaborative assignments.
Technology:
Students must be comfortable using Microsoft Office including Word and PowerPoint, Internet Explorer and/or another web browser, the INFOhio research databases, the school’s terminal server, and other technologies that are appropriate and applicable to assignments as they are made available.
Alternative/Special Needs Accommodations and Educational Support Services for Students:
Students on an Individualized Education Plan(IEP) will have adjusted assignments, extended time limits, and other assistance asindicated in their plans.Students having difficulty with the class material may stay after school for additional help from the instructor.
Academic Integrity:
Students are expected to turn in their own original work. Plagiarism, in any form, will result in an “F” in this course. It is the student’s responsibility to have a working knowledge of what constitutes plagiarism and academic dishonesty and seek assistance when needed in order to avoid any / all forms of plagiarism. Per the Academic Catalog: “Academic misconduct includes using disallowed materials in quizzes, tests, or exams; letting someone else write his or her papers, homework exercises, or other work; copying another’s test during a testing period; or failing to acknowledge the source of one’s ideas or wording in papers. Any student who engages in any of the above forms of academic misconduct may receive a grade of ‘F’ for the specific material or for the course. . .. A student engaging in multiple incidents of plagiarism or other forms of academic misconduct may be expelled from the University.”
Electronic Devices [cell phones, iPods, iPads, tablets, laptops, headphones, etc.]:
Cell phones must be turned off while class is in session unless they are being used for educational purposes as directed by the instructor. Students may read using their Kindle or Nook Apps (or other available e-reader apps) as directed by the instructor. Use of all other technologies will be handled on an as-needed basis for educational purposes only as directed by the instructor.
Writing Rubrics
Point values, specific assignment expectations, and rubric categories may change based on the writing assignment; however, students will be expected to strive for and meet the following ten basic expectations in the completion of every formal written response.
Introduction:The introduction is engaging to the reader, a clear thesis statement introduces the main topic, and the transition into the body previews the structure of the paper.
Sequencing and Transitions:Details are placed in a logical order, and the way they are presented effectively keeps the interest of the reader. A variety of thoughtful transitions are used. They clearly show how ideas are connected.
Focus on Topic, Support for the Topic, and Accuracy of Facts and Details:One clear, well-focused main idea stands out and is supported by detailed information. Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. All supportive facts and details are reported accurately.
Conclusion:The conclusion is strong; it returns to the thesis statement in a new and creative way; and it leaves the reader with a creative and memorable full-circle closing.
Sources:All sources referenced and used for evidence,support, and quotes are credible and are cited correctly to avoid plagiarism.
Flow, Rhythm, Coherence, and Sentence Structure:All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis. All sentences are well-constructed (no run-ons or fragments) with varied structure. Every paragraph has sentences that vary in length, structure, and openings.
Creativity and Wow Factor:The writer demonstrates creativity from beginning to end with a dynamic “wow factor” to engage the reader and maintain reader interest.
Word Choice and Usage: The writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural, and not forced. No use of 2nd person pronouns, no inaccurate usage of frequently confused words (e.g.: there, their, they’re), and no vague word choice (e.g.: thing, stuff, a lot, etc.) are present.
Capitalization, Spelling, and Punctuation:The writer makes no errors in capitalization or spelling that distracts the reader from the content. The writer makes only 1 or no errors in punctuation, so the paper is exceptionally easy to read.
MLA or APA Formatting, Guidelines, and Style / Specific Assignment Directions: Either MLA or APA formatting and style guidelines are followed as directed with no errors. Instructions specific to the assignment are followed without flaw.
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