American Literature 2012-2013
Mrs. Radel- Room 301
“A truly good book teaches me better than to read it. I must soon lay it down, and commence living on its hint. What I began by reading, I must finish by acting. “
-Henry David Thoreau
Overview:
This course is designed for those planning on furthering their education after high school. In this course you will engage in a chronological study of American Literature, expand your vocabulary, and develop both your critical thinking and communication skills. Furthermore, there will be a focus on PSSA preparation. Please note this is a writing and research intensive class.
Course Objectives:
- By the end of the course you should be able to:
o identify the different philosophies contained within American Literature
o compare/contrast the characteristics of different philosophies
o critically analyze different pieces of literature to find their core meanings
o critically respond in writing to different pieces of literature
o actively participate in a group setting
o make connections between the literature and your personal life
o use persuasion effectively
o use proper grammar/syntax in all writing assignments
o employ a variety of vocabulary in speech and writing
Content
Unit 1: Puritanism Unit 5: Transcendentalism Grammar
Unit 2: Age of Reason Unit 7: Realism/Naturalism Vocabulary
Unit 3: Romanticism Unit 8: Modern Literature PSSA Prep.
Unit 4: Gothic Romanticism Unit 9: Harlem Renaissance Writing Activities
Course Requirements
-Summer Reading Assignment -Daily reading assignments -In-class responses/essays
-Critical Analysis Paper (3 parts) -Journal entries -In-class tests/quizzes
-Writing utensil(s) -Daily participation -Out-of-class responses
-Notebook -Bi-weekly vocab. quizzes -Positive attitude
-Paper -Group assignments
Texts
Anderswon, Sherwood. Winesburg, Ohio. New York: Norton, 1996. Print. (Summer Reading)
Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 2003. Print. (Summer Reading)
Rand, Ayn. Anthem. New York: Plume, 1999. Print. (Summer Reading)
Salinger, J.D. The Catcher in the Rye. New York: Bantam, 1964. Print. (Summer Reading)
Shostak, Jerome, ed. Sadlier-Oxford Vocabulary Workshop New Edition Level F. New York: William Sadlier,
Inc., 2005.
Steinbeck, John. Cannery Row. New York: Penguin, 1945. Print. (Summer Reading)
The American Experience. Upper Saddle River: Pearson Prentice Hall, 2007. Print.
Wharton, Edith. Ethan Frome. New York: Scribner, 1987. Print (Summer Reading)
-In addition to the texts above, you will have to choose one outside reading book within the first marking period.
Grading
A “total points” scale is used in this class. The following will be considered in the total points for each marking period: writing assignments and journal entries, unit and selection quizzes/tests, vocabulary quizzes, projects, class/group work, and any homework assigned. The number of points earned by the student will be divided by the total number of points possible for the quarter to determine the marking period grade.
Late work policy:
Students may turn in work ONE day late, for half credit. If the work is important enough to you, you will make sure you get it in within one day of its due date. Assignments will be posted and announced in class, so there should be no excuse as to why an assignment is late. If your printer breaks down, you may send me an assignment via e-mail, or you may write it by hand. Being organized and writing down assignments in your planner will ensure that the assignment is submitted on the due date.
~ Excused Absences: You have the number of days you were absent to hand in the assignment. This agreement is only valid if you absence is excused. If your absence is unexcused, you will receive a zero for any work that you missed for the day. (This includes projects, tests, quizzes, etc…)
Field Trips/Sectionals:
You are responsible for any work missed that period which will be due the following day. Moreover, please ask permission before attending a sectional.
Plagiarism:
Any plagiarism found will result in an automatic zero for the assignment. In addition, a conference will be set up with your parents/guardians, myself, you, and your guidance counselor. Furthermore, it will be placed on your academic record with a disciplinary referral to the office.
Technology:
There may be times where you will need to access the internet in class or during study hall. Make sure you submit your internet agreement form, or you will be locked out of the computer until it is submitted. Moreover, we will also be using laptops this year to work on essays or other activities. You are expected to treat them with respect. Any student who misuses a laptop will lose his/her laptop privileges and will be reported to the office.
Writing Assignments
Over the course of this school year you will be completing a lot of writing assignments. If you struggle with writing, you may schedule a time to meet with me to discuss your concerns after school. Please come prepared with specific questions so I can better assist you. Please note that writing takes time and practice. If you want a good grade, then you need to make sure you review your work and make necessary corrections.
MLA Format
Please place the following header in the upper left-hand corner on all of your formal writing assignments. No title pages or fancy covers are needed.
Jonathan Edwards Edwards 1
Mrs. Radel
American Literature
August 30, 2010
Title
(Do not italicize or place in quotation marks)
- If the paper is typed…
o double-space
o 12 point font
o Times New Roman
- If the paper is handwritten…
o single-spaced
o print/not cursive
Writing Guidelines
To prepare you for your senior year and for college, below you will find a list of writing errors that you want to avoid this year. Each of these errors could cost you major points if made repeatedly on assignments. Make sure you always look over and edit your paper. Spell check alone is not good enough.
-Using 1st or 2nd person (“I”/”You”)
-Constant shift in tense
-Writing in past tense for literature
-Writing in present tense for History
-Not properly citing your sources
-Vague pronouns
-Unclear thesis
-No or little transitions