AP Lang / LISA Academy, 2016-2017 \ Syllabus

Dr. Lewis –

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AP English Language 2016-2017: Syllabus

Teacher: Dr. Lewis

Google Classroom Code: b02k3e6

Email:

Course Description

Welcome to AP Language and Composition. According to College Board, the purpose of this course is to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers. We will do this through a careful investigation of important documents in American history, literature, and culture, from the earliest days of recorded history on this continent right up to the present. This course thus effectively joins the goals of AP Language (rhetorical analysis, argumentation, and synthesis) with those of the Common Core State Standards for 11th Grade (read, analyze, and make arguments about a variety of texts, with an emphasis on American literature, history, and culture). As such, we have two important questions to consider over the course of the year: “What does it mean to be American?” and “Where do I fit in that definition?”

Concurrent Enrollment

This course offers the opportunity for concurrent enrollment credit through UALR. It is possible for you to receive six (6) hours of college credit in composition, provided that:

  • You meet the criteria for enrollment at UALR. (Primarily an ACT composite score of at least a 19 or a combined critical reading/math SAT score of at least 910 AND a Cumulative GPA of at least a 2.5).[1]
  • You get signed up properly through BOSS and our academic counselors
  • You pay the tuition ($50, due at the beginning of EACH semester)
  • You stay enrolled in AP Language and Composition
  • You pass AP Language and Composition.

I am still fuzzy on the full details, but Dr. Durand is our faculty liaison for this and all other Concurrent Enrollment courses. Please direct any detailed questions you have about this program to him.

Learning Outcomes for Concurrent Enrollment

In order to develop your workplace, civic, and personal communication skills, this composition course will prepare you to do the following:

  • Demonstrate basic rhetorical ability by completing texts for at least 3 different rhetorical situations, with each one written appropriately for that context. (E.g., personal essay, literacy narrative, exploratory source-based paper.)
  • Demonstrate awareness of basic proofreading and editing skills by completing finished drafts that follow appropriate conventions of grammar punctuation, usage, and spelling
  • Revise and reflect on all major projects [at least 3] effectively, based on instructor feedback, peer review, and self-assessment. (E.g., evidence of improvement on global & local issues plus a substantial reflection essay.) Produce at least one final draft that effectively integrates electronic and print sources into the writer’s own text and documents them effectively. (E.g., exploratory paper that uses primary and secondary sources located through library databases to pose and answer a question.)
  • Effectively use different software programs and applications to compose and revise documents in different modes and mediums. (E.g., an e-portfolio site or blog with working links that is eye-friendly, readable, and navigable.)
  • Demonstrate awareness of multiple genres by producing at least one effective text in a professional, public, and non-essay genre. (E.g., portfolio contains a press release, an opinion-editorial essay, and a design for a billboard ad or PSA.)

These outcomes align with the learning outcomes for composition developed by The Writing Program Administrator Outcomes Statement (WPA OS), which are used by universities and colleges across the country.

Reading

This year we will be reading a variety of argumentative non-fiction works from all points of American history; we will occasionally have fiction or poetry, but the bulk of your reading will be non-fiction, as befits a course in rhetoric.

We will be using Joliffe and Roskelley’s Writing America (2013) as our textbook this year. You may have additional readings as assigned, and you will have independent reading as well.

Writing

Reading Responses: These will be brief, informal responses to prompts based on readings from the text and other assigned pieces. These responses should be a minimum of one eight-sentence paragraph. The paragraph should have a topic sentence, and it should come to a logical conclusion. You will get points for completion, provided that these responses reflect thought, reasoning, and effort (just scribbling some words on paper doesn’t count!).

Essays: All formal essays will be submitted electronically by email. Please note that there’s a J at the front of my email address; emails sent just to lewis@lisa... will go to a very nice but very busy guidance counselor at LISA North. Essays will include writing about your quarterly outside readings. We will also study literary analysis. Specific details about length, content, and grading criteria will be given in handout form for each individual assignment. You will never have to guess about what is expected of you.

Research Writing: You will be assigned at least two research-based essays for my class this year. More details will be given at the time the assignment is made.

Timed Writings: Students will be given a writing prompt and asked to write a response during the class period. The greatest weight will be given to reasoning, development and organization, but grammar and usage, punctuation, and sentence structure will also be scored. Basically, these writings should reflect your best skills.

Other Assessments

Classroom discussion: These will range from general teacher inquiry to debates based on assigned readings. Sometimes these will be graded oral assessments. Other times, students will receive credit for quality participation (“Uh, I don’t know” would not be quality participation!). Show me that you're thinking.

Projects: There will be several minor and major projects assigned throughout the year. There will be both group and individual projects. Some projects will coincide with your quarterly readings. Specific details will be given when projects are assigned.

Multiple Choice or Short Answer: Reading tests or quizzes will be multiple choice or short answer (one sentence or fill in the blank). There may also be reading pop quizzes if students are routinely not completing the assigned reading and not participating in class. No one likes a pop quiz, so just do what you are supposed to do and the quizzes won’t be necessary.

Bell Work: Bell work will include grammar and punctuation exercises, short writings, and materials to prepare for the day’s lesson or follow up from a previous lesson. Bell work will be on the board when you come in, unless otherwise instructed.

Required Materials

You will be provided with a textbook; quite often, you will also receive hardcopy handouts.

Students will have access to a classroom library to borrow books for the independent reading. Students will follow the classroom check-out procedures to have access to the books. If a student does not return a book that they have checked out, they will be responsible for replacing the missing book. No student may check out more than one book at a time.

Grading Policies

  • Informal Writing, Classroom Activities, Homework, Bell Work: 5-15 points each unless otherwise specified.
  • Formal Essays, Tests, Projects: 25-50 points each, depending on the assignment
  • Quarter and Semester Exams: 50-100 points.

Regardless of total point value, 90% of your grade will come from classwork, homework, and essays; the remaining 10% will come from the quarter and semester exams.

Participation grades are very subjective, and will be given rarely if at all.

I reserve the right to curve assignments as necessary—but do not expect any or every grade to be curved. I also reserve the right to provide opportunities for bonus points—but that will be done on a per-quarter basis AS NEEDED. Do not lean on curves or grading to make your work look better than it is. These are simply tools to adjust grades if an assignment goes catastrophically wrong—and that doesn’t happen that often.

Late Work

Work missed due to absence: If you are absent on the day that an assignment is due, and the assignment was made prior to your absence, you must submit the assignment immediately upon your return, or the assignment is late. Even though I will not have you in class every day, you can still drop an assignment off with me. For example, if you have my class on Monday, and you are absent, if you return to school on Tuesday, you are responsible for getting the work to me when you return.

If you are absent on the day that an assignment is made, you will have the same length of time to complete the assignment as the other students. (Example: If an assignment is made on Tuesday and due on Thursday, and you are absent on Tuesday, you will need to contact me by email or come by and get the assignment when you return on Wednesday, and it will be due on Friday)

It is your responsibility to check with me for worked assigned in your absence. I will not chase you down, and "I wasn't here." is not an excuse for not completing an assignment, including formal discussions. If you miss a discussion-based assessment, that will have to be made up in essay form or through another speaking assignment. The make-up assignment will be at my discretion.

For instances of extended absence, your parent or guardian will need to contact me to make arrangements for you to receive work and turn in work.

Small point assignments (20-30 points) - The point value will be dropped by 10% (2-3 points) for each school day that the assignment is late up to 5 days. After 5 days, the assignment will receive no more than half credit. Small point assignments that are more than two weeks late will not be accepted!

Major Assignments (50-100 points) - The point value will be dropped by 10% (5-10 points) for each school day that the assignment is late up to 5 days. After 5 days, the assignment will receive no more than half credit.

Example: If the assignment is due on Monday, after Friday, it is only worth half credit.

If you decide not to complete a major assignment (You don't really need that 50 or 100 points!), your parent will be notified of your decision.

While I will enforce the late policy strictly, please come to me if you are having a problem that may cause you to be late. I will do everything that I can to help you meet the deadline successfully, but you cannot wait until the last minute. The night before something is due is too late.

Classroom Behavior and Procedures

We have a lot to get done this year, and we have to work together to make our class as successful as possible. These are my requirements.

  • You are expected to be on your best behavior at all times.
  • You MUST show respect to me and to your classmates. Do not call each other names or misbehave; do not make random and excessive noises; do not throw things; do not play the fool. Any form of classroom disruption is unacceptable.
  • Unless I say otherwise, please raise your hand and wait to be recognized before speaking out in class. You are never to interrupt me or a fellow student. You must respect and value another person's right to speak, just as you want your rights respected.
  • Come into the room quietly and prepared to take care of business.
  • Be on time for class. You are late when the tardy bell rings. Unless you have an excused tardy pass from the office or a note from a teacher, you will be marked tardy. There will be no exceptions.
  • Get materials together before class starts. Coming to class without materials will result in detention points. If you need something, let me know before class, and I will try to help you.
  • Come to class with homework completed. Homework that is not complete when I take it up is late.
  • Do your own work. Any student caught cheating on any assignment will receive a zero for that assignment. That includes copying homework.

Penalties for Misbehavior:

  • DPS will be given for failing to follow school and classroom rules. I will be very diligent about DPS this year.
  • Repeating the same poor behavior will result in a parent conference and/or a referral to the assistant principal.

Email and Email Etiquette

My email address is . Outside of school, email is the best way to communicate with me; feel free to email me with questions about the course, or any problems that you might have. I do mean this, especially the last one. If you are having problems with the course, your health, your family, etc., let me know via email as soon as possible. Tell me this as soon as you can, and I will be glad to accommodate you. Tell me at the last minute—or two months after the fact—and I will not be able to help. Or, for that matter, be very helpful.

That said, here are a few ground rules for emailing me (or anyone in authority):[2]

  • Identify yourself. – While we do have school email addresses, and most of you are good about putting your real name on your account, I still do receive emails without a name attached. Please introduce yourself in your e-mail. (“Dear Dr. Lewis, This is Makayla in your AP English Class…”)
  • Write in complete sentences. - This may seem basic, and I know many of you do not consider informal communication to be the place to practice flawless grammar. However, bad grammar and punctuation can make you look ignorant and/or careless, especially when writing to your English teacher.
  • Present an action item. - If you are encountering a problem with which you need help, be sure to ask me outright for help. Stating the problem alone does not invite discussion, and it demonstrates a total lack of agency on your part. So, rather than writing “I can’t find my assignment sheet” or “The reading was confusing,” ask a question such as, “Where might I be able to find a replacement assignment sheet?” or “What did Susan Jones mean when she said that Star Wars was a post-modern anomaly?”
  • Never, ever, EVER ask “Did I miss anything important?” - This question is extremely irritating, and can give the impression that you think that class is not important most of the time. Even if you do think that, saying so does not make your professor happy. Also, I am not the keeper of your notes; if you missed something, talk to people in class. Make friends! I promise they’re nice.
  • Do not ask questions that you are just too lazy to research yourself. - This one speaks for itself. You all are supposedly the most tech-savvy generation ever, so use your electronic resources (e.g. Google, the school website, the database) to figure out what you need to know.
  • Censor yourself. - Occasionally I have received e-mails from very frustrated coworkers or students. Generally these e-mails were written in haste and in anger, and I’ve sent my share of regrettable e-mails as well. I promise that 9 times out of 10, if I had waited for five minutes before hitting the Send button, I wouldn’t have sent those e-mails at all—which, in turn, probably would have made my life easier. A good piece of advice is to draft an e-mail, wait five minutes, read it aloud to yourself, and THEN decide if you ought to actually hit that Send button. Is sending that e-mail worth the fallout?
  • Proofread. – You never know when you’ll type words like shut and duck incorrectly—and autocorrect is rarely a friend.

Dear Parent or Guardian:

I am honored to have the opportunity to teach your child this school year, and I look forward to a fun and productive year. Please feel free to contact me if you have any questions or concerns. I am most easily reachable by email (). Please note that the address starts with a J; there are two more people with the last name of “Lewis” in the LISA Academy system this year, so please be careful when addressing your email! I will respond to email as quickly as possible, though I do not always respond to email either on weekends or after 8:00PM on a weekday. As we work together to ensure a successful year for your student, I ask that you monitor the database to track your child's standing in the class, as well as to be aware of any upcoming major assignments. Out of respect for your time, I will always try to make any necessary contacts with you by email, unless you prefer a phone call or the severity of the situation requires it. It is my priority that all students do well in my class, and if there is anything additional that you would like me to know about your child that may be helpful, please feel free to include that information in the space below.

All the best,

Dr. Jacob Lewis

Parent/Guardian Signature: ______

Student's Name: ______

Email address: ______

Additional Information (if any):

1

[1] Per the requirements found at

[2] This list adapted from a handout by Jocelyn Bailey of theUniversity of Arkansas. Thanks, Jocelyn!