Junior AP English Language & Composition:
American Literature
School Year 2011-2012 Instructor: Sarah NordstromElginHigh School Phone: (847) 888-5100 ext. 4809
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COURSE DESCRIPTION:
This course is designed for students who have demonstrated appropriate grade level skill in the use of language and the study of literature. Students are asked to practice the process of writing through assignments in persuasive, analytical, expository, narrative, and descriptive modes. Throughout the year students will actively respond to literature in the form of fiction and non-fiction while practicing critical thinking skills in class. Today’s world demands that an individual develop a social consciousness to become a responsible and active participant in life. We will read material that identifies and challenges many of the common themes in today’s America. Though we will not be following a chronological study of American Literature, units will correspond at times to material in AP American History and U.S. History classes so that students may draw outside knowledge into their analysis of the literature covered.
Over-arching questions for the course:
WHAT DOES IT MEAN TO BE “AMERICAN”?
HOW HAS THE DEFINITION CHANGED OVER TIME?
WHAT CAN LITERATURE SHOW ABOUT A CULTURAL IDENTITY?
LEARNING OUTCOMES:
In accordance with the College Board, upon completing the AP English Language and Composition course, students should be able to:
analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques
apply effective strategies and techniques in their own writing
create and sustain arguments based on readings, research and/or personal experience
write for a variety of purposes
produce expository, analytical and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations and clear transitions
demonstrate understanding and mastery of standard written English as wellas stylistic maturity in their own writings
demonstrate understanding of the conventions of citing primary and secondary sources
move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing and review
write thoughtfully about their own process of composition
Revise a work to make it suitable for a different audience
Analyze image as text; and evaluate and incorporate reference documents into researched papers
Assessment Factors:
Written compositions, practice activities, reading journals and essay tests
Evidence of growth in writing skills
Performance on quizzes and tests
Presentations, projects, and research
Semester assessment of knowledge and application of skills taught
You will write several essays each semester. The assignments cover a range of writing styles. Each of these two-page, typed (approximately 550-750words) papers must begin with a proposal, and ultimately, go through three revisions in the first semester. Revisions are not simply editing corrections; they are the crux of the writing process where you must often delete whole sections, add new paragraphs, reorganize sentences and paragraphs, eliminate wordy and vague passages, work for a consistent level of language, and finally--edit.
There will be short homework exercises, and short unannounced quizzes on the assigned readings. Make-up quizzes are typically oral and always different.
There will be frequent readings. As we cover as much of what can be considered “The humanities,” you will encounter a range of styles, genres, and opinions. I will expect you to have read all assignments carefully, to have your books with you, to be prepared to discuss the readings on the assigned days, and to have your journals finished when you enter class. (Please note that a journal is not due for every reading assignment.)
You will, as your syllabus indicates, keep a reading journal. A handout will explain the journal in-depth, but please understand that this is an individualand critical response to literature, not a privateand intimate one.
You will be expected to participate fully in the class. Participation does not mean that you are constantly talking: it means that you are thoughtfully considering the ideas of others, referring to your texts to rethink an idea, taking notes, and offering meaningful ideas to the class discussion.
Conferences with me on your essays, research projects, and reading journals are a requirement. Conferences are not the sign of a weak student, but of an intellectually engaged student.
You will keep a folder in the classroom which will house all of your writing. You will write analytical evaluations of your writing assignments and keep them here. I will check these folders at the end of the quarter and have a conference with you about your progress.
SUMMER READING -
World War Z by Max Brooks, In Cold Blood by Truman Capote
Students are required to create a reduction for each book and be prepared to discuss in class at the beginning of the year.
YEAR-LONG ASSIGNMENTS -
AP Practice Essay Questions - Students will write several AP timed writings – analysis, argument and synthesis. Throughout the course of the year, students will collect these essays in their writing portfolio for analysis of development of skills.
Reading Journal – Students are required to keep a reading journal where they respond critically to the readings done in and outside of class. This will be used to facilitate class discussion as well as provide a starting point for formal essays.
Writing portfolio – student will collect written assignments (informal and formal) done in and outside of class to be used to evidence of their development as a writer. This will be used in their final exam essay.
Imitation exercises will be done throughout the year in response to various author’s styles. These will be informal and done for practice, not a grade. They will be collected in the writer’s portfolio and used as evidence for development as a writer.
QUARTER ONE: The creation of the “American Dream” - Developing an understanding of the roots of American Identity.
William Bradford – “Of Plymouth Plantation”
Richard Ruland and Malcolm Bradbury – “The Puritan Legacy”
Johnathan Edwards – “Sinners in the Hands of an Angry God”
“Johnathan Edwards and Benjamin Franklin”
Patrick Henry – “Speech to the Virginia Convention”
Thomas Paine – “The Crisis, No. 1”
Thomas Jefferson – The Declaration of Independence
Sarah Vowell – “Shooting Dad"
Textbook: The Bedford Reader, 9th edition
*this list is subject to change and is not all-inclusive
Quarter One Formal Writing Assignment: RHETORICAL ANALYSIS OF VISUAL MEDIA
Students will choose a television, magazine, or internet advertisement and write an essay analyzing the rhetorical strategies used to be an effective piece of persuasion.
Composition Skills: Develop a supportable claim
Use of evidence and warrants to formulate a complete argument
Coherence (paragraph and sentence fluency)
Identify and respond to the various appeals used in advertising
Demonstrate knowledge and use of various rhetorical strategies for the purpose of convincing the student’s audience
QUARTER TWO:A Dream Deferred – Questioning the reality of the “American Dream”
Barbara Ehrenreich– “Serving in Florida”
Woody Guthrie – Various Lyrics
F. Scott Fitzgerald – The Great Gatsby
Lorraine Hansberry - Raisin in the Sun / Arthur Miller - Death of a Salesman
William F. Buckley – “Why Don’t We Complain?”
Barbara Ehrenreich – This Land is Their Land, and Bait and Switch - selections
*this list is subject to change and is not all-inclusive
Quarter Two Formal Writing Assignment: ARGUMENTATIVE ESSAY
Students will be required to defend, refute or qualify the following statement, “The ‘AmericanDream’ is a lie.” To defend their thesis students must cite evidence from texts read in first and second quarter.
Composition Skills: Develop a supportable claim
Use of evidence and warrants to formulate a complete argument
Coherence (paragraph and sentence fluency)
Demonstrate knowledge and use of various rhetorical strategies for the purpose of convincing the student’s audience
Cumulative Reading and Writing Assignment: AMERICAN AUTHORRHETORICAL ANALYSIS: Students will be required to read one novel and two smaller pieces (essays, poetry, etc.) of an American author and write a rhetorical analysis essay discussing the various rhetorical techniques that create the author’s unique voice.
Semester Exam: ELEMENTS OF VOICE RHETORICAL ANALYSIS TEST
Students will be presented with several passages from authors of distinct voice. They will be required to determine which passages are all written by the same author and analysis what rhetorical devices and elements of voice are similar in all three passages and explain how the techniques affect the reader.
QUARTER THREE: America in the face of war and conflict - Rewriting the “Dream”
Tim O’Brien – The Things They Carried
Steven Crane – selections
National Postal Museum - We Were There, Letters from the Battle Front
National Museum of American History, Smithsonian Institution - Produce for Victory, Posters on the American Home Front (1941-45)
*this list is subject to change and is not all-inclusive
Quarter Three Formal Writing Assignment: LITERARY ANALYSIS PAPER
Students will self-select an American author whose writings were influenced by war and conflict and read and analyze a book of their choosing. They will then use the book to cite evidence in explaining how America is affected by war and conflict.
Composition Skills: Develop an explicit thesis statement.
Selection and use of appropriate evidence and warrants to support thesis
Coherence (paragraph and sentence fluency)
Diction, Tone, Rhythm of Language
Structure
QUARTER FOUR: American Identity - Forging a cohesive identity amongst diversity
David Sedaris – “Remembering my Childhood on the Continent of Africa”
Sherman Alexie – The Lone Ranger and Tonto Fistfight in Heaven – selections
Langston Hughes – selections
Maya Angelou – selections
Gloria Naylor – “The Meanings of a Word”
Alice Walker – “Everyday Use”
Amy Tan – selections
Christine Leong – “Being a Chink”
Emily Prager – “Our Barbies, Ourselves”
Dagoberto Gilb – “Pride”
Sandra Cisneros – selections
Richard Rodriguez – selections
*this list is subject to change and is not all-inclusive
Quarter Four Formal Writing Assignment: RESEARCHED SYNTHESIS ESSAY
Students will write an essay defining what they feel what it means to be an “American,” based on personal experience and the readings done throughout the year and drawing from every quarter’s overarching theme and well as the overarching questions for the course.
Composition Skills:Develop a supportable personal definition
Use of evidence and warrants to formulate a complete argument
Coherence (paragraph and sentence fluency)
Diction, Tone, Rhythm of language
Structure
Final Exam: REFLECTION ESSAY ON WRITING PORTFOLIO
Students will write an analysis of their growth as a writer citing specific examples of strengths and weakness and using their works as evidence of improvement and what they still struggle with.
Materials Needed:
- one three-ring binder
- three section dividers for binder (divided into Notes, Vocabulary, and Reading Journal)
- Assignment notebook (provided by Elgin High School)
Course Breakdown:
Quarter Grade:
10% Participation
30% Daily class assignments
35%Essays, tests, quizzes and major writing assignments
25%Reading Journals
Semester Grade:
45%First semester
45% Second semester
10% Semester final
Grading Scale:
100 – 93%A79 – 77%C+62 – 60%D-
92 – 90%A-76 – 73%C59 and lowerF
89 – 87%B+72 – 70%C-
86 – 83%B69 – 67%D+
82 – 80%B-66 – 63%D
Classroom Expectations:
Earn and give respect
Hold yourself responsible
Safety first
Expectations of conduct include global mutual respect:
RESPECT FOR ONE’S SELF
RESPECT FOR OTHERS
RESPECT FOR ONE’S ENVIRONMENT
Participation
Attendance and participation is important for the success of each student. Daily attendance,contribution, and participation are necessary for the successful completion of this course. You will be required to show up on time, remain attentive for the duration of the class period, participate in class discussions, and complete all activities in class. I will expect your best effort each day.
Academic Honesty
It is expected that all work submitted in this class is that of the individual whose name appears on the materials. Research information must be properly documented. Violations of academic dishonesty include but are not limited to cheating, plagiarism, receiving help on tests and copying homework. There is a fine line between discussing and collaborating. If you only do half of your work, then you deserve half of your grade. A student found guilty of academic dishonesty is subject to failure for the assignment in question.
Electronic Devices:
School policy states that cell phones, MP3 players, and other electronic devices must be turned off and put away for the duration of the school day. Failure to comply with this policy will result in your electronic device being confiscated and brought to the dean’s office where your parents will need to pick it up. While I am aware that some students prefer to read and work while listening to music, the type of reading and class work we will be doing requires undivided attention. Even if one’s music device is off, headphones must also not be visible.
Food and Drink:
For sanitary and health reasons (food attracts insects and mice) food, candy, and soft-drinks (any sugary drink) is not allowed in the classroom. Water is fine as long as it is covered.
Late work:
Late work will not be accepted. If you are absent, you have one day to make up work for every one day missed from school (example: if you miss three days, then make-up work is due three days after you return to school). A description of every day’s lesson is on the class wiki page as well as copies of all major assignments, vocabulary words, due dates, and anything else you could need for the course. Please check here frequently. There is no excuse for not knowing about an assignment.
Extensions:
An extension may be granted on an individual basis at the discretion of the instructor, and is only given consideration if the student has demonstrated consistent effort to finish the assignment on time by working on it in and out of class.
Grades
I tally grades based on an accumulation of points. Each assignment will be worth a designated number of points and at the end of each grading period the final grade comes from your accumulated points divided by the total points for that grading period. As described above, grades will also be weighted to more accurately reflect the effort put forth by the students. If there are any problems with the grade that you have received, see me as soon as possible so that we can clear up any issues that may arise. Grades may be accessed on engrade.com.
Homework Guidelines:
Papers must be typed in 12 point, Times New Roman font with one-inch margins. The default margin size on most word processing programs is 1.25 inches, please adjust this setting. Papers will also have page numbers on each page. A proper heading, or a cover page, is also required. Papers will also follow the MLA style – a guide to this will be given out at the appropriate time, and may also be found online.
- Due dates for assignments are firm. There may be times when I decide to change due dates as a result of class discussion and scheduling conflicts; if this does occur, I will announce it in class.
- If you have questions on any assignment once you get home, feel free to email me with your specific question(s) by no later than 8pm. I cannot guarantee that I will receive the email and be able to respond prior to class time; however, this is going to be the quickest way to alert me of any concerns and/or problems you are having. Note: I do this to offer you guidance and explanation, not to do your homework for you!
Homework may be emailed to me, especially if you are having “printer problems.” The glorious thing about email – it does not require your printer to be functioning. Otherwise, save things on disk/jump drive and on your hard drive. There is no excuse for technological “problems.” When emailing me an assignment, email it to yourself as well, that way you know I received the message. Your word that you emailed it to me is not good enough. I must actually have the message in my inbox! I will send a message to indicate I received your email.
Keep all of your assignments until the end of the grading period.
Please share with your parents, have signed and returned byFriday, September 2th.
Students:
I, ______have read and understand the syllabus and agree to bring my best attitude and effort to class every day.
Parents:
I, ______have read and understand the syllabus.
home#______
work - #______
cell phone - #______
e-mail ______
How would you prefer to be contacted? (you may select multiple methods)
______Home Phone ______Cell Phone ______Work Phone ______E-mail
Best time of day to reach you by phone:
Would you like e-mailed updates about major assignment due dates? ______yes ______no
(If yes, please include your e-mail address above.)
Anything I should be aware of in regards to your student: