Course Syllabus, 2013-2014

ENGLISH IV--HONORS(Dual Credit option available)

Suggested Grade Level: 12

Prerequisites: English III--Honors with teacher recommendation. The course explores major literary trends from the Anglo-Saxon period to the present. Historical, psychological, and philosophical considerations are emphasized. Students complete writing units to complete portfolio requirements.

Course Description:This class is designed to help students improve their writing processes, to improve students’ critical thinking skills, to increase the organizational effectiveness of the students’ writing, and to develop students’ awareness of the importance of context in writing. The Students study a wide range of materials, from imaginative literature to contemporary nonfiction (essays, speeches, editorials, articles, and letters). Students write expository, analytical, argumentative essays to respond to texts studied. In addition, students learn to summarize, paraphrase, synthesize, and properly document information from various sources which culminates in a final argumentative research paper. Students will become more sophisticated in their own writings through manipulation of language, sentence structure, and organizational patterns.

Program/Course Objectives

By the end of the course students will be able to:

  • Summarize and paraphrase
  • Respond in an academic format to literary works
  • Use the library in research
  • Document sources correctly based on MLA format
  • Use diction and tone appropriate to academic discourse
  • Apply assessment criteria to their own essays and the essays of others
  • Engage in planning, writing, and revising expository and argument essays, essay exams, and on-demand writing exercises
  • Analyze patterns of development
  • Give and receive constructive criticism in peer review sessions

General Education Competencies

  • Communicate Effectively
  • Think Critically
  • Learn Independently
  • Examine relationships in diverse and complex environments

Required Texts:

Steps to Writing Well, Wyrick

Prentice Hall Literature

Prentice Hall Writing and Grammar

Selected novels, longer non-fiction, and plays

Supplementary materials:

Heart of Darkness

Selections from various textbooks

Essays, articles, and editorials retrieved from electronic databases

Writing Assignments:

On Demand Writing practice essays

Personal responses to assigned texts

Introductory/thesis and body paragraphs

Entrance/exit paragraphs

Critical analyses of fiction and nonfiction

Expository and argumentative essays (Concept Analysis, Complex Problem Analysis, Rhetorical Analysis, Synthesis, Informative, and Source-based Argument)

Pieces for the Senior Portfolio Summaries and syntheses

One or more research papers (you will also compile an annotated bibliography for this assignment)

Other assignments may include vocabulary quizzes, objective tests on literary texts, grammar exercises/quizzes, etc.

Grading Procedures: Written work will be evaluated for the extent to which it achieves assigned objectives and exhibits logical and coherent organization, effective development, engaging language, and appropriate English grammar, usage, punctuation, and mechanics. Details of each assignment and a rubric of criteria will be discussed in class.

Grading Policy:

100 – 90 = A

89 – 80 = B

79 – 70 = C

69 – 64 = D

0 – 63 = E

This class in offered in conjunction with WKCTC. Registration takes place in early August and again in January. Prerequisites: ACT score of 18 or better in English (the SAT is not a substitute), an overall B average, and the junior or senior English teacher's recommendation. Students who have not taken the ACT must take the COMPASS test at WKCTC and score atleast a 70.

Students are required to write four to six essays per class, complete a research paper (Eng 102), and attend two library orientation sessions at WKCTC (one per term, at night). Most schools in Kentucky accept Dual Credit (Centre is an exception), and more and more out-of-state schools accept it. However, it is best to check with your prospective schools before enrolling. For example, a sufficiently high score on the ACT or on the AP Literature exam may entitle you to college composition credit. NOTE: The University of Kentucky requires a sophomore composition class in addition to English 101 and 102.

VERY IMPORTANT NOTE: If you register for English 101 or 102 and then decide not to take the class, for whatever reason, you MUST go through the official WITHDRAWAL process at WKCTC. If you wait too late to withdraw, you will still owe tuition to WKCTC and the class will appear as a failure on your college transcript.

ADA ACCOMMODATIONS POLICY:

The Office of Disability Services will work with students to determine if accommodations are appropriate and to assist them in obtaining equal access to education while at West Kentucky Community & Technical College. All requests for accommodations should be directed to the Mrs. Shelia Highfil, Manager/Coordinator of Disability Services, at

270-534-3406 or .

Once documentation has been reviewed and accommodations are approved, an accommodation request form (ARF) will be prepared for instructors for each appropriate class. A student can discuss accommodation needs with his/her course instructor only after the instructor has been sent the ARF. You must meet with the Manager of Disability Services each semester to request accommodations.

For Online Learning- Students with documented disabilities requiring individualized accommodations should contact the Disability Resource Coordinator at their Home College. Once the student has contacted the Disability Resource Coordinator at the Home College, that Coordinator will communicate with the student's instructors and/or the Disability Resource Coordinator at the Delivering College in order to coordinate and/or provide reasonable and appropriate accommodations to the student.

*Students with disabilities who need help evacuating the building in the event of an emergency should contact Disability Services even if they are not requesting accommodations. Please, see WKCTC’s website for more information

Materials:

  1. (lots) Loose-Leaf Paper
  2. (1) Spiral notebook
  3. (1) 2-3.5 inch 3-Ring Binder
  4. Blue or black ink pens
  5. #2 pencils

Homework Policy: Homework is an essential part of the curriculum and will be assigned to further develop and reinforce skills learned in class.

In-class Assignments: Active engagement in all classroom activities is expected of all students at all times. This includes teacher lecture, guided practice, group work, and independent work. Students are expected to remain on-task at all times.

Written work policy:

  1. Unless instructed otherwise, papers should be submitted according to MLA style, including student name, teacher’s name, course name and date in top left corner of the page. Individual papers should be stapled. Save a hard copy and an electronic copy of every assignment before submitting.
  2. Generally, major essay assignments will be 3-5 pages in length. However, the final source-based argument is expected to be 7-10 pages in length.

Absences/Make-Up Work: Make-up work is allowed on a case-by-case basis and in accordance with Fulton Independent absence/make-up work policy. Students are given the time absent for make-up work is the absence is excused. Unexcused absences equal zeros for missed assignments. If you are absent, it is your responsibility to check the designated basket for your assignment. DO NOT interrupt class to obtain the missed assignment.

Late Work Policy: 50% of the assignment’s point value will be deducted if the assignment is turned in a day late. If the student takes longer than 1 day to turn in the assignment, he or she will receive a 0% for the assignment.

Essay Revisions: You will have a chance to revise your essays in class through peer revision sessions. No revisions after the due date will be allowed.

Grading Standards

“A” Work

1.Responds fully to the assignment

2.Expresses its purpose clearly and persuasively

3.Is directed toward and meets the needs of a defined audience

4.Begins and ends effectively

5.Provides adequate supporting arguments, evidence, examples, and details

6.Is well-organized and unified

7.Uses appropriate direct language

8.Correct documentation of source( s) when required

9.Is free of errors in grammar and diction

“B” Work

  1. Realizes standards 1-8 fully and completely
  2. Acceptable grammar and diction

Expectations (the four Rs):

Readiness: bring required materials to class (books, notebooks, agenda, pen/pencil); be present and on time

Responsibility:make an effort on all of your work; ask questions if you don’t understand (please raise your hand to speak); pay attention in class (do not put your head down, socialize, or do other work); and be an active participant in class; take notes (and join the discussion).

Rules: speak quietly in class and in the halls; conduct yourself appropriately in class and in the halls; wear your clothing in an appropriate manner.

Respect: be courteous and respectful to everyone (do not interrupt, insult, or tease); be honest in your actions; remember that everyone has feelings; and remember that every person has the right to learn.

Additional classroom expectations:

  1. You should be in your seat when the tardy bell rings and you should remain in your seat once class has begun unless your destination is my desk, the wastebasket, or the pencil sharpener. Please do not get up to sharpen your pencil or to request something from me when I’m addressing the class. Furthermore, under no circumstances should you begin to assemble by the door before the bell rings. At no time are you allowed to open windows or adjust the thermostat without my permission.
  2. Do not disturb the classroom facilities: chalkboard, desks, overhead, projector, bookcases, computer, etc. Do not use my tape, stapler, or paperclips without asking me first. If you wish to open or close windows, please ask me before hand.
  3. Think carefully before using a hall pass. I reserve the right to limit the number of times that you leave my room and may deny any request at any time.
  4. If you are not in the room when the tardy bell rings, you are tardy and the sweep team will detain you.
  5. Food and drink are prohibited.
  6. Please keep your books, backpacks, and purses out of the aisles. They pose a walking hazard.

Teacher Action:

  1. I will warn you in class, isolate you from the group, or detain you for a conference.
  2. I will assign you a detention and attempt to contact your parents.
  3. I will send you to the principal.

Note: Severe and disruptive behavior will result in immediate referral to the principal.

Course Outline

Semester I

Students will complete 3 essays:

  1. Concept Analysis (3-5 pages in length)
  2. Process Analysis (3-5 pages in length)
  3. Compare/Contrast (3-5 pages in length)
  4. Literary Analysis
  5. Exit Essay

1. The elements of composition: thesis statement/essay map, paragraph development, organization,

sentence structure, diction, point of view, and tone.

2. Grammar

3. Strategies for exposition (example, definition, compare and contrast, cause and

effect, division and classification, and process analysis).

4. Introduction to rhetorical terms, devices, and strategies.

5. Close reading of essays and excerpts – how to annotate

6. Textual analysis

Textual analysis and expository writing is the focus of the first semester. All texts are initially read, annotated, and discussed in class. Student annotations are collected for a daily grade. The emphasis is upon dissecting the text.

Students will also keep a writing journal. Topics include personal reflections, current events, famous quotations, and response to assigned readings. These writings are collected at random. Student will sometimes use these entries as springboards for larger essay assignments.

Semester II

Students will complete 3 essays and an annotated bibliography:

  1. Informative (entertaining) essay (3-5 pages in length)
  2. Synthesis essay (3-5 pages in length)
  3. Research Report
  4. Annotated Bibliography
  5. Source-based argumentative essay (8-10 pages in length)

1. The elements of formal argumentation (Rogerian and Toulmin approaches to will be introduced)

2. In-class argumentative writing: contemporary issues/essays, and famous quotations. Students must incorporate evidence from outside reading in their essays.

3. The argumentative research paper: research strategies, annotated bibliography, outline, rough draft, revision, and final copy.

Chapter 14 in Steps to Writing Well is read and discussed. In-class exercises include preparing sample entries for the annotated bibliography, evaluating sources and analysis of information. Students are continually reminded that the research paper is not a regurgitation of information, that they will be expected to offer a new perspective on their topic, and that evidence is not always absolute (i.e., Wikipedia, personal webpages, and blogs). To this end, in a group activity, we examine dubious sources on the Internet, looking for loaded language, emotional appeals, and logical fallacies.

At this point in the year, students must learn to summarize objectively, paraphrase, evaluate, synthesize, and document appropriately, using guidelines established by the Modern Language Association (MLA). Summary exercises begin in class with a graphic organizer as a reference tool. Random summaries are read aloud and discussed by the class.

Synthesis is also first practiced multiple times in class as group activity. The first synthesis essay is an overnight assignment; the second essay is written in class as practice for the AP Test in May.

Topics for the research paper are restricted to current issues on the regional, state, national, or international levels: obesity, global warming, going green, education reform, human rights, etc. The student must take a position on the issue, acknowledge counterclaims, and either defeat them or suggest a credible compromise. In addition, students will prepare an annotated bibliography that explains and evaluates the sources used to develop their arguments. The annotated bibliography must include a minimum of 20 sources. Individual conferences are scheduled during computer lab days.

5. Completion of the Senior Writing Portfolio.

I have read and discussed the Course Syllabus and Behavior Expectations with Mr. Dietrich. I am prepared to abide by the Expectations set for Mr. Dietrich’s class and understand the consequences if I choose not to do so. Please sign and return this page. The rest of the packet is yours to keep for reference.

Student Name ______

Student Signature ______

Parent Signature ______Date ______

I would love to have contact with you on a regular basis along with progress reports that I periodically send home for parents. Can you give me a phone number or e-mail address I can contact you?

Home Phone______

Cell Phone______

E-Mail Address______

Please let me know of any additional concerns that you may have: