AP English Language and Composition Syllabus_2016.docx

AP Language and Composition_CWU English 102_General Course Description_Sequence-2.docx

Dr. Rowley

Syllabus: AP English Language and Composition/Central Washington University: English 102

Instructor: Dr. Steven Rowley, PhD

Classroom: 156A [Lower D Hall]

Phone: (509) 547-5581

Collaboration Website: www.edmodo.com Group Code: 3nysbi

Curriculum Website: www.aplanguageandcompositiondrrowley.wordpress.com

Email: srowley@psd1.org

Course Objectives:

                The purpose of this course is to develop in students an increased ability to “write effectively and confidently in their college courses across the curriculum and in their professional and personal lives” (The College Board, AP English Course Description, p. 6).The course is organized according to the requirements and guidelines of the current AP English Course Description, and, therefore, students are expected to read critically, think analytically, and communicate clearly both orally and in writing. The AP Language and Composition is a college level course offered primarily to 11^th grade students. The main focus of the class is the study of language through American non-fiction literature. During the course students will learn to be close readers, and persuasive, process-oriented writers.

The College Board, which develops the AP Language and Composition test given in May, assumes students have already practice standard American grammar. If students are not masters of the American language and its grammar, in order to perform successfully on the AP Language and Composition test they  must study and practice far beyond the requirements of the course. Students must assume the responsibility for study and practice every night of the school year to be prepared. Some study and test preparation sessions will be offered during Pasco High School’s schedule of Saturday School.

Primary Learning Goals:

                AP English Language and Composition is a college-level course examining rhetoric as “the art of finding and analyzing all the choices involving language that a writer, speaker, reader, or listener might make in a situation so that the text becomes meaningful, purposeful, and effective for readers or listeners, and examining specific features of texts, written and spoken, that cause them to be meaningful, purposeful, and effective for readers or listeners in a situation” (David Jolliffe, former AP exam creator). Therefore, students will become mature and sophisticated consumers and creators of a variety of texts. By the end of the course students will better understand:

• what they read: the main point or thesis, the occasion or context, the author's motivation for writing, the tone and style;
• how a text is created to develop meaning and purpose including genre, organization, paragraphing, syntax;
• the relationship of the text's creation to its accomplishment, the purpose of academic intellectual prose, its meaning and effect;
• how to articulate their analysis of what they read; how the organizational structure, diction, syntax, imagery, figurative language expose the meaning of a text;
• how to create, develop, and support an argument, acknowledging the complexities and nuances of important issues debated about in contemporary intellectual circles;
• how to become good citizens through awareness of public discourse issues;
• how to enter into a conversation with sources and develop a thesis and argument or exposition by synthesizing these conversations into their own writing;
• how to analyze and incorporate their analysis of visual texts into their writing;
• effective research skills and proper MLA citation;
• how to read a question, so they know exactly what is asked and how to approach answering it;
• how to enhance their vocabulary as a means to effective writing; how to grapple with archaic prose;
• strategies necessary for success on the AP Language and Composition exam

[Students should become aware of how writers' linguistic choices create effective writing and achieve stylistic effects as well as how to effectively incorporate many of these techniques into their own writing.]

Required Texts:

Buscemi, Santi V. and Charlotte Smith, 75 Readings: An Anthology, 9^th Edition, McGraw-Hill, NY. 2004.

Foster, Thomas C. How to Read Literature Like a Professor: A Lively and Entertaining Guide to Reading Between the Lines, 1st Edition, Harper-Collins, NY. 2003.

Shea, Renee H., The Language of Composition: Reading, Writing, Rhetoric, 2^nd Edition, Bedford-St. Martin’s Press. 2007

Other Texts:

Cooley, Thomas. The Norton Sampler: Short Essays for Composition, 5th Edition, The Ohio State University, W. W. Norton & Company, NY. 1997.

DiYanni, Robert. One Hundred Great Essays, 2nd Edition, Pearson Education, Inc., Penguin Academics, NY. 2005.

Ellis, Dave. Becoming A Master Student, 11th Edition, Houghton-Mifflin Company, NY. 2006.

Fineman, Howard. The Thirteen American Arguments: Enduring Debates that Define and Inspire our Country, Random House, NY. 2008.

Flachmann, Kim and Michael Flachmann.  The Prose Reader: Essays for Thinking, Reading, and Writing, 7th Edition, California State University Bakersfield, Prentice Hall, NJ. 2005.

Grossman, Sari and Joan Brodsky Schur. In A New Land: An Anthology of Immigrant Literature, National Textbook Company, NTC Contemporary, IL. 1994.

Hodges, John C., Mary E. Whitten, and Suzanne S. Webb. Harbrace College Handbook, 10th Edition, Harcourt Brace Jovanovich, NY. 1986.

Kelly, Joseph. The Seagull Reader: Essays, College of Charleston, W. W. Norton & Company, NY. 2002.

Kennedy, X. J., Dorothy M. Kennedy, and Jane E. Aaron. The Bedford Reader, 6th Edition, Bedford Books, Saint Martin’s Press, MA. 1997.

Lunsford, Andrea A., Everything’s an Argument, Bedford-St. Martin’s Press. 2009.

Miller, George. The Prentice Hall Reader, 6th Edition, University of Delaware, Prentice Hall, NJ. 2001.

Miller, James E., Jr., Kerry M. Wood, and Carlota Cardenas de Dwyer. The United States in Literature, America Reads Classic Edition, Scott-Foresman, IL. 1991.

Sebranek, Patrick, Verne Meyer, and Dave Kemper. Writer’s Inc: Write for College: A Student Handbook, Great Source Education Group, Houghton-Mifflin Company, MA. 1997.

Starr, Isadore, Lewis Paul Todd, and Merle Curti. Living American Documents, Harcourt, Brace & World, Inc., NY, 1961

Trimmer, Joseph, F., and Heather Milliet. The Riverside Reader, Alternate Edition, Houghton-Mifflin Company, MA, 2009.

MacMillan English: Thinking and Writing Processes 12, Glencoe, McGraw-Hill, Inc., NY. 1988.

Classroom Policies:

Students are enrolled in a college level class that requires a higher degree of mature behavior than may be the high school norm. Extra attention to self-discipline and respect for others is extremely important in an AP class. All possible effort will be provided to create a positive and productive classroom environment. Student responsibilities include but are not limited to: arriving to class on time with materials. Students must read materials for class in advance and be prepared for the discussion of the works. Any student leaving class is expected to act responsibly with proper conduct at all times. Homework is due at the beginning of the class period. According to school policy, students who were absent from class on the day work was assigned must turn it in within two class days of their return for full credit. The grade book will be closed to make-up assignments at the end of every nine week session. All class assignments must be recorded by the end of the nine weeks sessions and no make-up work beyond these cut-off periods will be accepted for any more than 50 percent credit. Late work within the nine week session will receive a deduction of up to 25 percent. Successful students attend class regularly and on time. Students who accumulate more than three tardies or unexcused absences will be issued detention after school, which will be documented in the student's record in Powerschool informing future interventions; Successful students demonstrate skills indicative of quality workers by bringing required and necessary materials, completing assignments promptly, participating in class discussions, and respecting the opinions of others. Of course, it is reasonable to admit that there are exceptions to general policies based on circumstances, which will be evaluated on a case-by-case basis.

Socratic Seminar

Socratic Seminar is all about the art of questioning and answering and what truth can be discovered through it.  Students will be immersed in regular Socratic Seminars following each fiction or nonfiction reading.  Intense study of the text is required, and this means that each student must be prepared with annotated notes and dialectical journals as “proof” of preparation.  These can have many points of focus, but students must be prepared to ask good questions and to explore and develop each other’s answers.  Therefore, think of Socratic Seminar as a collaborative exercise, not a debate or competition. 

 

English 102: Unit One [AP Unit Three: The American Dream]

Students will continue their application of argumentation and synthesis while exploring the idea of the American Dream.

Writing Assignments:

• Analysis Essay – Write a rhetorical analysis of the strategies Ralph Waldo Emerson uses in from Self-Reliance. Length: 750 to 1000 words.
• Argumentative Essay – After reading and analyzing President Ronald Reagan’s A Time for Choosing, write an argumentative essay that challenges, defends, or qualifies his claim.
• Synthesis Essay – What is the role of the American Dream in American society? Use three of the assigned texts to respond to the question (approved readings and visuals are marked with an asterisk).  Follow MLA guidelines for citing sources.  Length: 750-1000 words.
• Dialectical Journal Responses – Various topics will be provided based on the unit’s assigned readings and written and visual pieces presented for the first time in class. Response lengths range from 300 to 400 words.  Synthesis Essay – What is the role of the American Dream in American society?  Use three of the assigned texts to respond to the question (approved readings and visuals are marked with an asterisk).  Follow MLA guidelines for citing sources.  Length: 750-1000 words.

Selected Reading Assignments:

The Declaration of Independence –President Thomas Jefferson

Letter from Birmingham Jail –Reverend Martin Luther King, Jr.

I Have a Dream –Reverend Martin Luther King, Jr.

On Ben Franklin’s Virtues –D. H. Lawrence

from The Autobiography: Moral Perfection –Benjamin Franklin

American Independence –Samuel Adams

The Gettysburg Address –President Abraham Lincoln

The First Inaugural Address –President Abraham Lincoln

The Second Inaugural Address –President Abraham Lincoln

The Man with the Muckrake Speech –President Theodore Roosevelt

A Time for Choosing –President Ronald Reagan

from Self Reliance –Ralph Waldo Emerson

In Defense of Native Religion –Red Jacket, Chief of the Seneca

Why I Went to the Woods –Henry David Thoreau

Choosing a Dream –Mario Puzo [American Dream]

The New Colossus –Emma Lazarus [The American Dream]

Ellis Island –Joseph Bruchac [The American Dream]

The Thirteen American Arguments –Howard Fineman

Is America Falling Apart? –Anthony Burgess [Argument]

Speech to the Virginia Convention –Patrick Henry [Argument]

The Monroe Doctrine –President James Monroe

A Seat at the Table –Hannelore Sudermann

English 102: Unit Two [AP Unit Four: Controversies in Society]           

Students will prepare for the AP Language and Composition exam and learn about the research process while exploring the controversies that affect our lives.  Students will conclude the unit by submitting an argumentative research paper and preparing for the final exam.

Writing Assignments:

• Proposal – Students will write a one page proposal for their argumentative research paper. Proposals must include a call for action or response to a problem, must center on an audience, and must focus on the future.  Topics will be approved by the teacher, but time shouldn’t be wasted in considering these topics: legalization of drugs, fire arms issues, abortion, smoking, religious issues, teen pregnancy, and stem cell research.
• Argumentative Research Paper – In an eight to ten page paper, students will explore both sides of a controversial topic, present a position, defend it, and consider opposition. Standard MLA format will be followed.  Students are expected to include and analyze a multitude of primary and secondary sources.
• Dialectical Journal Responses – Various topics will be provided based on the unit’s assigned readings and written and visual pieces presented for the first time in class. Response lengths range from 300 to 400 words. 
• Research Paper: Students experience the research process from discovering a topic and developing a research question to submitting the final product. Students will understand all levels of the research process including discerning relevant sources, gathering information from diverse sources, synthesizing information, and properly formatting a research paper, incorporating MLA citation techniques. This paper may be expository or argumentative.

Selected Reading Assignments:

The Color of Success –Eric A. Watts

The Spider and the Wasp –Alexander Petrunkevitch [Process Analysis]

How to Write a Letter –Garrison Keillor [Process Analysis]

The Cheating Culture: Why More Americans are doing Wrong to Get Ahead –David Callahan

You Are What You Say –Robin Tolmach Lakoff

A Modest Proposal –Jonathan Swift [Satire]

Four Kinds of Chance –James H. Austin [Division and Classification]

In Defense of Prejudice –Jonathan Rauch

The Technology of Medicine –Lewis Thomas [Division and Classification]

How Flowers Changed the World –Loren Eiseley [Cause and Effect]

Women and the Future of Fatherhood –Barbara Dafoe Whitehead [Argument]

The Obligation to Endure –Rachel Carlson [Argument]

The Penalty of Death –H. L. Mencken [Argument]

Resistance to Civil Government –Henry David Thoreau [Argument]

9.11.01: The Skyscraper and the Airplane –Adam Goodheart [Analysis]

That One Man’s Profit Is Another’s Loss –Michel de Montaigne

Thank God for the Atom Bomb –Paul Fussell [Argument]

The Atomic Landscape –Tim Steury

The Truth About Lying –Judith Viorst

Billions Served –Eric Sorensen

The Case for Torture –Michael Levin [Argument]

Additional Note:

1. Each essay composed outside of class must include a self-evaluation addressing the following questions:
2. Did you stick with your original topic or did you change it along the way? Why?
3. What problems did you encounter during the process of creating the essay?
4. List two of the most important changes you made. Why did you make them?
5. What part of your essay are you most proud of? Why?

Accountability

Students will write and read as a process of improvement and preparation for the AP exam. Therefore, rough drafts of essays composed outside of class are subject to in-class peer review and therefore must be present. As major assessments, the mid-term and open topic essays require students to annotate their own texts and highlight the intentional strategies they incorporated. Students are encouraged to conference with the teacher prior to submitting final drafts of major assessments. Save all work in a portfolio binder and organize by unit. Each unit will have practice AP test questions and essays. These must be saved for review as well. Grades are based on total points without weighted categories. All essay work can be rewritten for an improved grade until the two weeks prior to the end of the grading period. Students will be assigned outside reading in a longer format than is possible within the classroom.  Accountability for the outside reading will be based on oral presentations each semester to be completed the three weeks prior to final grading.

Central Washington University [College in the Classroom English 101 and English 102]

Students who choose to participate in the College in the Classroom program through Central Washington University

 

Central Washington University Running Start [AP Language and Composition Addendum]

Advanced Rhetoric and Composition II [English 102]

General Course Description

Prerequisite: English 101 with a C or better.

 

The course is a continuation of English 101 but including training in writing documented research papers.  Each instructor may choose a topic and assign selected readings, which provide the subject matter for student writing.  Must be passed with a grade of C or better.

 

English 102 Learning Objectives

1. Understanding the values of reading, writing, and critical thinking in the University community: Students should recognize the role reading, writing, and thinking play in the University, as well as the significance of such intellectual virtues as humility, courage, honesty, perseverance, hopefulness, consideration, and civility.
2. Understanding rhetoric: Students should be introduced to rhetoric and understand the dramatic and situational nature of communication. Understood as the art of discovering, evaluating, and communicating knowledge in response to the ideas of others, rhetoric reminds us that writing is the means, not the end of communication, the evidence of a writer’s desire to affect a particular audience through crafted prose for a specific purpose.
3. Reading actively, critically, and responsibly: Students should learn to analyze the writing of others, noting focus, arrangement, logical development, vocabulary, and style. Students should learn the difference between reading information and reading literary art.  Students should also learn to acknowledge how their experiences and attitudes limit, enable, and determine their responses to texts.
4. Understanding writing as a process: Students should learn writing as a process of various problem-solving tasks, including planning, discovering, drafting, revising, and editing. Students should also learn that this process is situational: different purposes and audiences for writing demand distinct writing processes and presentation formats.
5. Writing clearly and effectively: Students should learn to see writing as an act of communication rather than solely an act of private expression. They should learn about the issues and responsibilities entailed in composing concise, vivid, and coherent prose for a general readership and specific audiences.
6. Thinking critically: Students should learn critical thinking as an active, purposeful, and organized process that we use to make sense of the world. They should learn to evaluate the quality of their ideas as well as the ideas of others. 
7. Understanding the formal conventions of various essay genres, paragraphs, sentences, and word usage: Students should learn the basic textual conventions of academic writing, including the personal essay, expository writing, analysis, and argument, as well as understand the need to fulfill readers’ expectations about focus, organization, development, and voice in each. Students should learn the conventional forms and functions of paragraphs.  Students should also develop the ability to use various sentence patterns and to edit for correctness, variety, and correct usage.
8. Developing an awareness of language: Students should learn how language is a value-laden tool for discovering and communicating ideas. Students should recognize how a language-user is always a language-chooser who promotes or inhibits (consciously or not) further thinking, communication, and action.
9. Conducting primary and secondary research: Students should learn, through research and through an introduction to the Library’s principal resources, to seek out and consider facts and opinions beyond their own experiences and knowledge.  They should learn the difference between primary and secondary evidence.  They should also be introduced to the fundamentals of both deductive and inductive analysis and presentation of source materials.
10. Understanding the responsibilities associated with citing and documenting sources: Students should learn to incorporate research into their own writing by using sources sparingly, representing them accurately, and acknowledging them carefully. They should learn the differences between paraphrasing, summarizing, and quoting sources.  They should also learn the appropriate formats for parenthetical documentation and works cited pages.

 

Additional Learning Objectives for the section

1. Understanding the concept of diversity of opinion and its value in personal and public life: Students should develop an understanding of diversity and American cultural identity through self-examination, reading, discussion, and a research project.
2. Understanding the value of teaming: Students should develop teaming skills through in-class activities and the practice of team analysis.
3. Understanding the value of American identity: Students should develop an understanding of identity and its role in self-discovery and building relationships.
4. Understanding the concept of culture: Students should develop an understanding of culture and the value of cultural diversity in a variety of settings, including home, school, work, and the political sphere.

               

 

 

Required Texts

Hartzell, R. (2012). English Language and Composition, Princeton Review, Random House, Inc., New York, NY. Print.

Shea, R.; L. Scanlon & R. Aufses (2008). The Language of Composition: Reading, Writing, Rhetoric, Bedford/St. Martins, Boston, MA Print.

Yates, J. (2006). English: Master the Basics. Second Edition, Barron’s Educational Services. George Washington University, New York. Print.

 

Required Supplies

1 ½ or 2 inch three-ring presentation binder with at least 9 section dividers to separate and organize portfolio ingredients.  Other supplies should include a three-hole punch, stapler, computer paper, and manila folders for essay submissions.

 

Section	Portfolio Ingredient
1	Résumé
1	Learning Achievements and Goals
2	Learning Journal Reading Responses
3	Essay 1: Synthesizing the American Dream
4	Essay 2: Document Based Question: Declaration of Independence
5	Essay 3: Issue Analysis: Fighting Poverty
6	Research Paper and PowerPoint Presentation
7	Midterm MLA Citation Rules Exam, Self-Evaluation, and Learning Achievements and Goals
8	Final Self-Evaluation, and Learning Achievements and Goals
9	Packets, Handouts, and In-Class Exercises

 

Conferences:  During the term I will schedule individual conferences so that we can discuss drafts of your essays and your research process.  These conferences should last no longer than 20 minutes, and they are required. All required essays and papers must be submitted to receive a passing grade. 

 

Academic Honesty:  All work composed for this class must be written exclusively for this class and be your original work.  You may of course receive assistance on your writing, but submitting someone else’s work as your own or failing to acknowledge sources appropriately will be grounds for plagiarism.  Violations of academic honesty will result in failure.  See your Student Handbook for more on Academic Honesty.

 

Essay Grades

Essays will be graded according to the essay evaluation criteria.  Students may revise essays once after receiving the first evaluation for up to a one grade improvement.

 

Final Portfolio: Your grade for the course will be based entirely upon the ingredients in your portfolio.  You must save all of your graded work throughout the semester and submit it in a manila folder at the end of the term.  These ingredients and their point values are listed below. 

 

INGREDIENT	POINTS POSSIBLE	POINTS EARNED	FACTOR	FACTOR TOTAL	TOTAL
Resume	100		X 1.0	100
Learning Goals and Achievements	100		X 1.0	100
Average of 15 Learning Journal Responses	100		X 1.0	100
Essay 1 [Synthesizing the American Dream]	100		X 2.0	200
Essay 2 [Literary Analysis of Major  Concept Novel: Atlas Shrugged]	100		X 2.0	200
Essay 3 [Issue Analysis: Fighting Poverty]	100		X 2.0	200
Research Project and PowerPoint	100		X 4.0	400
Midterm MLA Citation Rules Review	100		X 2.0	50
Midterm Learning Goals and Achievements	100		X 1.0	100
Final Reflections	100		X 1.0	50
Total				1600	Assignment List is Subject to Revision
Divide Total Adjusted Points Earned by Total Points Possible to Calculate Final Grades

 

GRADE EQUIVALENCIES

Letter Grade	Numerical Equivalent	Grade Ranges
A	100	93-100
B	88	84-92
C	78	74-83
D	68	64-73
F	58	0-63

 

 

 

Tentative Schedule

English 102

Dr. Rowley

 

Week	Tuesday	Thursday
Week One	02/13	02/15
Learning Objectives	Introductions Understanding the values of reading, writing, and critical thinking Distribute Personality Type Survey	Questions about the class; Critical thinking/writing; Personality Type Returned
Mini-Lesson	Constructing a resume [academic and pre-professional]	Rhetorical modes, schemes, and tropes
Reading Assignment	Article: Is the American Dream Alive and Well? –Sawhill and Martin	Article: Can Extreme Poverty Be Eliminated? -Sachs
Writing Assignment	Response to Reading 1	Response to Reading 2
Week Two	02/20	02/22
Learning Objectives	Understanding the value of personality type	Understanding rhetoric
Mini-Lesson	Conventions for Quoting and Citing Sources	Summarizing and Paraphrasing
Reading Assignment	Novel: Atlas Shrugged: Part II: Either-Or [American concepts: creators v. looters]	Article: The Four Freedoms –President Franklin D. Roosevelt
Writing Assignment	Resume & Learning achievements and goals due	Learning journal 1 due Essay 1 Assigned [Synthesizing the American Dream]
Week Three	02/27	02/29
Learning Objectives	Understanding writing as a process	Reading actively, critically, and responsibly
Mini-Lesson	Contexts and Formats for Short Selections Creating Titles	Contexts and Formats for Long Quotations Capitalization of Titles
Reading Assignment	Article: American Dream: Myth or Reality? -Treftz Poem: The New Colossus -Lazarus	Article: Learning to Write: The Narrative of the Life of Frederick Douglass -Burt
Writing Assignment	Response to Reading 3	Response to Reading 4
Week Four	03/03	03/05
Learning Objectives	Understanding the formal conventions	Understanding the formal conventions
Mini-Lesson	In-text parenthetical citations	Citation formats for Essay 1
Reading Assignment	Speech: I Have a Dream -King	Article: Lifeboat Ethics: The Case Against Helping the Poor -Hardin
Writing Assignment		Learning journal 4 due
Week Five	03/10	03/12
Learning Objectives	Writing Conferences	Writing Conferences
Mini-Lesson
Reading Assignment	Article: On Poverty –Parker	Article: I Pencil -Read
Writing Assignment	Essay 1.1 Due [Synthesizing the American Dream Essay 2.1 Assigned [Literary Analysis: Major Concept Novel]	[Research Term Project Assigned]

 

Week Six	03/17	03/19
Learning Objectives	Thinking critically	Understanding the responsibilities associated with citing and documenting sources
Mini-Lesson	Punctuation and Mechanics	Citation Formats for Essay 2
Reading Assignment	Novel: Atlas Shrugged Part III: A Is A [American concept: Capitalism]	Article: [Analysis]
Writing Assignment	Learning Journal 5 due Essay 1.2 due [Synthesizing the American Dream]	Learning journal 6 due
Week Seven	03/24	03/26
Learning Objectives	Understanding the formal conventions	Conducting primary and secondary research
Mini-Lesson	General Style	Reference page
Reading Assignment
Writing Assignment	Learning journal 7 due Midterm Self-Evaluation Assigned	Learning journal 8 due
Week Eight	04/02	04/04
Learning Objectives	Writing Conferences	Writing Conferences
Mini-Lesson
Reading Assignment	Article: In Search of the Good Family –Howard [page 283, The Language of Composition]	Article: The Singer Solution to World Poverty –Singer
Writing Assignment	Writing Workshop: Revisions Due	Writing Workshop: Revisions Due
Week Nine	04/16	04/18
Learning Objectives	Writing clearly and effectively	Developing an awareness of language
Mini-Lesson	Word Choice	Analogies
Reading Assignment	Article: Political Paradoxes –Baseman [Page 996: The Language of Composition]	Article: National Prejudices –Goldsmith [page 932: The Language of Composition]
Writing Assignment	Research Project Progress Check	Learning journal 9 due Midterm Self-Evaluation and Learning Goals and Achievements due Essay 3 Assigned
Week Ten	04/23	04/25
Learning Objectives	Developing an awareness of language	Thinking critically
Mini-Lesson		Subject/Pronoun Agreement
Reading Assignment	Article: Bilingualism in America -Hayakawa	Article: The Future of Happiness -Csikszentmihalyi
Writing Assignment	Learning journal 10 due	Learning journal 11 due

 

 

Week Eleven	04/30	05/01
Learning Objectives	Writing Conferences	Writing Conferences
Writing Assignment	Research Project Conferences	Research Project Conferences
Week Twelve	05/06	05/08
Learning Objectives	Thinking critically	Understanding the responsibilities associated with citing and documenting sources
Mini-Lesson		Citation formats for Essay 3
Reading Assignment	Article: The Monroe Doctrine [Document Analysis: Historical]	Article: Thank God for the Atom Bomb –Fussell [Argument –Social Commentary
Writing Assignment	Learning journal 12 due	Learning journal 13 due
Week Thirteen	05/13	05/15
Learning Objectives	Understanding the values of reading, writing and critically thinking in the University	Understanding the value of teaming
Mini-Lesson
Reading Assignment	Article: Is America Falling Apart? –Burgess [Argument: Social Commentary]	Article: from the Autobiography: Moral Perfection –Dr. Benjamin Franklin
Writing Assignment	Learning journal 14 due Final Self-Evaluation Assigned	Learning journal 15 due Research Project Presentations
Week Fourteen	05/20	05/22
Learning Objectives	Writing Conferences	Writing Conferences
Project Presentations	Research Project Presentations	Research Project Presentations
Reading Assignment	Article: On Benjamin Franklin’s Virtues –Lawrence [American Values: Social Commentary]	Article: from Self Reliance –Emerson [Transcendentalism: Social Commentary]
Writing Assignment	Essay 3.1 due
Week Fifteen	05/27	05/29
Writing Assignment	Essay 3.2 due	Essay 3.2 due
Review Objectives	Understanding the concepts of American identity and culture and their value in personal and public life –specifically the American Dream and controversies in American society.	Understanding the concepts of American identity and culture and their value in personal and public life –specifically the American Dream and controversies in American society.
Writing Assignment	Learning journal 16 due	Learning journal 17 due
Research Project Presentations	Research Project Presentations	Research Project Presentations
Week Sixteen	06/04	06/06
End of Course		Final Portfolio with Final Self-Evaluation and Learning Achievements and Goals due Essay 3.3 due

 

Academic Performance Agreement

                                  

In order to make the requirements of this class and your responsibilities as a student as clear as possible, I’ve created this document titled “Academic Performance Agreement.”  Please read this information carefully because it outlines the kinds of behaviors, study habits, and attitudes necessary for success in this class, as well as in the University writing community at large.  If you agree to the terms and conditions set forth below, please sign your name on one of the two copies I’ve provided you.  By signing and returning this agreement to me, you commit yourself to the standards of conduct and academic performance listed below.  If you do not accept these standards, you should see your advisor about withdrawing from this course.

                                

1. I understand that my grade for the course will be based entirely upon the ingredients in my portfolio. I must save all of my graded work throughout the semester and submit it in a manila folder at the end of the term.  These ingredients and their point values are listed in the syllabus. 
2. I understand that attendance is a requirement of the class and that absences (excused or unexcused) will result in an increased risk of failure. I also understand that if I miss class that I should contact another student, rather than the instructor of the class, to discover what I’ve missed. 
3. I understand that arriving late to class is inappropriate because it disrupts the class agenda and interferes with teaching and learning
4. I understand that cell phones must be turned off before entering class. I understand that it is inappropriate and rude to use my cell phone during class and to leave earbuds or headphones of any type in your ears.
5. I understand that this class has substantial reading and writing requirements. These requirements will demand that I manage my time carefully and schedule at least 6 hours of study time per week or 2 hours of study time for every one hour of scheduled class time. 
6. I understand that purchasing the course texts and bringing the texts to class to support my discussion of the assigned readings is a requirement of the course.
7. I understand that I should be prepared each day to share my learning journal responses to the reading assignments in class. I will share these learning journals responses with other students in the class.  I also understand I may not turn these journals in late.
8. I understand that I will be required to contribute to class discussions and small group work in class. In other words, I will be required to speak in class, share my ideas, and respect the ideas of others.
9. I understand that I will be composing learning journal responses, four major essays, and two self-evaluations. I also understand that any writing I submit must be my own and written exclusively for this class. 
10. I understand that my writing assignments should be composed and saved on a word-processor or personal computer. I also understand that I should schedule my time and supplies carefully so that I know when I have access to a word-processor or computer and that I have adequate paper and printing supplies.
11. I understand that I will benefit from discussing my ideas and writing with my family, friends, and other students. I also understand that I can get help with my ideas and writing in the Learning Center, L109B.  However, I also understand that I should never claim someone else’s ideas or writing as my own.
12. I understand that when I use the ideas of others in my writing that I must let my readers know whose ideas are whose and where I found them. I understand that plagiarism (or the failure to acknowledge the ideas of others appropriately) is a form of academic dishonesty and will result in failure.
13. I understand that I must adhere to the due dates for all writing assignments because late work will not be accepted. I also understand that all writing assignments are due at the beginning of the class period.
14. I understand that I should think of writing as a complex process of planning, drafting, revising, editing, and presentation. Consequently, I understand that I should schedule time to complete each of these tasks before submitting my work.
15. I understand that I can make an appointment with my instructor to talk about any aspect of the class, including course assignments, my writing, the required reading, or comments and grades on my writing.
16. I understand that my learning and engagement with others occurs best when the attitudes of hope, courage, honesty, consideration, humility, persistence, caring, and respect are present.

 

Student Signature _______________________________________Date _________________________

 

STUDENT COPY
Academic Performance Agreement

                                  

In order to make the requirements of this class and your responsibilities as a student as clear as possible, I’ve created this document titled “Academic Performance Agreement.”  Please read this information carefully because it outlines the kinds of behaviors, study habits, and attitudes necessary for success in this class, as well as in the University writing community at large.  If you agree to the terms and conditions set forth below, please sign your name on one of the two copies I’ve provided you.  By signing and returning this agreement to me, you commit yourself to the standards of conduct and academic performance listed below.  If you do not accept these standards, you should see your advisor about withdrawing from this course.

                                

1. I understand that my grade for the course will be based entirely upon the ingredients in my portfolio. I must save all of my graded work throughout the semester and submit it in a manila folder at the end of the term.  These ingredients and their point values are listed in the syllabus. 

1. I understand that attendance is a requirement of the class and that absences (excused or unexcused) will result in an increased risk of failure.  I also understand that if I miss class that I should contact another student, rather than the instructor of the class, to discover what I’ve missed. 
2. I understand that arriving late to class is inappropriate because it disrupts the class agenda and interferes with teaching and learning
3. I understand that cell phones must be turned off before entering class.  I understand that it is inappropriate and rude to use my cell phone during class and to leave earbuds or headphones of any type in your ears.
4. I understand that this class has substantial reading and writing requirements.  These requirements will demand that I manage my time carefully and schedule at least 6 hours of study time per week or 2 hours of study time for every one hour of scheduled class time. 
5. I understand that purchasing the course texts and bringing the texts to class to support my discussion of the assigned readings is a requirement of the course.
6. I understand that I should be prepared each day to share my learning journal responses to the reading assignments in class.  I will share these learning journals responses with other students in the class.  I also understand I may not turn these journals in late.
7. I understand that I will be required to contribute to class discussions and small group work in class.  In other words, I will be required to speak in class, share my ideas, and respect the ideas of others.
8. I understand that I will be composing learning journal responses, four major essays, and two self-evaluations.  I also understand that any writing I submit must be my own and written exclusively for this class. 
9. I understand that my writing assignments should be composed and saved on a word-processor or personal computer.  I also understand that I should schedule my time and supplies carefully so that I know when I have access to a word-processor or computer and that I have adequate paper and printing supplies.
10. I understand that I will benefit from discussing my ideas and writing with my family, friends, and other students.  I also understand that I can get help with my ideas and writing in the Learning Center, L109B.  However, I also understand that I should never claim someone else’s ideas or writing as my own.
11. I understand that when I use the ideas of others in my writing that I must let my readers know whose ideas are whose and where I found them.  I understand that plagiarism (or the failure to acknowledge the ideas of others appropriately) is a form of academic dishonesty and will result in failure.
12. I understand that I must adhere to the due dates for all writing assignments because late work will not be accepted.  I also understand that all writing assignments are due at the beginning of the class period.
13. I understand that I should think of writing as a complex process of planning, drafting, revising, editing, and presentation.  Consequently, I understand that I should schedule time to complete each of these tasks before submitting my work.
14. I understand that I can make an appointment with my instructor to talk about any aspect of the class, including course assignments, my writing, the required reading, or comments and grades on my writing.
15. I understand that my learning and engagement with others occurs best when the attitudes of hope, courage, honesty, consideration, humility, persistence, caring, and respect are present.

 

Student Signature _______________________________________Date _________________________

 

STUDENT COPY