CARNEGIE VANGUARD HIGH SCHOOL ENGLISH III

AP Language and Composition Syllabus and Course Outline

2015-2016

Ms. Casperson Mr. Parker

Room 103 Room 105

acaspers@houstonisd.org jparker1@houstonisd.org

Campus Goal: Course Summary

The AP English Language and Composition course is designed to be a college-equivalent course in order to offer

students a chance to experience college-level rigor. Students will be given the AP Language exam on Wednesday, May

11th. This exam is an intensive assessment that is designed to test their accumulated English skill set. Students that score

a 3 or above (out of the 1-5 scale) could receive college credit for the completion of this course (depending on the

university). CVHS students will be challenged in their English III AP class every day in order to build up their critical

thinking and college-level writing skills.

In addition, this course will give students multiple opportunities to work with rhetoric, analysis, exposition and

synthesis. Students will write in a variety of modes for a variety of audiences, developing a sense of personal style and

an ability to analyze and articulate how the resources of language operate in a given text. In conjunction with the

College Board’s AP English Language and Composition Course Description, this course teaches students to read primary

and secondary sources carefully, to synthesize material from these texts in their own compositions, and to cite sources

using conventions recommended by the Modern Language Association (MLA). As co-creators in a media-rich society,

students will also study the rhetoric of visual media, such as in photographs, films, and advertisements.

Philosophy and Goals

Students will experience the composing process through their writing, reading, spoken and written exercises.

Students will learn to recognize voice in published works and develop the power of their own voice in writing. Students

will also learn to develop a sense of how to most effectively address a multitude of audiences.

Students will learn to understand stylistic techniques through an author’s use of language as he or she conveys

purpose, intent, occasion, audience, tone, etc.

Students will sharpen their conventional mechanical and grammar skills when completing in-class writing and in

each revised and fully finished work so that they can produce a competently edited final draft. Students experience the

testing process of the Advanced Placement exam. Students experience a college-level course in high school so that the

expectations for college are clear. Through observing, reading, discussing, thinking, writing, and reflecting, students also

have the opportunity to further develop an understanding of humanity and skills in studying appropriate literary

selections.

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 them with appropriate evidence drawn from primary and/or secondary sources, cogent explanations, and clear transitions; * demonstrate understanding and mastery of standard written English as well as 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 referenced documents into researched papers.

The AP Language & Composition Exam

* The exam takes three and half hours to complete and is divided into two sections: multiple-choice and essays. * The multiple-choice section consists of four to five short, nonfiction passages and roughly 55 questions covering an in-depth analysis of those passages. Points are not lost for incorrect or unanswered multiple-choice questions; credit is earned solely for correct answers. This section accounts for 45% of the complete score. * The essay section consists of three prompts: the synthesis, the rhetorical analysis, and the argumentative essay. Each prompt requires that the student defend or

prove a position (utilizing textual evidence in most cases). This section accounts for 55% of the complete score. __________________________________________________________________________________________________

English III AP: Course Grading Scale

Major Grades: (Tests & Projects) 50%

Vocabulary Quizzes: 20%

AP Prep & Timed Writings: 20%

{*** ”AP Prep” will include periodic quizzes, multiple choice practice & the detailed analysis of non-fiction essays ***}

Homework/Class work: 10%

__________________________________________________________________________________________ General Course Outline

Semester 1- Students review the elements of expository writing and grammar and discuss summer reading assignments. Students are introduced to the three types of AP writing

prompts: analysis, argument, and synthesis. Students are introduced to literary and rhetorical analysis techniques; students focus on how a speaker communicates his/her purpose to an

audience. Students further examine various forms of media (graphs, charts, cartoons, photos, etc.) as an alternative form of text. Students practice AP-style multiple choice passages and

questions. Skills, topics, and activities:

* Aristotelian triad (purpose, speaker, audience) * Author’s use of tone, syntax, details, diction, imagery, organization, figurative language, point of view, etc. contributes to the purpose. * Introduce SOAPSTone, DIDLS, TPCASTT & FIDDS * Diagnostic assessments * Small discussion groups (literature circles) over summer reading * Introduce vocabulary study * Include multiple types of media (charts, cartoons, graphs, etc.) * Introduce AP grading guidelines (essays and multiple choice) * AP essay calibration * AP multiple-choice practice * Examination of how author’s techniques (tone, diction, syntax, figurative language, etc.) contribute to the appeals * Introduce in-class synthesis essay * Socratic seminars based largely on outside reading * Introduce the general elements of argument writing * Introduce how personality/voice is developed using satire, irony, and humor * Introduce logical fallacies * Students demonstrate understanding of satire through informal writing * Analysis and application of voice in writing * Timed writings (rhetorical analysis, synthesis, general argument) * Continued analysis of fiction and nonfiction writings * Discussion, writing assignment, test, project, etc. covering outside reading __________________________________________________________________________________________________________________________________________________________

Semester 2: Students examine how writers utilize organization to convey an argument. Students also analyze the use of persuasive techniques in fiction and nonfiction texts and

then apply those techniques to their own writing. Students integrate information from a variety of sources to convey their position. Students will continue to practice the three AP style free-

response prompts, as well as AP multiple choice passages and questions. Skills, topics, and activities:

* Introduce formal structure of an argument (focusing on counterargument, claim, warrant, backing, and assumptions) * Review fallacies * Apply elements of argumentation to writing assignments * Continued analysis of fiction and nonfiction writing * Continue vocabulary study * Individual conferences with students to identify areas that need improvement * Timed writings (rhetorical analysis, synthesis, general argument) * Discussion, writing assignment, test, project, etc. covering outside reading * Review elements of poetry utilizing TPCASTT * Review elements of drama through the study of a play (King Lear by William Shakespeare) * Timed writings (rhetorical analysis, synthesis, general argument) * AP multiple-choice practice

__________________________________________________________________________________________ Novels & Plays covered throughout the course:

Summer Readings: The Scarlet Letter by: Nathaniel Hawthorne

The Great Gatsby by: F. Scott Fitzgerald

Fall Semester: The Crucible by: Arthur Miller

Streetcar Named Desire by: Tennessee Williams

Spring Semester: * please purchase these editions in advance * Beowulf [REQUIRED EDITION: must be translated by Seamus Heaney]

King Lear by William Shakespeare [REQUIRED EDITION: Norton Critical Edition, Edited by Grace Ioppolo] Candide by Voltaire [REQUIRED EDITION: Norton Critical Edition, Translated/Edited by Robert M. Adams] * Independent Reading Assignment: non-fiction *

_* * All students are expected to purchase a copy of the assigned reading books for spring semester!! * *_

(Suggestions for curbing costs: shop early & often at half-price books, check the books out at your local library, ask last year’s students for their books, & also amazon.com often has good prices – ORDER EARLY!!)

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Various Non-fiction selections and Essays from the following: Narrative of the Life of Frederick Douglass, Frederick Douglass; Rosa Parks, Douglas

Brinkley; The Crisis, Thomas Paine; “Manners” from Notes on the State of Virginia, Thomas Jefferson; “The Perils of Indifference” by Elie Wiesel; “Words Sometimes Convey More Than Literal

Meaning” by Ted Diadiun; “The Doctor Will See You for Exactly Seven Minutes” by Peter Salgo; “The Doctor Won’t See You Now” by James Gorman; “The Ephemera: An Emblem of Human

Life” by Benjamin Franklin; Gettysburg Address by Abraham Lincoln; “Self-Reliance” by Ralph Waldo Emerson; Inaugural Address by John Fitzgerald Kennedy; “I have a Dream” by Martin

Luther King, Jr.;; Pentimento by Lillian Hellman; Graduation Address by Franklin Delano Roosevelt; “How It Feels to Be Colored Me” by Zora Neale Hurston; Of Plymouth Plantation by William

Bradford; “Checks and Balances” by Tom and Ray Magliozzi; How the Other Half Lives by Jacob A. Riis; Speech at the Women’s Convention by Sojourner Truth; “Sinners in the Hands of an

Angry God” by Jonathan Edwards; “Child in Corner to Exact Revenge As Soon As He Gets Out” from the Onion; “A Letter to His Wife” by John Winthrop; Preface to Doubt by John Patrick

Shanley; “Autobiographical Notes” by James Baldwin; “Everyday Use” by Alice Walker; “The Stranger in the Photo is Me” by Donald M. Murray; “Woman Waiting to Take a Photograph” by

Dave Eggers; Barriers to Seeing by Freeman Patterson; Shadow Catcher by N. Scott Momaday; Life Magazine, The Power of Pictures; “On Photography” by Susan Sontag; Photojournalism: A

Blend of Artifice and Actuality; “Why I Wear Purple Lipstick” by JeanGodfrey-June; “ What is Beauty and How Do We Know it?” by Nancy Etcoff; “Hope-- and History-- in a Jar” by Kathy Peiss;

“What is Beautiful” by Alex Kuczynski; “The Democratization of Beauty” by Christine Rosen; “The Truth About Beauty” by Virginia Postrel; and many more.

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CVHS Plagiarism policy

As stated in the Student Handbook, pages 8-9, students must abide by their Student Honor Code agreement:

“I will read and abide by the Honor Code, and will undertake my academic work with honesty and integrity. I will submit original work and will properly

attribute any and all ideas that are not my own according to established academic procedures. If I am unsure about what constitutes proper academic procedure in a

particular instance, it is my responsibility to consult with the faculty or administrative staff. I will not give or receive unauthorized aid on any assignment or exam. I

will not cheat or plagiarize while enrolled at CVHS, nor will I cheat or plagiarize while representing CVHS in extracurricular activities, such as UIL events. I understand

that cheating comprises the giving or receiving of unauthorized and or unfair aid in academic work. This may occur by, but is not limited to: lying, deceiving,

stealing, talking, signaling, copying from other students, and unauthorized usage of books, data (both in hardcopy and electronic formats), study aids, or other

sources in a manner inconsistent with the expectations established by CVHS and my classroom instructors. Academic work includes all graded assignments such as

papers, essays, speeches, exhibits, examinations, tests, labs, problem sets, and other graded homework assignments. If graded together with other students in

study groups, I pledge to contribute to my fullest capacity. I will not seek unauthorized help outside my study group, unless specifically authorized by the faculty

member. I understand that plagiarism includes but is not limited to: turning in someone else's work as your own copying words or ideas from someone else

without giving credit failing to put a quotation in quotation marks giving incorrect information about the source of a quotation changing words but copying the

sentence structure of a source without giving credit copying so many words or ideas from a source that it makes up the majority of your work, whether you give

credit or not Academic dishonest is a Level II infraction and will be treated as such. Please refer to your HISD Code of Student Conduct.”

As per our campus policy, plagiarized papers or projects will receive a grade of “0” (zero) -- no exceptions.

Cheating or collusion will also result in a grade of “0” (zero) on a paper or project. This includes all papers & projects

assigned, as well as any in-class or discussion activities assigned to students. [Students need to be aware that the instructor will be

utilizing plagiarism software ( www.turnitin.com ) and additional internet resources to check all student work for potential plagiarism.]

English III AP Language & Composition: Expectations for Academic Honesty:

Throughout this course, each student is solely responsible for maintaining their academic integrity. It is essential that all work completed

for this course is authentic and original. Students may not share, steal, borrow, reuse, revise, or repurpose any previously created projects, ideas

or writing in place of their original work. All assignments are designed for the student to demonstrate their current abilities in order for the teacher

to assess their mastery of content/level of skill/expertise. Any work that is submitted for an academic grade must be original to that student and

must have been created for that unique/specific assignment. Any deceptive practices used to submit the work of others or to gain outside aid in

schoolwork will be treated just as the campus plagiarism policy dictates. Students will receive a referral to the administration for (Level 2*)

disciplinary consequences and they will receive a “0” for that assignment. Students are responsible for understanding & following this policy, every

day, with all of their assignments. [And, students must also understand that the consequences that follow instances of cheating/collusion could

result in additional consequences: students could lose the esteem of their teacher and be denied future recommendation letters/endorsements

for collegiate/scholarship programs, students could lose their membership in academically-oriented clubs/organizations (like NHS, SNHS, MNHS,

ENHS, etc.), and students could also miss out on receiving an award at the 2015-2016 Student Awards Banquet.]

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CVHS Retake Policy: http://www.houstonisd.org/domain/29003 In accordance with Senate Bill 2033 Carnegie

Vanguard abides by the following retake policy: Not to exceed 2 retakes per grading cycle. Maximum retake score is 70 (score of 70 to 100 = 70).

The highest grade between the original and the retake is counted. The student, not the parent, must request the retake in writing (per teacher

procedure in class syllabus). Student must request the retake within 24 hours and complete the retake within one week of grade posted.

Retakes are for in-class assessments, such as quizzes and/or tests only. PLEASE NOTE: A reading quiz (or reading check) is an extension of the

homework and is not eligible for a retake. If there are multiple retakes on the same day, it is the student’s responsibility to reschedule with the

teacher in advance. Be advised: Failure to show up during a scheduled retake date/time = a taken retake. (& no, you will not have the

opportunity to reschedule) Semester Final Exams are not eligible. Missing assignments fall under teacher’s late policy, not campus retake

policy. [In the case of ENG III, no late work is accepted.]

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Mandatory Course Supplies: [you must have these materials with you to work in class every day!] Notebook Paper/Pens

Dedicated class folder or binder (for notes/handouts)

YELLOW “Legal Pad” (8 ½’’ x 11’’ ONLY) for all in-class timed writings *do not get the “legal” length – you must get the 8 ½” x 11” size*

__________________________________________________________________________________________ Suggested Course Supplies:

3-ring binder (with labeled dividers) red pen (at least two) flash drive Pocket dictionary Post-its Book marks Stopwatch / Wristwatch AP Lang & Comp study booklet

__________________________________________________________________________________________ In Our Classroom Community:

YOUR RIGHTS & YOUR RESPONSIBILITIES You have the right to: You are responsible for: A safe learning environment Maintaining a safe learning environment Make choices The consequences of your choices Your own thoughts and ideas Respecting the opinions of others Be treated fairly Your own actions towards others Be yourself Respecting others at all times

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· Prompt attendance is expected. Students who are tardy to class violate the student handbook code of conduct and can expect the following

consequences: 3+ cumulative tardies will result in parental notification, 6+ cumulative tardies will result an automatic referral to the administration. Tardies are cumulative for your entire course schedule – not just determined by my class: In addition – if tardiness becomes an issue, the student can also expect a teacher-student conference, as well as lunch detention – to be served in my room.

· All student dress code rules are to be followed in my classroom. (A violation of this will result in a referral to the office) · Absolutely no cell phones are permitted for use* in my classroom. (*unless otherwise indicated) · Ipods, tablets (& any other electronics) are prohibited in my class – unless explicit permission has been given

Laptops: As an HISD Power-Up campus, we will be using the district resources quite a bit. We will be using

“the HUB” each week for a variety of classroom activities, all vocabulary quizzes, exams, etc. It is the

responsibility of the student to have an HISD laptop that has been charged and is functioning properly for these

activities. The district application details can be found on our school website.

· Respect for others (including their opinions & personal property) is expected at all times – no exceptions! If it’s not yours, don’t touch it!

__________________________________________________________________________________________ All students are expected to turn in all writing assignments & projects on time.

Personal responsibility and accountability are paramount in my class. All homework assignments will be turned in at the beginning of class (unless otherwise specified).

Any assignment that does not make it into the assigned tray by the beginning of classroom instruction will be

considered late & therefore not accepted.

NO LATE HOMEWORK ASSIGNMENTS WILL BE ACCEPTED - PERIOD. No exceptions!

* * * In the event that you have an EXCUSED absence on the day that an assignment is due – you must turn the assignment in to me as soon as you walk into my class, THE SAME DAY YOU RETURN TO SCHOOL. This is your responsibility. I will not ask you for the assignment. If I do not receive the assignment – the day you return – you will receive a ZERO.

Any MAJOR assignments that are turned in 1 day late will be given a maximum grade of 80%.

Major assignments need to be emailed to me if you are absent from school the day that it is due.

Any major assignment that is turned in 2 days (or more) late will be given a ZERO. (* * * The only exception to this policy will be in the event that arrangements – due to unforeseen family circumstances or medical emergencies— have been made and approved by me. In the event of an approved arrangement, the assignment must be submitted to me no later than 2 days after the original due date.)

PLEASE NOTE ~ REGARDING STUDENT ABSENCES: Whether it is for a personal matter or in observance of a religious holiday, when you are absent from my class it is your responsibility to come to me and ask for missing hand-outs and assignments; I will not track you down.

For instance: if you miss out on asking me for an assignment beyond the duration of the campus-provided

make-up days, you will not have an opportunity to make up the assignment and the zero will stand.

Please refer to the Student Handbook for an explanation of our campus’s student absence policy.

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STUDENT RESOURCES:

Throughout the year, I am available to any student to answer additional questions or provide tutoring. As I sponsor & co-sponsor several student organizations, I regularly have club meetings in my room. Therefore, I am typically available by appointment. Please email me to request a conference time. In addition, I will respond to any questions by email that I am able to answer without a one-on-one meeting. My door is always open. Please see me for tutoring, as needed. I encourage you to take advantage of your SSEP period to seek tutoring/additional assistance from all of your teachers. Junior year is a critical year in making the best impression on the colleges that you will be applying to next year. Your performance this year should show them your very best effort.

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AND… finally… W E L C O M E to your junior year of English!!

It is very important for you to remember that your school already provides you with multiple tools for success:

a student planner (for organizing your responsibilities and assignments)

an SSEP class period each morning (for extra studying, one-on-one tutoring, group project collaboration, & exam retake

opportunities)

for more regularly scheduled assistance, peer tutors can be provided by NHS members [please contact Mrs. Alcoriza to

request one]

many other National Honors Societies can also provide peer tutors by content area: English, Math, Foreign Language, etc.

an amazing guidance counselor support team!

a supportive faculty (always know when to ask for help -- our doors are always open to you)

a helpful administration (they are always available to help/advise you as needed)

… now let’s have a great year!

__________________________________________________________________________________________ Students: Throughout the year, be sure to access Mr. Parker’s CVHS website to follow the English III assignment calendar.