English II Syllabus



AP Language and Composition Syllabus

Mandarin High School 2019-2020

|Instructor: Mrs. Kathy Nesselrode |Room: Q107 |

| |Phone: (904) 260-3911 Extension 1166 |

|Email: nesselrok@ |

|Website: nesselrok. |Help Sessions: Mondays from 2:15-3:00 |

• Course Overview: Students in AP Language and Composition improve critical reading, writing, and thinking skills by analyzing selections found in traditional and contemporary prose fiction and non-fiction. Students analyze and imitate rhetorical patterns used in the development of each of these four modes of discourse: narration, description, exposition and persuasion. It is important to understand that preparing for this course is a cooperative venture between students and their teachers. Students must read widely and reflect on their reading through extensive discussion, writing and rewriting. Students must take responsibility for the extensive amount of reading and writing that is necessary in this course.

Fall Semester

Novels: Cry, the Beloved Country and A Thousand Splendid Suns, Billy Budd, Scarlet Letter, Ethan Frome and other novels if time permits

Rhetoric: Using selections from The Language of Composition and editorials, newspaper and magazine articles, essays, commercials, and print advertisements; students will analyze various types of writing.

Multiple Choice Assessments: AP Objectives coordinated with AP, ACT and SAT exams.

Essays: Students will write rhetorical analysis essays based on previous AP Exam prompts and work on revisions. Students will continually prepare to improve their analytical writing. This is an ongoing process.

Vocabulary: Units are due the first day of the week that students have AP Language. Tests are the last day of the week that the class meets. Review tests will cover those units when students are absent.

Achieve: Students will complete 3 articles a month; I will check weekly. Students must earn over a 75% on the mc part and complete two other activities one MUST be the thought question. The thought question must be a challenging one that the student chooses; so check this first. I will not accept journal thought questions or easy creative essays. Your thought questions must consist of writing an essay that is AT LEAST 3 detailed paragraphs. You are now in 11th grade AP Language. Your paragraphs are not short and tiny 5-7 sentences. I need details. See site and click on the Achieve tab for more info. Complete 3 per month; try to complete during the hours of school from 6:30-4:30 pm. Monday- Friday only. Make the time. 3 per month. No excuses. These are the easy grades that help your writing and your lexile score.

Discussion: Daily participation in small group and whole class discussions will benefit each student. Each student MUST participate in order to earn maximum benefits from class; frequent absences prevent students from keeping up with the rapid pace of the class.

Research Paper: Students will begin learning/reviewing research skills in order to begin the process of writing a short research paper approximately 1600-1800 words.

Spring Semester

Novels: The Adventures of Huckleberry Finn, *East of Eden, The Great Gatsby, and other novels if time permits

Research Paper: Students will complete an MLA-formatted research paper. We will step by step go through this process.

Achieve: see above

Argumentation/synthesis essays: Using selections from The Language of Composition, editorials, newspaper and magazine articles, essays, commercials, and print advertisements, students will understand how to write and provide evidence for an argument paper.

Multiple Choice Assessments: AP Objectives/practice and reviews that coordinate with AP, ACT and SAT exams.

Essays: Students will write essays based on previous AP Exam prompts and will also work on the revising of these essays.

Vocabulary: Units are due the first day of the week that students have AP Language. Tests are due the last day of the week that the class meets. AP students will possibly have time in their schedule to cover two vocabulary books for the year.

Discussion: Daily participation in small group and whole class discussions will benefit each student. Each student MUST participate to avoid receiving no credit. Students will not always earn credit for discussions; however, these discussions provide important learning opportunities for each novel we read and each essay that we write. Students miss out on valuable instruction and discussions when they are absent.

Core Course Texts:

• Shea, Scanlon and Aufses. The Language of Composition. Boston: Bedford/St. Martin’s. 2008.

• Shostak, Jerome. Vocabulary Workshop, Level G and possibly Level H. New York: Sadlier-Oxford, 2005.

*Students will be required to obtain their own copies of this novel. A limited number of titles are available for those who need to borrow them. You may purchase used copies from or Chamblin BookMine or .

Supplemental Course Texts:

• Dean, Nancy. Voice Lessons. Gainesville, FL: Maupin House, 2000.

• Internet sources and newspaper texts from various sites in the public domain

Objectives:

Students will…

• 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 reading

• Create and sustain arguments based on readings, research, and/or personal experience

• 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 well as stylistic maturity in 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

• Analyze image as text

Materials required (to be brought to class every day):

|A 3-ring binder with 5 divided tabs to be labeled as Multiple | |

|Choice Practices, Writing, Vocabulary and Warm ups, Book Notes, | |

|and General | |

|Highlighters |

|Vocabulary workbook to be purchased |

|Black or blue pens and also a pen for checking that is NOT blue |

|or black ; students do not write in pencil for my class unless it |

|is a scan-tron test |

Major Projects and Activities:

• Vocabulary – Students are expected to increase their vocabulary by approximately 400 words throughout the course of the year. Students take weekly tests to demonstrate their knowledge.

• Voice Lessons and warm ups – Students will complete mini-lessons to improve understanding of diction, detail, imagery, syntax, and tone. Each lesson has a quotation from literature, two discussion questions that direct students’ attention to analysis of the quotation, and an application exercise that encourages students to put new knowledge into practice.

• American Literature Study – Students will be required to read at least two novels from American Literature during the course of each quarter. At least three selections will be Pre-Twentieth Century literature.

• Multiple choice tests and Essay Practice – Students will use previous AP English Language questions and AP passages in both timed writings and whole-class discussion scenarios. Each quarter, students will complete essays to include rhetorical analysis, argumentative, and synthesis essays. One of these essays will undergo several drafts and revisions by the student, instructor, and peers. Students will revise work based on instruction in thesis writing, logical organization of ideas, and effective use of transitions.

• Research Paper – During the second/third quarter, students will have an extended period of time in order to carry out the research paper process. Students are required to develop a thesis statement (a very tedious assignment that is absolutely necessary) to drive their research of primary and secondary sources to include newspapers, magazines, literature, visual media, and the Internet. From their research, students will gather evidence to support their thesis statements. This paper is written through the student’s argument; it is not a source driven paper. This paper will be modeled using the MLA style in both format and citations.

• Portfolio: Students are required to keep a portfolio of their work in the classroom. At the beginning of the year, students will be given a file folder to house their work. Included in the portfolio are quick writes, preplanning, rough drafts, revised drafts, and final drafts of writing assignments. Portfolios are to remain in the classroom at all times. This includes the research paper. They must remain in class.

• Class Binder/Notebook: Organization is a key to success in this class. You will be keeping a notebook with the following divisions: Multiple Choice Practices, Vocabulary and Warm ups, Writing, Book Notes and General. Random notebook checks will be conducted for homework grades. Bring your notebook daily. Students who forget their notebooks when an assignment is due will not earn credit for that assignment. Be prepared daily.

Classroom Policies and Procedures:

All policies in the student handbook apply in the classroom.

▪ Students are expected to be prompt, prepared, polite, productive, and positive.

▪ School policies regarding dress code, IDs, cell phones, absences, and behavior will be followed at all times.

▪ All in-class and minor homework assignments must be completed in blue or black ink on loose-leaf college rule notebook paper. Major assignments must be typed using double space, Times New Roman, 12-point font on white paper.

▪ assignments must be on time or students will not receive full credit.

Safety Nets/Interventions/Enrichment:

I will provide many opportunities for students who may not meet the standards to further their learning and also for those students who want to improve and to practice their skills. There is no time for tutoring within the classroom. I am available after school on Mondays from 2:15-3:00 to help any student needing further clarification or instruction. I am also available some (but not all) mornings from 6:45 am to 7:10 am.

Students (and their parents/guardians) need an email address that they check frequently. I routinely send announcements and reminders via email. Students without an email address should go to Google, Yahoo, Hotmail, or any other free web-based email service to set up an account.

Attendance, Tardiness, and Make-Up Work: Regular attendance is crucial for success.

ALL assignments are due ON or BEFORE the due date. A planned absence (vacations, doctor’s appointments, field trip etc.) does not excuse the student from turning in an assignment on time. It is the student’s responsibility to check the website calendar of events for project information and due dates. I frequently update my website; students are welcome to check any computer in my room in the mornings or after school to access my site.

If you miss a class, you MUST bring me a note the day you return to class specifically explaining your absence with parent/guardian signature and contact information included. These notes will be filed in the main office.

A student with an unplanned AND excused absence (sickness for example) on the day an assignment is due should be prepared to turn in the assignment at the beginning of the next class period in which he is in attendance. Check your calendar. Be prepared. Major work (i.e., the research paper) that is late will not be accepted for full credit. Read this part again.

Evaluation:

Grades are assigned on a points system. Your current grade may be calculated at any point in the grading cycle by dividing the points earned by the total possible points to date. Major assignments will be worth more points than daily assignments. Students and parents are responsible for checking the OnCourse grade portal for current scores. Assignments for each semester will be weighted approximately as follows:

Semester 1 Semester 2

Tests approx. 30% of total grade approx. 25% of total grade

Homework/Class work approx. 20% of total grade approx. 15% of total grade

Writing approx. 50% of total grade approx. 60% of total grade

Students will be evaluated using the Duval Country Grading Scale:

A - 90-100% B - 80-89% C - 70-79% D - 60-69% F - 0-59%

The Focus program will tally the averages on a regular basis; final averages are already rounded up by the computer.

Cheating/Plagiarism: Students are expected to abide by a code of honor. I expect all students to conduct themselves with integrity. Cheating in any form is not tolerated. This includes copying other’s work or ideas without giving them credit. Please do not show your work to other students to “help” them. If other students copy your work, you are guilty of cheating as well. You are not permitted to discuss tests, quizzes, or essays with students in your class or any other classes. Students who plagiarize will receive a zero on the assignment, an administrative referral, and may possibly become ineligible for an NHS or a college recommendation from me.

SPARK NOTES, CLIFF’S NOTES, or ANY other summaries are NOT permitted in my classroom at any time. These guides will NOT help you pass my tests and are a waste of your time. We ANALYZE in AP Language, not summarize. It is also important for me to know how well you comprehend a text in its original form. For example, if you read the Spark Notes summary of The Scarlet Letter, you will not be gaining the skills needed to read and understand 17th and 18th century English. Such skills may include discussing the archaic language of the novel and why Hawthorne used a particular word for his dark tone.

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