English 3 AP* Language and Composition Course Syllabus 2016-2017 Teacher: Ms. Christina Henderson Room: A105 *E-mail:
[email protected] Phone: 936.890.7176 Conference: 5th Period: 10:41-11:31 Tutorial: M- F 2:20-3:30; MWF Wildkat Lunch, & by appointment Course Description: Welcome to AP* English Language & Composition. This rigorous course is equivalent to a college-level class with an emphasis on writing in an array of modes of discourse, analytical analysis of fiction and nonfiction, and rhetorical analysis of specific selections. In other words, this course is designed to enable the student in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both the student’s writing and reading should make him/her aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. Course Objectives: The AP* Language and Composition course assumes that the student already understands and uses standard American variety English grammar. The intense concentration on language use in this course should enhance the student’s ability to use grammatical conventions both appropriately and with sophistication as well as to develop stylistic maturity in the student’s prose. Upon completing this course, the student 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 one’s own writing; create and sustain arguments based on readings, research, and/or personal experience; demonstrate understanding and mastery of standard written English as well as stylistic maturity in one’s own writing; write in a variety of genres and contexts, both formal and informal, employing appropriate conventions; produce expository, analytical, and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary source material, cogent explanations, and clear transitions; demonstrate understanding of the conventions of citing primary and secondary source material; move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing, and review; write thoughtfully about one’s own process of composition; revise a work to make it suitable for a different audience; analyze image as text; and evaluate and incorporate reference documents into researched papers.
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Classroom Expectations: Please remember this is course is equivalent to a college course Be prepared to learn and work – come to class and always be ready to participate. Respect others and yourself. Be courteous to everyone. Follow all school rules. No phones unless otherwise instructed. And remember…“No set of rules can cover all points; some things must be left to observation and daily practice.” – Richard Mulcaster Texts Miller, George, ed. The Prentice Hall Reader. 9th Edition. Upper Saddle River, NJ: Prentice Hall, 2009. Pick up text by Tuesday in Room A205. McCarthy, Cormac. The Road . ISBN: 9780307387899 Summer Reading Larson, Erik. The Devil in the White City. ISBN: 9780375725609 Supplementary Works: I strongly encourage you to buy your own copies of these works so you can highlight and annotate them, but they will be provided by the school: The Scarlet Letter, Nathaniel Hawthorne The Great Gatsby, F. Scott Fitzgerald The Awakening, Kate Chopin A Streetcar Named Desire, Tennessee Williams In Cold Blood, Truman Capote A Separate Peace, John Knowles There will be other works that I will recommend over the course of the year. Recommended Texts: Though not required, you will find these works useful to have at home and in college: A college-level dictionary (Oxford English Dictionary online is also a good reference) A thesaurus The Elements of Style, Strunk and White. The M.L.A. Handbook. Course Supplies:
Single-subject Spiral or Composition Notebook (Journal Entries and Write What You See) Notebook paper Pens (please do not use purple or red ink); Pencils Highlighters
Weekly Agenda: The weekly agenda will be posted on the board each Monday. It is recommended that the students copy the agenda into a planner or other preferred method each Monday. When students are absent, they should refer to the agenda in determining what work has been missed.
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Late Work, Make-up Work, and Absences: No daily work will be accepted late unless the student is absent on due date and it is excused. All major assignments to include papers, projects, tests, and any other assignment that is described by me as a major assignment will be turned in on the due date. If a student is absent, it is his/her responsibility to find a way to get the assignment to me. Remember – this course is equivalent to a college class. The penalty for late work is 25 percent of the grade for the first day and 50 percent of the grade for the second day. After the second day, the student will be unable to turn in the assignment. An Assignment must be turned in before or at the beginning of the class period that it is due
or it is considered late. Due to the nature of some major assignments (essays, writing workshops, etc.), some assignments will not be accepted late. The teacher will notify the students in advance when assignments will not follow the traditional late work policy and will not be accepted late. This will apply to essays written outside of class (for the rough draft – especially – which is a major grade and cannot be late). It is the student’s responsibility to collect and complete all work missed due to an absence – to include all journal entries. Tests and vocabulary quizzes must be taken on test/quiz day – even if the student is absent the day prior. If a student is absent on the day of the test/quiz, it is the student’s responsibility to make-up the test/quiz. . If a student is absent on the day of the test/quiz, it is the student’s responsibility to make-up the test/quiz no later than two weeks after the day of the test/quiz. The grade for a missed test or a missed quiz will entered as “0” regardless of the type of absence until the student makes up the missed test or quiz. This is important to remember. Please note that the student cannot wait until the end of the marking period to make up a test or quiz. This is imperative. Do not wait. If a student knows in advance that he/she will be absent, that student should ask for assignments ahead of time and have them completed when he/she returns to class. I will accept essays via email (must be submitted by the class period due date). It is 10 percent off if sent after class on the same day.
Grading Policy: Test, Projects, and Papers = 60% Quiz/Daily Grades = 40% Projects: Essays Outside of Class papers Timed Writing Logical Fallacies Cards/ Logos, Pathos, Ethos Research Paper Rhetorical Elements Project Movie Poster Other – projects tied to individual units as assigned. Journals: It is imperative that each student purchases a composition or single-subject spiral notebook dedicated to journal entries. This journal shall be brought to every class. Journal entries will be completed daily in response to prompts provided by the teacher. Discussion of journal entries may also take place. I will check journal entries periodically – TEN entries will equal one Major grade @ ten points per entry. If the student is absent, he/she is responsible for making up the assignment. 3 Rev. 8.12.16
Write What You See: Often, after the vocabulary quiz, I will put a picture on the overhead. Students will be required to write what they see. At times, students will write creative stories; at other times students will be required to determine of what the image is trying to persuade the audience and types of Logos, Pathos, and Ethos utilized. Please keep this separate from journal entries. I do recommend starting at the back of your journal. Outline of the Year: Note: Each six weeks will include text book readings, warm-up work, grammar practice, journal responses, vocabulary quizzes, independent reading. And you will read a variety of related works: poems, short stories, speeches, essays, letters, editorials, cartoons, biographies, autobiographies, memoirs, etc. Essays: Because The AP* Language and Composition course is a writing enhanced course, there will be several formal writing assignments. This course requires all students to produce several analytical writing assignments. Topics will be based on readings representing a wide variety of prose styles and genres and will include topics such as public policies, popular culture, and personal experiences. We will begin with connecting the links between reading and writing. We will then focus on the fundamentals of writing, concentrating on the elements of drafting to include the components of a thesis statement, gathering and utilizing examples, developing logical organization to include proper transitions, and the elements of revision. The teacher will provide instruction concerning all of these elements. Students will be required to identify authors’ purpose and theses statements of essays provided in the text. Then each student will be required to compose thesis statements from provided topics. The thesis statements will be evaluated by peers as well as the teacher and comments will be provided. Each unit or form of essay will begin with instruction from the teacher concerning the elements of the type of essay that will be drafted by the student. Our first and second essays will be comparison & contrast essays. The teacher will provide instruction concerning the elements of comparison and contrast to include: defining comparison and contrast; choosing a subject; the essentials of finding similarities and differences; structuring a comparison and contrast essay; utilizing analogy, metaphor, and simile; and the revision process of a comparison and contrast essay. The student skills included will center on determining the writer’s subject, purpose, strategy, and audience, and developing the details to support the purpose. Critical reading strategies will be utilized by students. Several comparison and contrast essays will be reviewed and discussed by the class. Each student will then be required to compose a 2-3 page comparison and contrast essay for two separate timed summer reading exams. Our third essay will be a personal narrative and description essay focusing on a life-changing event, a loss, or a discovery or realization. We will explore the fundamental elements of narration together, examining and discussing several selections of personal essays provided in the text. In this class, there will be certain steps involved prior to final completion of all essays. Each student will be required to determine the purpose of his/her essay. From that purpose, each student will draft a thesis statement. We will begin our “Writing Workshops” at this time. The thesis statement will be reviewed by class 4 Rev. 8.12.16
members and finalized after teacher review and approval. Once the thesis is approved, students will develop three main topics to support their individual thesis statements. A peer review will follow. Each student will then draft a personal narrative essay 2-3 pages, typed. Students will be required to bring the draft to class for peer review. Each student is required to have at least two other students review his/her paper. The teacher will also provide feedback as it is critical in the drafting of an essay. This essay is a major grade. Our fourth essay will be a definition essay. The teacher will provide instruction concerning the elements of definition to include: determining what definition is; the difference between denotation and connotation; what and how much to include in a definition essay; how to structure a definition essay; and the revision process employed by the student with a definition essay. The student skills included will center on determining the writer’s subject, purpose, strategy, and audience, and developing the details to support the purpose. Critical reading strategies will be utilized by students. Several definition essays will be reviewed and discussed by the class. Each student will then be required to compose a 2-3 page typed definition essay. All elements and stages of the Writing Workshop will be included in this process. Our fifth essay will be a cause-and-effect essay. The teacher will provide instruction concerning the elements of cause-and-effect to include: defining cause and effect; the reasons for writing cause and effect analysis; choosing a subject; isolating and evaluating causes and effect; structuring a cause-and-effect analysis; and the revision process of a cause-and-effect essay. The student skills included will center on determining the writer’s subject, purpose, strategy, and audience. Critical reading strategies will be utilized by students. Several cause-and-effect essays will be reviewed and discussed by the class. Each student will then be required to compose a 2-3 page typed cause-and-effect essay. All elements and stages of the Writing Workshop will be included in this process. Our sixth essay will be an argument & persuasion essay/Research Paper Project – Persuasive Paper. The teacher will provide instruction concerning the elements of argument and persuasion to include: where to begin; the difference between arguing and persuading; determining what we already know about arguing and persuading; how to analyze audience; elements needed to convince a reader; ways to connect the thesis and evidence in an argument; ways to ensure that the argument is logical; structuring an argument; and the revision process of an argumentative or persuasive essay. The student skills included will center on determining the writer’s subject, purpose, strategy, audience, vocabulary, and style. Critical reading strategies will be utilized by students. Several argument & persuasion essays will be reviewed and discussed by the class. Each student will then be required to complete a 5-7 page typed persuasive research paper. The teacher will provide instruction concerning the elements of research paper to include: defining the freshman research paper; the differences between a research paper and other papers; why we are asked to write a research paper; how to use direct quotation; locating topics; the differences between subject, topic, and thesis (a review from the first six weeks); writing with a formal thesis; research strategies; locating reference books; utilizing online resources; caution concerning online sources; utilizing library databases; evaluating print resources; MLA documentation; integrating sources; plagiarism; how research aids in writing the paper; and the revision process of a research paper. . All elements and stages of the Writing Workshop will be included in this process. Our seventh will be a process essay. The teacher will provide limited instruction on the process essay process. The students will be required to read the process essay strategies and then compose a 2-3 page typed essay. There will be no Writing Workshop included; however, the teacher will be available to conference and aid in any revision/editing the student may need. 5 Rev. 8.12.16
Our eighth essay will be an author-based research essay. This involves searching beyond a text to find information that expands the student’s understanding of a work or list of works by an author. This will help open the door to different interpretations of an author’s work and will help enrich the student’s reading experiences in the future. The student will complete research on a writer of his/her choice. The student will research the writer’s life and explore the connections between the writer’s life and his/her work/art. This is a persuasive research paper – The student will have sources and cite those sources. The student’s thesis must connect author’s life and work. All elements and stages of the Writing Workshop will be included in this process. There will also be an Annotated Bibliography attached to this assignment Writing Workshops: Writing Workshops will be included in the various stages of development in the writing process for each essay drafted. Thesis statements, main ideas, introductions, and conclusions will be evaluated by peers as well as the instructor during each drafting stage, and the appropriate revising and editing will be completed for each element in accordance to the feedback provided by the peers and the teacher. The purpose of these workshops is to provide instruction and feedback on all writing assignments. The workshops will also help ensure that students are employing the proper techniques in the writing process. Organization with the help of graphic organizers, sentence structure, and rhetorical structures to include the effective use of rhetoric will be evaluated during the Writing Workshops. We will also work on repetition, proper transitions, proper emphasis, controlling tone, and utilizing the appropriate voice for the writer’s audience during these workshops. Because there should be a balance of generalization and specific illustrative detail in an essay, the workshop will be utilized to ensure that this balance is properly maintained in each student’s essay. At least two class periods prior to submitting final drafts of all papers will be comprised of a peer-review revising and editing session followed by a teacher conference, which will be centered on reviewing and approving proposed revisions. MLA Format – Quick Guide Essays and papers written in this class will adhere to the conventions of MLA formatting. Please remember the following: Times New Roman – 12 point font – do not bold any line Double spaced – 2.0 Margin all around the page is 1 inch Number all pages – except the first page – in top right corner. You must include last name before page number. Ex: Henderson 2 (This will be the only time you use the header function.) All documents shall begin with your name in the top left (not in header – will be first line of page); then instructor’s name on second line; class name on third line; due date on fourth line. On the fifth line, you should have a title centered on page. The title should be appropriate, relevant, and original. Do not bold title; Do not change font; Do not underline title. The first five lines will only be on the first page. I am hesitant to use the term “header” because you do not use the header function. Third person point of view is often the best to use in a formal essay; however, at times, you may find it necessary to use first person, such as in a personal narrative. Please avoid the use of second person – “you.”
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AP* Exam Information: English Language and Composition
Section I Approximately 55 questions (60 minutes) Section II 3 essays (15-minute reading period, 120-minute writing period)
45% of the grade 55% of the grade
We will be discussing the AP*Exam throughout the year and preparing for it extensively. Please don’t panic – one day at a time! Changes to Assignment Schedule and Course Policies: The instructor reserves the right to update the course policies, assignments, and schedule at any time. Changes may be made throughout the semester. It is the student’s responsibility to keep up with changes as they are announced. Week Number Week 1 Aug. 22-26
In-Class Course Topics and Activities
Assignments Due
Introduction to course policies and to each other. Becoming a Critical Reader, Thinker, Writer How to Read an Essay How to Write an Essay
Parent Contact Form/Syllabus Acknowledgment – Signed – This is a daily grade due no later than Fri, Aug. 26. “How to Read an Essay” - read p. 1-5 - One dialectical journal (DJ) entry – due Thurs. 8.25 (11th Edition – P. 1-5)
Introduction, Body, Conclusion Thesis – Identifying and Drafting – What does it do and where does it go?
“On Cloning a Human Being” - read p. 6-9 – determine the Author’s Purpose and the Thesis of the Essay – you may include this on the same page as your DJ entry – due Thurs. 8.25 (11TH ed. – “Hard Employment Truths” – p. 6-8)
MLA Formatting Overview (Purdue Online Writing Lab (OWL) is a great resource) owl.english.purdue.edu/owl MLA guide – bottom left on main page under Suggested Resources
“How to Write an Essay” – read p. 13-31 – 1 DJ entry and determine the 3 most important things you think you need to do before drafting an essay – you may include this on the same page as your DJ entry – due Fri. 8.26 (11th ed. – p. 15-30)
Overview of DJs for novels and textbook Overview and Discussion of Topics in Class Overview of Journal Entries Begin Journal Entries
HW: Homework for Monday - “How to Revise an Essay” – read p.32-43 – 1 DJ and determine the 5 most important tasks when revising an essay – you may include this on the same page as your DJ entry – due Mon. 8.29 (11th ed. – p. 31-43)
Overview of Write What You See - exercise
Week 2 Aug. 29Sept. 2
Summer Reading – DJ Entries for The Devil in the White City and The Road
Summer Reading Projects are due by class, Fri. 8.26. No late projects will be accepted. This is a major grade. I will accept projects early for 5 points per day. This may be turned in early beginning on Tues. 8.23
How to Revise an Essay Gathering and using Examples in Our Writing
“How to Revise an Essay” - p.32-43 – 1 DJ and the 5 most important tasks when revising an essay - due Mon. 8.29 (11th ed. – p. 31-43).
Overview and Discussion of Topics in Class “Night” p. 75 – re-read in class for discussing
Read Chapter 1 – “Gathering and Using Examples” - p. 62-80 – 1 DJ entry and pick 1 topic on p. 80 and compose 7 Rev. 8.12.16
Week Number
In-Class Course Topics and Activities
Assignments Due
how to show not tell
a thesis statement – due Tues. 8.30 (11th ed. – p. 61-75) (Topics – p. 102).
Comparison and Contrast – how to write this type of essay
“Comparison and Contrast” – read Chapter 5 – P.267-277 – complete 1 DJ over reading – due Thurs. 9.1 (11th ed. – p. 247-255).
Discuss The Devil in the White City Human Ambition; The Duality of Man; the Buildings; the juxtaposition of the 2 sides of the city
Get ready for 1st summer reading exam on Thurs. 9.8 Homework over the weekend: “Narration” – read Chapter 2 – p.112-126 – 1 DJ entry. Due Tues. 9.6 (11th ed. – p. 103-120). 1 DJ - Chapter 2 “Narration” - due Tues. 9.6
Journal Entries Week 3 Sept 5-9
Issues with essay – discuss
HW: Chapter 3: Description – read p.161-174 – 1DJ– due Fri. 9.9 (11th ed. – p. 149-164).
Journal Entries Labor Day Holiday, Mon. 9.5 Pictures – Wed., 9.7
Discuss The Devil in the White City Human Ambition; The Duality of Man; the Buildings; the juxtaposition of the 2 sides of the city.
Fri: Handout for Personal Narrative/Description Essay – discuss assignment TOPICS on Friday; thesis for possible topic due Tues. 9.13
Introduction of Outside Writing Assignment 1 – Narration & Description – Personal Narrative –Typed Rough Draft due Tues. 9.20
Determine purpose of essay in class Fri. 9.9
Read “A Pen by the Phone” in class (p.181) Make a list of relatives or friends and note an activity, emotion, or behavior that you connect with them – Fri. Summer Reading Exam – Thursday, 9.8 – The Devil in the White City
In-Class Essay 1 must be completed in class. You have 50 minutes, and you must bring your own paper.
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Week Number Week 4 Sept. 12-15
In-Class Course Topics and Activities
Assignments Due
Chapter 1 Vocabulary – receive on Mon. Begin Vocabulary – Chapter 1 (unless otherwise dictated by conflicts in school calendar – worksheet will be distributed on Mondays, it will be due on Wednesdays, and the quiz will be on Fridays.
Thesis due & Writing Workshop for thesis – Tues. 9.13 Vocabulary Worksheet – due Wed Vocabulary Quiz – Friday HW: Outside Writing Assignment 1 – Narration – Personal Narrative –Typed Rough Draft due Tues. 9.20 – Major Grade. This cannot be late. If you are absent, you must email the essay to me.
Overview of Logos, Pathos, Ethos. Overview of Logical Fallacies. Plagiarism. Handout for Logical Fallacies Cards – go over project requirements. This is an on-going assignment due throughout the year. View commercial examples. Journal Entries
Week 5 Sept. 19-23
Write What You See Summer Reading Exam – Thurs. 9.15 – The Road
In-Class Essay 2 must be completed in class. You have 50 minutes and you must bring your own paper.
Chapter 2 Vocabulary – Mon.
Vocabulary Worksheet – due Wed.
Overview of Hawthorne and The Scarlet Letter
Bring a typed draft of your Writing Assignment 1 (Personal Narrative/Description) to class on Tues. 9.20. This is a major grade. This cannot be late – and will receive a zero if you do not have it when you come to class. If you are absent, you must email it to me prior to your class period or you will receive a zero.
Journal Entries Writing workshop of Writing Assignment – Personal Narrative/Descriptive Essay – Revise and Edit – Peer Review
Vocabulary Quiz – Friday Overview of AP Exam Requirements HW: The Scarlett Letter - Chapters 1-6– questions and 3 DJS due Mon. 9.26
Handout for Rhetorical Elements project – this is a partner project (Due 11.28) – must present to class).
HW: Outside Writing Assignment 1 – Narration – Personal Narrative –Final Copy - due Tues. 9.27 – If you are absent, you must email a copy by your class period.
Handout with Rhetorical Elements
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Week Number Week 6 Sept. 26-30
In-Class Course Topics and Activities
Assignments Due
Chapter 3 Vocabulary
Vocabulary Worksheet – due Wed
Discuss The Scarlet Letter
TSL Chapters 1-6 – questions and 3 DJS due Mon. 9.26
Introduction of Outside Writing Assignment 2 – Definition
Outside Writing Assignment 1 due – Personal Narrative – Tues. – 9.27 – Major Grade
Discuss Definition
Chapter 8 – Definition – p.428-441 – 1 DJ – due Thurs. 9.29 (11th edition – p.397-411)
In class – Pick words and define and then add negative and positive connotations
HW: Thesis for Definition Essay due Tues. 10.4 Handout for Definition Essay Assignment HW: The Scarlett Letter – Chapters 7-12 – questions and 3 DJS due Mon. 10.3
Week 7 Oct. 3-7
Chapter 4 Vocabulary
Vocabulary Quiz – Friday Vocabulary Worksheet – due Wed
Discuss The Scarlet Letter
TSL Chapters 7-12 – questions and 3 DJS due Mon. 10.3
Journal Entries
Thesis for Definition Essay – due Tues. 10.4
Writing workshop of Writing Assignment – Definition – Revise and Edit – Peer Review
HW: The Scarlett Letter – Chapters 13-18– questions and 3 DJS due by Tues. 10.11. HW: Bring a typed draft of your Outside Writing Assignment 2 – Definition Essay to class on Wed. 10.12 This is a major grade. Vocabulary Quiz – Friday
Week 8 Oct. 10-14 Monday, the 10th, is a Teacher In-Service Day Last Day of MP – 10.14
Chapter 5 Vocabulary
No School Monday
Discuss The Scarlet Letter
TSL Chapters 13-18 – questions and 3 DJS - due Tues. 10.11.
Journal Entries Writing workshop of Writing Assignment – Definition – Revise and Edit – Peer Review
Bring a typed draft of your Outside Writing Assignment 2 – Definition Essay to class on Wed. 10.12. This is a major grade. This cannot be late. Final clean copy of Definition Essay due Tues. 10.18
Journal Check sometime this week for a major grade - most likely Fri. 10.14 – but this is subject to change.
Vocabulary Worksheet – due Thurs Vocabulary Quiz – Friday HW: The Scarlett Letter –– Chapters 19 -24 questions and 3 DJS due by Mon. 10.17. HW: Cause and Effect – Chapter 7 in Textbook – p. 377397 – 1DJ due Thurs. 10.20. Also – look over AND 10 Rev. 8.12.16
Week Number
In-Class Course Topics and Activities
Assignments Due CHOOSE possible topics for cause and effect essay on p.396-397. Write down possible topics on page with DJ. (11th ed. – p. 347-361; for topics - p. 394-395)
Week 9 Oct. 17-21
TSL Chapters 19-24 – questions and 3 DJS due Mon. 10.17.
No Vocabulary this week Introduction of Outside Writing Assignment 3 – Cause and Effect
PSAT – Wed., Oct. 19
Writing Assignment 2 – Final clean copy of Definition Essay due Tues. 10.18.
Handout for Cause and Effect Essay Assignment
Cause and Effect – Chapter 7 in Textbook – p. 377-397 – 1DJ due Tuesday. Possible topics for cause and effect essay on p.396-397 – due Thurs. 10.20 (11th ed. – p. 347-361; for topics - p. 394-395)
Finish Discussion over The Scarlet Letter Journal Entries In-Class Essay Exam
In- Class Essay 3 - The Scarlet Letter –Fri. 10.21 HW: Read Chapter 9 text p. 474-494 – 1DJ; Be thinking about possible topics for persuasive research paper. All due by Fri. 10.28. (11th ed. – p. 442-459)
Week 10 Oct. 24-28
Begin research in library on 10.31-11.8 Vocabulary Worksheet – due Wed
Chapter 6 Vocabulary Writing workshop of Writing Assignment – Cause and Effect – Revise and Edit – Peer Review – Thursday.
Bring a typed draft of your Outside Writing Assignment 3– Cause and Effect Essay to class on Thurs. 10.27. This is a major grade. This cannot be late. Final Copy of Cause and Effect essay due Tues. 11.1
Introduction to Outside Writing Assignment 4Argumentation and Persuasion – Research Paper
Chapter 9 text p. 474-494 – 1DJ - due Fri. 10.28. (11th ed. – p. 442-459) Vocabulary Quiz – Friday
Week 11 Oct. 31 Nov. 4
HW: Chapter 11 – “The Research Paper” read p.571-626 – this will help you format the research paper. 1 DJ due by Thurs. 11.3. (11th ed. – Chapter 10 - p. 507-542). Research for Argumentation and Persuasion Essay
Library
Final Copy of Cause and Effect essay due Tues. 11.3 Chapter 11 – “The Research Paper” read p.571-626 – this will help you format the research paper. 1 DJ due Thurs. 11.3. (11th ed. – Chapter 10 - p. 507-542) 11 Rev. 8.12.16
Week Number Week 12 Nov. 7-11
In-Class Course Topics and Activities
Assignments Due
May spend some time in library this week if needed.
Working on research paper
Writing the Research Paper MLA Documentation “Avoiding Plagiarism”
2 Logical Fallacy Cards due Fri. 11.11 This is a major grade.
Journal Entries Logical Fallacy Cards
Week 13 Nov. 14-18
Last day to drop class & receive “W” – 11.11 Chapter 7 Vocabulary
Vocabulary Worksheet – due Wed
Writing the Research Paper
Vocabulary Quiz – Friday
Working in class
Bring a typed draft of your Outside Writing Assignment 4– Argumentation and Persuasion Research Paper to class on Tuesday, 11.15. This is a quiz grade. This cannot be late. Argumentation and Persuasion Research Paper - due Fri. 11.18 No school
Nov. 21-25 Week 14 Nov. 28Dec. 2
Thanksgiving Break
Week 15 Dec. 5-9
Chapter 8 Vocabulary
Rhetorical Elements Project due – Mon. 11.28 – Presentations will take the entire week with the large classes. The Great Gatsby
Rhetorical Elements Presentations
Vocabulary Worksheet – due Thurs.
Overview of F. Scott Fitzgerald and The Great Gatsby
Vocabulary Quiz – Friday There may be class time to work on The Great Gatsby. Please use your time wisely.
Week 16 Dec. 12-16
HW: The Great Gatsby - Read chapters 1-3 – 3DJs and study questions – due Tues. 12.13
Final Exam – Will be a timed essay.
Attendance is required – Monday, December 12
Chapter 9 Vocabulary – Worksheet Tuesday
Chapters 1-3– The Great Gatsby – 3DJs and Reading Questions due Tues. 12.13
The Great Gatsby Journal Entries Write What You See May have time in class to read on own
Vocabulary Worksheet – due Thurs Vocabulary Quiz – Friday HW: Read chapters 4-6 – 3DJs and study questions due Wednesday – Jan. 4
Because this is final exams week for all classes, the daily schedule may change – as well as due dates and quiz dates this week. End of WHS Semester End of Lone Star Semester
Final Exams 12 Rev. 8.12.16
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