Urbana University with Milton-Union High School English 106 – Intermediate Composition (Honors English 12) Instructor Information: Mrs. Megan Bryson Room 4117
[email protected]
Office Hours: Before school from 7-7:20 most days During lunch After school most days, but please schedule in advance
Credit: Urbana = 3 credit hours if earning a “C” or better Milton = 1 credit hour if earning a “D” or better Prerequisites: Successful completion of CP English 9, CP or Honors English 10 with recommendation for Honors English 11 and a minimum cumulative 3.2 GPA (some exceptions can be made but will need to be discussed with the instructor) Required Texts: Purdue OWL: http://owl.english.purdue.edu/owl/ Girl in Translation by Jean Kwok or Secret Daughter by: Shilpi Somaya Gowda The Last Lecture by: Randy Pausch or Tuesdays with Morrie by: Mitch Albom The Storyteller by: Jodi Picoult The Glass Castle by: Jeannette Walls Beowulf Hamlet by: William Shakespeare “How to Say Nothing in 500 Words” by: Paul Roberts
“A Modest Proposal” by: Jonathon Swift Some Poetry – TBD Non-fiction Articles - TBD Other Required Items: Paper Writing Utensils Regular internet & computer access Access to Microsoft Word Highlighters Tissues Post-it notes
*The books will be provided for you, but you are welcome to purchase the texts if you would like to write in them. *At least one of the books, you’ve purchased with your school fees. Turnitin: Lengthy writing assignments will be submitted to turnitin.com. Together, we will discuss how to use this resource. Dual Enrollment Course Outcomes: Through the Dual Enrollment process, students will: Improve their writing; Earn college credit while still in high school; Ease the transition from high school work to college level work; Avoid remedial writing courses in college;
And be ready to pursue a rigorous college curriculum upon the completion of high school.
Course Description: Practice in expository writing with emphasis on the techniques of shorter, formal composition. Writing types include: narration, description, exemplification, process analysis, comparison/contrast, cause and effect, definition, classification, and argumentation. Students will write at least 6 essays. One of the 6 will be a research paper with a topic to be determined. Course Objectives: Students will: Strengthen their expository writing skills through intense writing practice. Essays will demonstrate an understanding of the following concepts: thesis, use of primary evidence, use of analytic sentences, and paragraphs. Additionally, essays will demonstrate students’ continued development in and understanding college-level writing skills: developing a thesis, structuring an essay, drafting and redrafting, college-level editing skills. Respond to an in-class essay prompt using direct quotations and a structured essay format. Edit work for precision, clarity, and style and strengthen their awareness of grammar and mechanics in their writing. Work on their individual challenges in terms of grammar, mechanics, and writing style. Develop strategies for generating, revising, editing, and proofreading text. Develop an awareness of writing processes with an emphasis on revision. Develop the skill to accurately cite every source to avoid compromising others’ intellectual property. Evaluate multiple sources of information for accuracy, credibility, relevance, reliability, and perspective. Use teacher, peer, and self-feedback in order to produce multiple revisions of text. Knowledge: The students will be able to demonstrate knowledge of: The writing process; The research process including proper MLA documentation; Grammar, mechanics, and writing style; Multiple reading strategies as listed above. Skills: The students will be able to demonstrate skills in: Writing will structured papers that are free of mechanical and usage errors; Choosing appropriate sources for research and persuasive papers and documenting them in a Works Cited paper; Formatting essays appropriately including a thesis statement, transitions, and support; Revising and editing papers; Annotating, understanding, analyzing, generating questions, and synthesizing information. Dispositions: The students will be able to demonstrate the following: Increased awareness and development of a personal writing style;
Ability to present thoughts, opinions, and research through formal and informal writing and speaking opportunities; Appreciation for and understanding of a variety of styles of writing from multiple genres. Academic Integrity: “It is contrary to the purpose of every course at Urbana University for any student to represent another’s work as his or her own. This is known as plagiarism. Academic misconduct includes using disallowed materials in quizzes, tests, or exams; letting someone else write his or her name on papers, homework exercises or other work; copying another’s test during a testing period; or failing to acknowledge the source of one’s ideas or wording in papers. Any student who engages in any of the above forms of academic misconduct may receive a grade of “F” for the specific material for the course. Students who engage in any form of academic misconduct may not withdraw from the course. All cases of misconduct are to be reported in writing to the College Dean and/or the Vice President for Academic Affairs. A student engaging in multiple incidents of plagiarism or other forms of academic misconduct may be expelled from the university.” (urbana.edu) In other words, plagiarism is a serious offense with serious consequences. Committing this offense will result in a zero for the assignment. If you have questions about plagiarism, please see me for clarification. Alternative/Special Needs Accommodations: Students on an Individualized Education Plan (IEP) or 504 will have adjusted assignments, extended time limits, and other assistance as indicated on their IEP/504. Technology: Students will need to have access to Microsoft Word, PowerPoint, Prezi, and the Internet. Students will also need access to My Big Campus or a flashdrive. Electronic Devices (cell phones, iPods, iPads, Kindles, Nooks, tablets, laptops, etc.): Cell phones need to be put away while class is in session. If students would like to use their phone for educational purposes, they must ask for permission. Students may use e-readers in class as directed by the instructor. Use of all other technology will be handled on an as needed basis. Grading Scale: A 90-100 B 80-89 C 70-79 D 60-69 F 0-59
Point Breakdown Estimates: Homework 5-20 points Quizzes 10-50 points Participation 5-10 points Tests 100-200 points Formal Essays 100-200 points Informal Essays 20-50 points
Behavior Expectations: Mature and respectful behavior is expected at all times. Students are expected to be to class on-time, prepared for class, honest, and exhibit appropriate classroom behavior. Students are to follow the code of conduct at all times. Use of College Level Writing & Speaking Skills:
Students are expected to use college level writing skills in all typed and handwritten assignments. Students are expected to use Standard English when speaking.
Class Participation: It is expected that students actively participate in class sessions in a manner that is demonstrates prior preparation through readings and other assignments. A failure to participate will affect your final grade. Attendance Expectations: “Urbana University is committed to the value of regular class attendance and all instructors are accordingly held responsible for maintaining pertinent record. … Students are expected to report and explain any absence(s) to their instructor. Explanations must be substantiated (physician’s note, job supervisor letter, etc.). Students expecting to be absent should notify and be excused by their instructor in advance whenever possible. If a student has three consecutive unexcused absences or erratic attendance, the instructor must promptly notify the Director of Academic Support Services…” (urbana.edu). Should a student have 3 unexcused absences or erratic attendance during the course of a quarter, his or her grade will lose participation points. Students will also not be permitted to complete work completed or due on the day of his or her unexcused absence. For major papers and projects, students must turn-in assignments via email or a peer even for an excused absence during the same class period as his or her peers. Extreme extenuating circumstances (death of a loved one, hospitalization, or accidents) will be dealt with on a case-by-case basis. Conferences: Throughout the year, we will schedule a time for each student to conference with the instructor. During these conferences, we will discuss the work you have completed up to that point, work in progress, and your goals for the remainder of the year. Coming to a conference unprepared is like not completing an assignment on time. Our conferences will be assessed. Essays: All written assignments must be typed. The format required is: Header with page numbers in the upper right-hand corner when more than 1 page is present. MLA format citations unless otherwise directed Double-spaced, 12 pt. font, 1” margins Times-New Roman or Arial font Top left hand corner include your name, instructor’s name, course, date (16 July 2013) Center your title. Do not italicize, underline, or put quotation marks around it. Class Assignments: Students will complete approximately 6 formal essays and multiple informal essays this year. Students can expect to have multiple opportunities to practice their public speaking skills. Additionally, students can expect to complete both independent and group projects throughout the year. Rubrics and assignment sheets will be distributed at the beginning of the unit/assignment. If a student would like to know about an assignment before it is distributed, please ask the instructor. Students and instructor will together to determine mini-deadlines and final deadlines for major projects.
Students can expect to have homework on a weekly basis. Homework may include studying for tests, reading to prepare for class, completing vocabulary workbooks, and other assignments as deemed appropriate by the instructor. Examinations: Students can expect to take 2 semester exams. These will be reflected on your Urbana University grades. Students can also expect to take smaller tests throughout each quarter. Educational Support Services: Students may seek additional support during the office hours listed on the front of the rubric. Please ask questions and advocate for yourself. The instructor is willing to help students. However, it is imperative that students ask for help if they are struggling. Schedule: Because this is a year-long course, I’ve included a monthly breakdown of what will be studied. Our schedule is flexible and may change as I find it necessary to adjust our timeline. August/September: College Applications “How to Say Nothing in 500 Words” Narration Essay/Description Essay – for college applications Initial goal conferences Resumé – parallelism Cover Letter October/November: The Last Lecture or Tuesdays with Morrie In-class essay: Definition – Success Girls in Translation or Secret Daughter Cause and Effect – Ethical Dilemmas December: Beowulf Midterm/Final Exam January: “A Modest Proposal” Rotary 4-Way Test Speech Contest Argumentation Essay – Select a topic and demonstrate how it fits the “4-Way Test” Midterm goal conferences February: Hamlet Literary Reflection – as it relates to Hamlet March: Research Paper – Topic to be determined April: The Glass Castle Process Analysis – surviving high school May:
Poetry Final goal conferences Senior Reflection Final Exam
