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Norris Language Department
Norris Language Department
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Mrs. Boon Email: nicole.boon@norris160.org
ENGL 1010 Norris High School/Room S-2 Office Hours: 8:-8:25 am Period: 2A 9:25-10:55 am 11:00-11:50 am 3:30-4:00 M-W-F
Course Information: Fall Semester 2009 Start Date: August 14th End Date: December 18th
Required Texts: · Reid, Stephen. The Prentice Hall Guide For College Writers 8th Edition. Prentice Hall. · Lunsford, Andrea. The Everyday Writer, 4rd Edition. Bedford. · A current, quality dictionary and thesaurus—
Class Policy and Rules: School rules are listed in the student handbook/planner and will be adhered to in this class. My own class policies are listed below. Ignorance is not an excuse—I expect you to be aware of all rules at all times.
Tardiness: You are late when the bell rings and you are not in your seat ready to go, regardless of what I am doing. If you come late to class—have a PASS from your previous teacher, from the office, from the nurse, etc., in your hand. · Late 1x = 15 minute detention · Late 2x = 30 minute detention · Late 3x = 45 minute detention and email/phone call home to parents · Late 4x = well, you don’t want to be late a fourth time…
Food and Drink: Absolutely no open top containers will be allowed in class, but you may have a screw top lid like a water or soda bottle. Absolutely no food. Eat breakfast, snacks, lunch, etc., before entering my room. If you have food in my classroom—expect penalties, like detentions, loss of daily points, emails home to parents, similar to being late, or violating any other class policies
IAP Periods: If you would like to meet with me during the IAP period (11:00-11:50) you must either set an appointment with me prior to the start of IAP on that day, or you must have your IAP teacher call to see if I am available to conference with you. I may have other students who have already received a pass. Once in IAP, I expect you to follow both school policies and my own.
Preparation: You are expected to be prepared with all materials necessary for the day’s activities: pen and or pencil, a journal notebook or loose paper, both of your textbooks, and anything else I have asked you to bring for class. You should be prepared with any reading or other assigned work. · First offense without proper materials = 15 minute detention · Second offense = 30 minute detention · Third offense = 45 minute detention and email/phone call home to parents. · Fourth offense = please don’t do this a fourth time.
Homework: All assignments are due when I call for them so be prepared. An assignment is not completed if it is not ready to go when called for. Do not ask to go print typed work; it will be late.
Work Expectations: Sloppy work (work that does not follow format guidelines or looks like you used it for a doormat) will be returned immediately and not graded until expectations are met. Work must be organized, neat, not crimpled. If you turn in an assignment on time, but it is raggedy, then you have until the end of that school day to turn in a respectable copy without late penalty.
Rewrite Policy: Your major essays may be revised once for an improved grade. You will have approximately one week from the time I return papers to get in your rewrite. You must attach the rubric and original to your revised copy or I will not accept the rewrite at that time. Late papers will not be eligible for rewrites.
Late Policy: If your paper is late, i.e. not in my hand or the bucket when it’s due, then you can only receive “passing credit” for the assignment, which is 65%. You have 1 week to turn in your assignment—which must be of “passing quality” in order to get credit. After the one week deadline, a grade of “0” will go into the book. Therefore, get ALL assignments in on time. However… · Because I realize that “life” gets in the way of even our best laid out plans, I will allow each student ONE extension per quarter, but this must be arranged and approved by me ON or PRIOR to the due date. · My willingness to extend your deadline will be on an individual circumstance basis. · If you are ill on the due date, you must see me ASAP to make arrangements to turn in your piece. · You can always email your assignment from home or give it to a friend to turn in for you. · If you will be absent for a school activity, vacation, etc., your assignment is due before you go. · AND, any student who does NOT turn in his/her paper on time MUST fill out a “student responsibility report” staying what homework is missing, why it’s missing, and when the assignment will be turned in. This report will be filled out by the student and turned in with the assignment on the agreed date.
Other Class work: You may not do work from other classes in my class. The result will be a detention. Ignorance is not an excuse, therefore, “I didn’t know” won’t work.
Missing Class: If you are going to miss my class for whatever reason, it is your responsibility to get all assignments in to me on time. I will NOT chase you down, but I will remind you once.
Attendance Policies: Students are required to follow guidelines set by Norris High School in regards to attendance. If students will miss a class due to illness, extra-curricular activities, or family reasons, they are responsible for contacting me in advance, if possible, in regards to their situation and class work. If students cannot meet with me prior to their absence, then they should do so as soon as possible upon returning to school. If students are repeatedly absent and miss over 30% of the class (about 11-12 class periods), it is possible that they will not get passing credit for the course; exceptions might be due, but not limited to, extreme illness or if students have made arrangements with Norris High School and with me. Note: I will not chase you down if you miss class; you are responsible for seeing me.
What kind of writing will we be doing?We will be writing essays, mostly, but will be doing other smaller writing projects to help you define and express your ideas. You will write about society or your life, providing enough “meat” for you to write a 4 page paper. We will be learning vocabulary words and using them in context. Finally, you will be writing in your journals, almost every day, which will serve as a way for you to share your ideas with me in private, or to hash out your ideas for your essay topics. The only way to become a better writer is to write.
Writing WorkshopsA workshop is class time in which you read other students’ papers and they read yours. These workshops are valuable opportunities for you to get your work looked over before you turn it in, and also to find out exactly what a reader needs for your paper to be a successful and meaningful piece. Workshop grades are based on participation, a willingness to read anyone’s paper, and effective feedback.
Smarthinking.com Smarthinking.com is a free service provided by SCC. You will be required to submit every major essay to Smarthinking for instructor review and feedback. This is SCC’s writing center and an opportunity for you to get feedback from another instructor to help improve your writing. You must submit to me a copy of the instructor’s feedback so I can review comments and give you credit for doing so—so plan ahead. Turn around time is two days. A smarthinking.com handout is at the end of this syllabus.
Journals: I will assign journal entries which will be written in class. Journals should be thought of as “idea notebooks” or safe places for you to record notes and impressions, grapple with difficult issues, respond to the essays in the text and generate ideas for the more formal writing assignments. Journals are a place where there are no right or wrong answers—just a place for you to record and work through your raw and initial feelings/ideas. Don’t worry about grammar or spelling either—save that for your polished pieces. Journals are graded daily, this grade will be based on addressing the prompt, providing originality of thought, and meeting the length requirement. Journals are 10% of your overall grade.
Analytical Cover Memos An ACM will need to be completed for each of the major essays. The ACM provides a chance to explain the writing process and creation of the piece. The writer will, in a one page minimum, double spaced, cover memo explain their frustrations, successes, excitement, worries, drafting, revising, provide background information, etc.- anything and everything they feel is necessary to share about their piece before it is read. Students must identify their purpose and their audience. This ACM is informally written, like a journal entry would be- conversational. ACMs are graded on the level of reflection and self-analysis of the writing process.
Methods of Evaluation Course grades will be based on class and group participation, daily work, revisions, and final drafts. See Teacher Rubric at end to see how papers will be evaluated by both teacher and student.
Class Expectations: Below, class expectations are clearly outlined. You will be evaluated during the semester for in-class work. You start with 30/30 points—but that can drop depending on your work in class—it can also go up with positive participation, but will not exceed 30 points. (This is part of the in-class work mentioned above in “Methods of Evaluation”).
Ø Listening and Critiquing I expect you to be an active and attentive listener at all times, listening with purpose that compliments or adds to the quality of the classroom discussion or atmosphere. I expect you to follow directions and listen with attention to your teacher and to your peers and respond in a respectful, mature manner. I expect you to listen accurately and listen critically, then answer rationally to an argument, avoiding hasty conclusions and recognizing prejudice when it occurs. Finally, I expect you to appreciate cultural, social, and personal differences among the people in our class.
Ø Speaking: I expect you to speak in turn, while actively volunteering to speak in class; you discuss, rather than try to “ram home” your own single-minded idea; you encourage and acknowledge others’ right to speak and do not monopolize all of the “air time.” You speak in time and do not “fog” the class atmosphere with unnecessary side chatter or conversation off the topic; you tell personal experiences; argue constructively and logically; speak with appropriate volume and emotion. When appropriate, you debate; speak in concrete or in abstract terms; speak sensitively according to cultural norms and audience.
Ø Class Membership: The Complete, Successful Student: I expect you to combine all of the above descriptors with the intangible skills that contribute to the mutual benefit of all class members: I expect you to stay on task and not be susceptible to the distractions of electronic temptations. You are able to be flexible and absorb the shocks and setbacks of classroom life--pick yourself up and go on when things go awry. You provide great feedback and participate in deep conversation over assignments that are done to the best of your ability. You give meaningful, substantive, expressive, and clear thoughts about classroom issues; you contribute. You refuse to be distracted by irrelevant issues and or destructive behaviors and will not let others detract from your learning. You strive to be the best you can be.
Incompletes: A grade of incomplete is only considered for students who have completed at least 80% of the coursework, are in passing standing, and under exceptional circumstances. Incompletes must be negotiated prior to the end of the term and completed within the first two weeks of the following term.
Drops/Incompletes: Please be aware that I will not drop you from class if you stop showing up. If you choose to drop, it is your responsibility to do so with Mr. Carlson ASAP and then notify me so that we can contact SCC regarding your decision.
Academic Integrity Academic integrity is one of the basic principles of a college community. Norris encourages and expects the highest standards of academic honesty from all students. Please note that cheating, plagiarism, or other forms of academic dishonesty are monitored and subject to disciplinary action, which will, at minimum, include a meeting with Mr. Skretta, Mr. Carlson, me, and a phone call to your parents. Any papers found to be plagiarized or have parts that are plagiarized will receive a grade of “0” with no option for rewrite.
To assist in helping students learn about plagiarism and how to avoid it, or recognize it, we will be using www.turnitin.com in class—this is a program used by many colleges, including SCC, that allows instructors and students to scan papers for any plagiarism.
Schedule: Assignments are due on the date listed, so please come ready to class with everything prepared. Always have your Prentice Hall Guide for College Writers with you as we will be discussing the readings and using many of the activities in the book. Also have your Everyday Writer with you because we will use it through the marking period for review and to address any problems with your writing. AND, please pay attention in class and check with your friends—reading assignments are subject to change due to school schedule, snow days etc, and ultimately, YOU are responsible for knowing when assignments are due.
Day 1: Thurs August 14th Thurs. Review Syllabus/Discussion of Writing Process Journal #1
Week 1: August 17th Mon: Intro: Writing Project: About Me Journal #2 Due: PHG: Chapter 1
Wed: Due: PHG pp. 18-33 Journal #3
Fri: Due: PHG 34-48 Vocabulary Quiz #1: Words 1-20
Week 2: August 24th
Tues: Writing Project #1 Due Intro Paper #1: Personal Narrative DUE: PHG 101-108
Thurs: Journal #4 Due: PHG 109-116
Week 3: August 31st Mon: Journal #5 DUE: PHG 117-124
Wed: Journal #6 DUE: PHG 126-129
Fri: Vocabulary Quiz #2: Words 141-160 PHG 142-145
Week 4: September 7th (Labor Day)
Wed: Journal #7 DUE: PHG 145-148
Fri: Workshop: Paper #1
Week 5: September 14th
Tues: Paper #1 Due Intro Paper #2: Shaping Spaces
Thurs: Journal #8 Due: PHG 51-58
Week 6: September 21st Mon: Journal #9 DUE: PHG 60-64
Wed: Vocabulary Quiz #3: Words 201-220 DUE: PHG 66-73
Fri: Journal #10 DUE: PHG 90-95
Week 7: September 28th Homecoming week!
Tues: Journal #11 DUE: PHG 96-99
Thurs: Workshop Paper #2
Week 8: October 5th
Mon: Paper #2 Due Intro Paper #3: Evaluation DUE: PHG 399-408
Wed: Vocabulary Quiz #4: Words 301-320 DUE: PHG 408-412
Fri: Journal #12 DUE: PHG 414-419
Week 9: October 12th
Tues: Journal #13 DUE: PHG 419-428
Fall Break: October 15th and 16th
Week 10: October 19th
Mon: Journal #14 DUE: PHG 441-450
Wed: Vocabulary Quiz #5: Words 421-440 DUE: PHG 451-453
Fri: Workshop Paper #3
Week 11: October 26th
Tues: Paper #3 Due Intro Paper #4: Explaining
Thurs: Journal #15 DUE: PHG 343-352
Week 12: November 2nd
Mon: Journal #16 DUE: PHG 355-360
Wed: Journal #17 DUE: PHG 361-367
Fri: Vocabulary Quiz #6: Words 461-480 DUE: PHG 386-393
Week 13: November 9th
Tues: Journal #18 DUE: PHG 394-396
Thurs: Workshop Paper #4
Week 14: November 16th Mon: Paper #4 Due Intro Paper #5: Position Paper DUE: PHG 509-525
Wed: Review Effective Research Review MLA Citations
Fri: Journal #19 DUE: PHG 527-532
Week 15: November 23rd (Thanksgiving Break)
Tues: Vocabulary Quiz #7: Words 501-520 DUE: PHG 534-539
Week 16: November 30th
Tues: Journal #20 DUE: PHG 540-566
Thurs: Journal #21 DUE: PHG 583-598
Week 17: December 7th Mon: Workshop Paper #5
Wed: Vocabulary Quiz #8: Words 601-620 Discuss Shared In-Class Essay
Fri: Paper #5 Due Shared In-Class Essay
Week 18: December 14th Tues: Journal #22 Intro: Vocabulary Review Write
Thurs: Journal #23 Vocabulary Review Write Due
Week 19: December 21st
Mon: SCC has finished the quarter- so technically, we don’t have class this day. But- you cannot be here, leave, and then come back. If you do not have class period 1AB, or if you do not have class 3AB, 4A, and 5A you may be able to receive a release for this period. If you have other classes- plan to bring something to work on in class this day.
English 1010 Pet Peeve Words and Forbidden Phrases:
Many students throughout the history of this course have been shocked and surprised at the extensive list of words that I will not allow in your writing. You can try to sneak them in, and in some instances, like quotes and use of “voice” they are necessary, however, 90% of the time, I will circle them in your paper and ask that you change your wording and phrasing.
Why?
These words are too common and too simple for you to be using as a high school senior who is taking a college course, and one who will be leaving and going off on your own, into the world of complexity and competition. You must learn how to use the power of language, of vocabulary, to express your ideas (which are important and valuable) in the best and most “mature” way possible. Therefore, we will be leaving these “7th grade words” behind us during this course (no offense to 7th graders, of course). I have a list posted in the front of the room, but below is a list for your ease of reference while working on assignments:
Pet Peeve Words: Happy Mad Sad Bad Glad Very Really So A lot Things You Stuff Gotten Got Hard Fun Good Big *This *It *That *can be used if has direct antecedent **any word that is used repeatedly, in repetition, may be circled as well to teach you to vary your use of vocabulary
Forbidden Phrases: There is There are This is That is Sort of Kind of
And use only sparingly: I feel I believe I think In my opinion
Grading Guidelines for Papers
The “A” and “A+” A’s are reserved for outstanding work. Papers that earn A’s address all of the requirements and guidelines for the assignment thoroughly and thoughtfully. They show a high level of critical thinking on the subject matter at hand and the ideas they address are developed clearly and fully. “A” writing shows excellent control over language and organization, reads fluently and coherently, contains very few sentence level errors, and follows MLA formatting and documentation guidelines (as is illustrated in our Everyday Writer). “A” papers show a striving to explore solutions to questions and problems and do so with sound logic. “A” papers have a strong sense of audience and purpose. Please note that “A+” grades are awarded only for writing that is highly sophisticated in terms of thought, logic, and language use (and it is possible for you to earn an A+ with the rewrite option!)
“B” B’s are awarded for very good work. Papers that earn B’s address the requirements and guidelines for the assignments, though some spots may be more thinly developed. They show an admirable level of critical thinking on the topic—beyond surface considerations. “B” writing shows solid control over language and organization, through there may be room for improvement. “B” writing also generally reads smoothly (though may have a few rough spots), is generally mechanically clean, and follows MLA formatting and documentation guidelines. “B” papers might not push themselves to explore answers to obstacles and ambiguities or might use questionable logic in doing so. “B” papers might have a more fuzzy sense of purpose and audience.
“C” C’s are earned for good work. Papers that earn “C’s” make honest efforts at understanding and meeting the guidelines and requirements for the assignments, though may fall short in meeting them all. They show some critical thinking, but often stop short at addressing the more surface considerations of the topic at hand. “C” writing can show inconsistent control over language and organization, and may read a bit choppy or disjointed. “C” writing may also be the result of a significant amount of sentence level and mechanical errors or show no consideration of proper MLS formatting style. “C” papers tend not to push themselves when they are unsure. “C” papers might have a fuzzy sense of audience and purpose. “C” papers do not exhibit ALL of these weaknesses at once. That would make a “D” paper.
“I” or “F” Papers earn “I’s” when they miss the mark on or ignore most of the requirements and guidelines for an assignment. They show minimal critical thinking and offer just a cursory treatment of the topic. Writing may exhibit a lack of control over language and organization, may not read fluently or coherently, and/or may have numerous sentence level and mechanical errors or no regard for the MLA format. “I” papers do not push themselves, and may have no sense of purpose and audience. Students who receive “I’s” or “F’s” on papers should visit with me for writing assistance on this and future assignments.
Sample Rubric: Will be modified to fit specific papers
Students Responsibility Report for Late Assignments
Student Name: ____________________________ Today’s Date: ____________ Assignment Title: __________________________ Due Date: _______________ This paper was not completed on time because ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Date of paper submission __________________________________________________ I understand that according to Mrs. Boon’s class policy regarding late assignments, this paper will receive a grade of no more than a 65%. I also understand that I did not ask for assistance, for an extension, or did not contact her prior to the due date/time, and therefore, take responsibility for this late assignment. Furthermore, I acknowledge that if I do not have this paper in to Mrs. Boon within one week, that a grade of zero will be entered permanently into the grade book.
Signed: ________________________________________ Date: ________________ |
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