English 4: Writing for College
Syllabus & Course Schedule
Congratulations! You’ve made it to twelfth grade! Now it’s time to get serious about graduation. This year you should be making your college and career plans. Our goal is to continue to prepare you for the rigor of college-level classes and professional expectations in the world of work.
The purpose of this course is to help students write effectively and confidently in their college courses across the curriculum and in their professional and personal lives. Students are expected to read critically, think analytically, and communicate clearly.
You will read and carefully analyze a broad and challenging variety of texts, deepening your awareness of rhetoric and language. You will develop your ability to work with language with a greater awareness of purpose and strategy, while strengthening your ability to compose. You will examine and work with essays, letters, speeches, images, and imaginative literature. You will learn how to analyze, deconstruct, construct, and effectively win arguments. And you will get to talk an inordinate amount about your reading, ideas, and revelations.
Required Materials
· The Language of Composition, eds. Renée H. Shea, Lawrence Scanlon, and Robin Dissin Aufses
· Spiral notebook
· Two-pocket folder
· Computer access and flash memory
· An academic planner (recommended)
Course Policies & Expectations
· Be prepared for class! Come here ready to learn. Have all materials necessary – your book, notebook, pen/pencil, brain, etc.
o Attendance – Come to class! More than 10 absences a semester can jeopardize your credit for the course. Please make sure that your absences are excused as soon as possible. If you do miss a day of class, don’t ask me what we did. Instead, have a “note buddy” – someone you can count on to fill you in.
o Tardiness – Be here on time. If the bell rings and you’re not in class, you are considered tardy. Accumulated tardies can turn into unexcused absences, which can jeopardize your attendance record.
o Passes – You have three (3) out-of-class passes that can be used throughout the semester. Use them wisely. Don’t use class time to see a principal, counselor, or another teacher. Our time here is valuable.
o Turn off cell phones and other electronic devices. If I see it, it becomes mine for the remainder of the class period.
· Be responsible for yourself and your actions. Excuses don’t interest me. Take charge of the decisions that you make.
· Be respectful of the classroom and those in it. Be polite and courteous, listen when others are speaking, and treat others in a professional manner.
· Late Work – Turn in all work on time! Shorter assignments will not be accepted late. For longer papers, each day the paper is late, you will lose a letter grade. You have adequate time to complete all assignments. In the event of an excused absence on a due date, turn in the work when you return. If you have a planned absence (field trip, etc.) the work is still due on the due date. I do accept work early.
· Academic Integrity – Maricopa High School defines academic misconduct as “Copying the work of another person and submitting it as your own, obtaining unauthorized or undocumented material from the Internet or other sources, or securing teacher materials or work in a dishonest or unauthorized way.” Plagiarism, whether intentional or unintentional is a serious offense. Students must turn in original work. Engaging in academic misconduct can result in a zero on the assignment, a referral to the administration, a 3-day-out-of-school suspension, or a failing grade for the course. Do not underestimate your teachers; we generally discover when you decide to commit an act of academic dishonesty.
Class Work
Reading Assignments
- The majority of homework for this class will involve reading. Class time is dedicated to the discussion, analysis, and evaluation of written texts. For this reason, the majority of reading for the class will be completed OUTSIDE of the classroom. The amount of time spent doing homework will depend on your skills as a reader. Students will have a choice of methods for daily homework, including completing response questions, creating a dialectical journal, making a graphic organizer, or writing a reflection. ALL READING ASSIGNMENTS MUST BE ACCOMPANIED BY ONE OF THESE RESPONSE TYPES TO RECEIVE CREDIT. Homework will be kept in student notebooks.
Journals
- Students will respond to daily writing prompts, in a variety of genres and response styles. These journal prompts are designed to develop the student writer’s sense of voice and to practice writing for different purposes and audiences.
Vocabulary Logs
- Students will be responsible for learning and applying new vocabulary from their reading as well as SAT preparation lists. Vocabulary will include literary and rhetorical terms, as well as contextual words. Each student will be required to keep a vocabulary log that will be checked periodically. Students will reserve a section of their notebooks for listing, defining, and using new words that they encounter during independent reading or in their class assignments.
Quizzes
- The teacher reserves the right to administer unannounced quizzes on material covered in the class and as homework. Students may use their notebooks on all quizzes.
Participation
- Students should expect to participate regularly in discussions and Socratic seminars. The course will emphasize active listening, presentation, oral defense, debate, and note-taking skills.
Notebook
- The spiral notebook will be used to collect reading responses, vocabulary, and journals. All work must be in this notebook to receive credit, and it must be neatly maintained. (You’ll quickly learn that I’m very anal-retentive about notebooks!) All work should be dated and labeled; if I can’t identify it, you can’t receive your due credit.
Writing and Projects
Timed Essays
- Students should expect to write most essays in class. Due to the nature of SAT and ACT exams, it is imperative that students prepare to write quality essays within a time limit. Essay topics may or may not be announced ahead of time. Some of these essays will be graded as rough drafts while others will use the writing process to produce a final draft.
Unit Papers
- This course has four total units that focus on different modes of argumentative writing. Each paper has specific requirements that will be detailed on the accompanying assignment sheets. Do not lose these assignment sheets! All of the information you need will be on them.
Independent Reading Project
- Students will complete an independent reading project each quarter. Students must select a book consistent with their skill and interest level that they will read independently. Students will keep a reading journal of their selection and prepare a project to present to the class.
Writing Portfolio
- Students will maintain all writing in a two-pocket folder. Student writing may always be revised and rewritten to receive a higher score. Students will be responsible for compiling a finished portfolio of the four unit essays that evaluates their strengths, weaknesses, and growth as a writer.
Final Exam
- Final exams take place at the end of each semester. These comprehensive exams will test students over specific, standards-based criterion taught throughout the school year.
Course Planner – Subject to change with notice.
Unit One
Wk 1: Introduction to Rhetoric
- LoC Chapters 1-3
- Terms: Rhetoric, Rhetorical Triangle, ethos, pathos, logos, stasis, kairos, Rogerian argument, Toulmin argument, claim, reason, warrant, purpose, occasion, speaker, audience
Wks 2-5: Rhetorical Analysis & Community: What is the relationship of the individual to the community?
- LoC Chapter 6
- Terms: SAT word list & text vocabulary
- Papers: Rhetorical Analysis on MLK’s “Letter from Birmingham Jail”; Expository Argument
Unit Two
Wks 6-9 – Definition & Education – To what extent do our schools serve the goals of a true education?
- LoC Chapter 4
- Terms: SAT word list & text vocabulary; Definition, Synthesis, Research,Resource, Bias, In-text, Reliability, Credibility, Historical context, Cultural context, Kairos, Style, Tone, Word Choice/Diction, Syntax, Narrative, Arts, Reflection, No Child Left Behind, Legislation
- Papers: Personal Reflection/Narrative on Education, Rhetorical Definition of Education
Unit Three
Wks 10-12 – Evaluation & Pop Culture – To what extent does pop culture reflect our society's values?
- LoC Chapter 11
· Terms: SAT word list & text vocabulary; Evaluation, Criteria, Bias
- Papers: 1 page movie review; “I” report; 3 page Rhetorical Evaluation of a Film
Unit Four
Wks 13-16 – Persuasion & Politics – What is the nature of the relationship between the citizen and the state?
- LoC Chapter 13
· Terms: SAT word list & text vocabulary; Fallacy, Irony, Satire, Heuristic, Theme, Tone, Mood, Irony, Style, Allegory, Psychomyth, Scapegoat
- Papers: “I” report; Rhetorical Persuasion on Policy
Final Portfolio and Exam
Wks 17-18 – Final Portfolio
- Focus on Revision & Portfolio Presentations
