Weathersbee 2013 - 14 AP Literature and Composition Syllabus
Content
CHAPIN HIGH SCHOOL http://www.lex5.k12.sc.us/ChapinHS.cfm Course: Advanced Placement Literature and Length of Course : year Composition Instructor : Dawn Weathersbee Number of Credits : 1 E-mail: [email protected]
Type: Advanced Placement
Web site: http://www.lexrich5.org/webpages/dweathersbee/ or www.dawnweathersbeeclass.weebly.com or www.dawnweathersbeeclass.weebly.com Voice Mail: 803.575.5400 ex.5473
South Carolina Uniform Grading Scale A= 93-100 B= 85-92 C= 84-77 D= 70-76 F= Below 70
Fee: $8.50
Course Overview An Advanced Placement course in English Literature and Composition engages students in becoming skilled readers of imaginative literature of recognized merit written in a variety of periods, disciplines, and contexts and in becoming skilled writers who can compose a critical analysis of these works. Both their writing and their reading should make students consider a work’s structure, style, themes, as well as the myriad literary elements that are employed in order to contribute to the effectiveness of the work as a whole. Therefore students will deal daily with close reading and writing because an understanding of the piece as well as the ability to explain the piece is vital to being able to effectively write an evaluative analytical essay. Through frequent reading, conferencing, writing, and revision/revisiting the writing, the students will view and improve their ability to effectively use diction, syntax, coherent and logical organization, and to use both specific illustrative details and generalizations generalizations to prove their thesis. Equivalent to a college-level literature course, which is taught significantly above grade level, this course is designed for students who have demonstrated superior ability in communication, reading, research, research, and writing skills. The focus of the course is an in-depth reading of imaginative literature such as prose, poetry and drama in order to improve both analysis and writing ability. Writing ranges from informal, reflective journals to formal, critical papers. There will be many opportunities during this course to provide peer-peer peer-pee r feedback, feedback , teacher-peer teacher- peer feedback, feedback , and take papers through a writing process. Students will also be expected to perform impromptu writing based on readings. r eadings. The overarching overarchi ng goal go al is for students st udents to discover di scover their strengths in analysis an alysis and writing and to build on these as well as discover weaknesses in order to improve these areas. In addition to writing students will also participate in a variety of discussion modes: Socratic seminars, small group and large group. While an understanding of standard English grammar is presumed students will also be expected to become more mature writers by employing varied sentence structure, parallelism, proper modifiers etc. based on modeling the writing of published authors. Similarly, since annotated papers in MLA format are required, students are expected to be acquainted with the Modern Language Association's guidelines for writing and citations. En glish Course Description Descrip tion published by the The course overview, goals, and objectives for this class are taken from the AP English College Board. Many of the texts and authors used in this course have been chosen based on the representative list that is also included in this publication. In addition many of the assignments implemented in this course are derived fromThe AP Vertical Teams Guide for English which is also published by the College Board. A complete list of publication information for these sources and others can be found in the student resources and teacher resources sections of this syllabus.
Course Objectives Advanced Placement Literature and Composition provides opportunities for students to analyze how meaning is embodied in literary form; consider the social and historical values a work reflects and embodies; develop a tolerance and understanding of different genres of literature and diverse ideas in literary criticism; develop critical reading skills through close reading of poetry, prose, and drama; analyze effective traits in style of diverse writers, including elements such as purpose, audience, tone, syntax, irony, figurative language, diction, and point of view; create a personal writing style through effective use of rhetoric in expository, analytical, argumentative, and creative essays, including controlling tone, using logical organization, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure; develop effective personal research skills; develop speaking, listening, and presentation skills; expand vocabulary; and • • • • •
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practice and master strategies strategie s for taking taki ng the SAT, SAT , ACT, and AP exams
Texts
th Arp, T. (2009). Perrine’s Literatur e Structu re, Sound , and Sen se. (10 ed.). Boston: Wadsworth Cengage Learning. Arp, T. (1997). Perrine’ s Literatu re Struc ture, Sou nd, and Sense. (9th ed.). New York: Harcourt Brace College Publishers. Barnet, S. (2000). Literatur e for Com position E ssays, F iction, P oetry, an d Drama. (5th ed.). New Jersey: Prentice Hall th Diyanni, R. (2005). Literatur e: Readin g Fiction , Poetry and Dram a (6 ed.). Murphy, B. L., & Rankin, E. (2004). 5 Steps to a 5 writing the AP English Essay. USA: McGraw-Hill. Free-res ponse Question s in Preparation Prepara tion for the AP English Literature Literatu re and Vogel, R. (2001). Multiple -Choice and Free-response th Composition Examination. (6 ed.). New York: D & S Marketing Marketin g Systems, Inc. I nc.
Resources for Students Books:
han dbook fo r writer’s of research resea rch paper s. (6 th ed.). New York: Gibaldi, J. (2003). MLA handbook The Modern Language Association of America. refere nce. (6th ed.). Boston: Bedford/St. Martin’s. Hacker, D. (2007). A writer ’s reference Websites: http://owl.english.purdue.edu/ Ø online writing lab http://www.usd.edu/engl/resour http://www. usd.edu/engl/resources_ac.html ces_ac.html Ø links to online writing labs, Thesaurus, dictionaries, research tips, and timed writing tips http://www.bartleby.com/141/ Ø Strunk and White’s Elements of Style http://www.liu.edu/cwis/c http://www. liu.edu/cwis/cwp/library/wor wp/library/workshop/citation.ht kshop/citation.htm m Ø best site for f or documentation docume ntation guidelines g uidelines,, includes include s APA , MLA , and a nd other citation styles s tyles Ø includes guidelines for incorporating documentation into an essay http://www.ccc.commnet.edu/grammar/ Ø grammar review for specific areas of language usage Ø allows for individualized instruction on grammar usage http://www.wordcounter.com/ Ø students can type in a paper. The software will analyze the paper for overused words. http://www.collegeboard.com/ http://www. collegeboard.com/student/testing/ student/testing/ap/about.html ap/about.html Ø information for students and parents about AP courses and testing / college information http://www.loc.gov/index.html Ø access to primary sources such as letters, documents, political cartoon, cartoon, photographs, etc. http://www.scdiscus.org/school.html Ø allows student to research a wide variety of topics including literary criticism, author biographies, and websites that have been deemed dee med academically acade mically sound so und http://scholar.google.com/ Ø allows students to perform academic research that is deemed sound
Methodology Students will be expected to participate in large group discussions, Socratic seminars, small group work, independent research and study, and student presentations. Assignments include timed writing, writing, papers written outside of class, speeches, seminars, seminars, class discussions, non-fiction and fiction reading assignments, projects, in-class student analysis and reflection, various rhetorical modes of writing, studies of best practices for writing/language usage, and graphic organizers to aid in analysis. Specific activities within these broad categories will include, but are not limited to: Timed writings and grading calibration: the students will be expected to become proficient in analyzing and addressing a variety of prompts within a specified time limit. They will also be expected to analyze their writing as well as the writing of their classmates in a holistic manner based on the AP rubric. Papers written outside of class: these may include informal responses to readings such as answering specific questions, asking student generated questions, quote analysis, specific literary analysis, creating text to self /world/text relationships or a formal 7-10 page analytical research paper. The types of writing will vary among persuasion/argume persuasi on/argumentative, ntative, comparison c omparison/contrast, /contrast, literary analysis, a nalysis, metacognit m etacognitive, ive, response, respo nse, narrative narr ative and etc. Grammar and vocabulary lessons: While actual rote grammar and vocabulary lessons will be kept to a minimum, the purpose of studying language is to incorporate incorpor ate appropriate appropri ate devices successfully successf ully into our own writing, therefore, therefore , we will be focusing on diction (the vocabulary element), organization (repetition, transitions, quote tags, etc.), details •
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(proof from research and self assertions), voice, and syntax. These items, along with an obvious need to write for a specific audience, will be addressed by reading a variety of texts and through careful composition and editing. Socratic seminars: the students will be expected to conduct student led discussions on a variety of issues. Issues may include readings, current events, historical events/interpretations, and etc. Whole class discussions, small group discussions, and individual analysis Projects: a sample of a class project involves qualifying tone words on a “tonal” scale. The students are given a list of common tone words that they have to define, group, place on a hierarchy, and present to the class in a creative fashion. Reading assignments: The students are expected to read novels, short stories, poems, and plays as they are assigned. We may also read some short nonfiction pieces in order to understand the history and culture that accompanies a piece of fiction. Independent reading: since the class is limited in terms of actual classroom time the students are expected to read independently outside of class. They are expected to choose one “book” per quarter for the duration of the school year. These books should be of appropriate literary merit. All books are to be assessed based on a major works data sheet. Time permitting, we also perform book talks. Reader Response: the students are given a short piece of fiction ranging from poems to excerpts from novels that they have to analyze. They are expected to include a literary analysis of the piece as well as make at least one connection to either literature, history, self, current culture, etc. The day the Think Piece is due the students exchange papers for roughly fifteen minutes and comment on others writings. Time is allotted periodically for students to see the comments on their Think Pieces. Student-teacher conferences: Occasionally I allot time to have one on one conferences with the students in order to discuss any concerns I may have or the student may have with his performance. This is intended to be a positive event for both student and teacher because I then know where to focus my time instructionally based on student concerns, and the students know where they need to improve based on information I am able to provide to them in an informal manner. Best Practices: Save the Last Word (Students find a predetermined number of quotes from a reading that they write on one side of a note card. On the other side they are to write the relevance the quote had to them. The student reads his quote, it is discussed by the rest of the group, and then the original reading has the last word on that quote.), Silent Conversation (In small groups a student is expected to answer a question about a piece of literature and then create his own question. This question then gets passed to the next person who answers it and comes up with his own question. This continues silently until the entire group has participated in the discussion), Affinity Charts (Students are given a concept or word. In very little time they have to write the first things that come to mind about the word or concept. As a class we then qualify the words into categories such as synonym, antonym, example, connotation, etc.) Graphic Organizers: DIDLS (Students analyze a piece for diction, images, details, language, and syntax, in order to determine tone), SOAPSTone (Students (Students analyze a piece for subject, occasion, audience, purpose, and speaker in order to determine tone), TP-CASTT (Students analyze poetry for tile before reading the poem, paraphrase the poem, contemplate connotations, determine speaker and poet attitude, note any shifts, re-examine the title, and finally determine theme), TWIST (Students analyze a piece for tone, word choice, imagery and detail, style, and theme), SMELL (Students analyze a piece for sender-receiver relationship, message, emotional strategies, logical strategies, and language), PAMDISS (Students analyze their own writing for purpose, audience, mode, diction, images, syntax, and structure)
Scope and Sequence * Please note that all information in this section is subject to modification. Pre-Course Assignment Literatu re Like a Before the first class meeting in August, students are required to read Dracula by Bram Stoker, How to Read Literature Professo r by Poisonw ood Bible. These notes by Thomas Th omas C. Foster. Foste r. Students Stud ents should bring in the completed reading guide assignment assignme nt for fo r will form the basis of a class Socratic seminar as well as other activities. First Nine Weeks Poetry and Short Prose Response. Periodically students will receive the title of a poem or short story which is in the textbook. They are asked to read the poem or short story several times independently and then write a response in informal writing. The response should be an analysis of the piece and its elements. Students may be directed to analyze a specific literary device that includes: plot and structure, structure, character, setting; setting; symbol, point point of view, theme, tone, tone, and style. Students may also write about how the piece makes them feel, or about a memory that the piece evokes. Usually student responses will be a combination combinatio n of these things. These responses response s will form the basis of weekly discussion discussi on that examines the essential question: “How do literary elements create tone and meaning in a text?” Short Stories. To emphasize close reading skills and to give students the opportunity to apply various critical interpretations, interpretations, we will study and discuss short story selections from the primary text. Stories will be indicated on their course calendar. •
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Novel Focus. Students will apply skills of prose analysis to a consideration of the novels Frankens tein, Heart of Darkness , and Lord of the Flies . Timed Writing. Students will be asked to write several timed writings. These timed writings will be applied thematically and will encompass analytical writing and free response writing. Calibration and grading will accompany all AP timed writing.
Second Nine Weeks Poetry and Short Prose Response. Periodically students will receive the title of a poem or short story which is in the textbook. They are asked to read the poem or short story several times independently and then write a response in informal writing. The response should be an analysis of the piece and its elements. Students may be directed to analyze a specific literary device that includes: plot and structure, structure, character, setting; setting; symbol, point point of view, theme, tone, tone, and style. Students may also write about how the piece makes them feel, or about a memory that the piece evokes. Usually student responses will be a combination combinatio n of these things. These responses response s will form the basis of weekly discussion discussi on that examines the essential question: “How do literary elements create tone and meaning in a text?” Drama. Hamlet. Study of Hamlet will introduce students to the critical study of drama and the concept of tragedy. Discussion will focus on the analysis of literary elements such as allusion, imagery, irony, soliloquy, comic relief, foreshadowing and suspense, the tragic hero, pathetic fallacy, and parallels. Students will consider various interpretations of Hamlet’s character: victim of external difficulties, dreamer, melancholic, Oedipal son, ambitious prince, avenger, lover, the man of reason set against primitive society. Because of the complexity of the language and concepts, we will engage in a close reading in class. Drama Project. The drama project has both research and presentation components and will include plays from a range of periods and schools sch ools of drama. Students Stu dents will work in small groups gro ups on a play selected by the instructor instructo r that will inclu de but not Rosencra ntz and Guildenst ern are Dead, A n Enemy of the P eople, T he Glass Gla ss Menagerie, Mena gerie, and Fences. be limited limite d to: Macbeth, Rosencrantz Groups of students will research the biography of the playwright, the history of the theatre at the time of the playwright’s career, the staging of the play, and the literary interpretations and critical reception of the play. Students will write a brief synopsis of the play and will select a significant scene to perform for the class. Group research will be presented as a research paper with appropriate appropria te documentation. docume ntation. Novel Focus. Students will apply skills of prose analysis to a consideration of the novel Brave Brave Ne w World. World . Timed Writing. Students will be asked to write several timed writings. These timed writings will be applied thematically and will encompass analytical writing and free response writing. Calibration and grading will accompany all AP timed writing. •
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Third Nine Weeks Poetry and Short Prose Response. Periodically students will receive the title of a poem or short story which is in the textbook. They are asked to read the poem or short story several times independently and then write a response in informal writing. The response should be an analysis of the piece and its elements. Students may be directed to analyze a specific literary device that includes: plot and structure, structure, character, setting; setting; symbol, point point of view, theme, tone, tone, and style. Students may also write about how the piece makes them feel, or about a memory that the piece evokes. Usually student responses will be a combination combinatio n of these things. These responses response s will form the basis of weekly discussion discussi on that examines the essential question: “How do literary elements create tone and meaning in a text?” Poetry. To emphasize close reading skills and to give students the opportunity to apply various critical interpretations, we will study and discuss poetry selections from the primary text. Poems include but are not limited to: “The Voice You Hear When You Read Silently”; “Conjoined”; “Design”; “Ulysses”; “The Man He Killed”; “A Work of Artifice”; “My Last Duchess”; “Leda and the Swan”; “The Second Coming”; “The Iceberg Seven-Eighths Under”; “One Art”; “Walking Away”; “Siren Song”; “Mirror”; “Very Like a Whale.” Class discussion and student writing will focus on the essential question: “How do rhetorical and literary devices work together to create tone and meaning in a text?” Novel Focus. Students will apply skills of prose analysis to a consideration of the novelsThe Handmaid’s Tale. Timed Writing. Students will be asked to write several timed writings. These timed writings will be applied thematically and will encompass analytical writing and free response writing. Calibration and grading will accompany all AP timed writing. •
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Fourth Nine Weeks Poetry and Short Prose Response. Periodically students will receive the title of a poem or short story which is in the textbook. They are asked to read the poem or short story several times independently and then write a response in informal writing. The response should be an analysis of the piece and its elements. Students may be directed to analyze a specific literary device that includes: plot and structure, structure, character, setting; symbol, point point of view, theme, tone, tone, and style. Students may also write about how the piece makes them feel, or about a memory that the piece evokes. Usually student responses will be a combination combinatio n of these things. These responses response s will form the basis of weekly discussion discussi on that examines the essential question: “How do literary elements create tone and meaning in a text?” •
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Poetry. To emphasize close reading skills and to give students the opportunity to apply various critical interpretations, we will study and discuss poetry selections from the primary primary text. Poems include but are not limited to: “The Death of the Ball Turret Gunner”; “Richard Cory”; “Dulce et Decorum Est”; “My Papa’s Waltz”; “Traveling Through the Dark.” Class discussion and student writing will focus on the essential question: “How do rhetorical and literary devices work together to create tone and meaning in a text?” Novel Focus. Students will apply skills of prose analysis to a consideration of the novelsThe Things They Carried . Timed Writing. Students will be asked to write several timed writings. These timed writings will be applied thematically and will encompass analytical writing and free response writing. Calibration and grading will accompany all AP timed writing. AP Test Review. To synthesize our yearlong study of prose, drama, and poetry analysis, students will review reading and writing strategies for the AP Literature Exam. Activities will include practice with released multiple choice exams, and timed writings on prose, poetry and open questions from previous exams. Although practice and preparation is a yearlong process, students are now given the opportunity to evaluate strengths and weaknesses and set goals for intense study and improvement in the final weeks before the exam.
Methods of Evaluation Students will be expected to participate in large group discussions, Socratic seminars, small group work, independent research and study, and student presentations. Assignments include timed writing, writing, papers written outside outside of class, speeches, seminars, class discussions, non-fiction and fiction reading assignments, projects, in-class student analysis and reflection, quote analysis various rhetorical modes of writing, studies of best practices for writing/language usage, and graphic organizers to aid in analysis. Specific activities within these broad categories will include, but are not limited to: Timed Writings and grading calibration: the students will be expected to become proficient in analyzing and addressing a variety of prompts within a specified time limit. They will also be expected to analyze their writing as well as the writing of their classmates in a holistic manner based on the AP rubric. Objective Tests and quizzes will be given periodically throughout the year to assess the students’ knowledge of the literature and how to apply rhetorical analysis strategies we have discussed over the course of the year. Formal Research Essays will require students to synthesize and evaluate biographical and critical material. Group and Individual Presentations assess not only their knowledge of their subject, but also students’ presentation and collaborative skills. skills. They will be required throughout throughout the year. Major Works Data Sheets, required on each novel and play, provide valuable review materials for the open-question on the AP exam. They encourage close reading reading of a text and will serve as the basis basis of class discussion. Vocabulary Tests focus on words that describe describe tone and SAT vocabulary. Students will study vocabulary vocabulary throughout the year. Socratic Seminars Seminars will be conducted on a variety of texts. Students should always read expecting expecting to participate in a formal discussion of their observations of the text. Prose and Poetry Responses Responses are informal essays essays counted as class participation participation and graded on a pass/fail pass/fail basis. These responses direct class discussion and encourage continuous practice with close reading. •
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Grading Student progress is determined determined through both formative formative and summative assessments. assessments. Although all assessments assessments will be evaluated, not all formative assessments assessments will figure into the student’s overall course grades. Graded assignments will fall fall into two categories, major assignments assignments and minor assignments. A particular assignment’s assignment’s category will be determined based on complexity, amount of time required, and overall relevance relevance to the course standards. Formative assignments assignments may include but are not limited to quizzes (vocabulary, reading, skill-based), skill-based), informal writing assignments, assignments, general class work and homework. Summative assignments may include but are not limited to tests, formal writing, research-based products, and culminating products. While students will have fewer major assignments than minor assignments per grading period, the major assignments will comprise a greater percentage of the average. In this class, grades will be determined determined by a weighted system. Major assignments will will be weighted 60% of a student’s average; minor assignments will be weighted 40% of a student’s average.
CHS Make Up Work Policy for Lawful Absences Students are encouraged to attend attend school regularly. Nevertheless, students students are absent for a variety of reasons, but students students should understand the responsibility responsibility of making up work that belongs to them. The following guidelines are established established for make-up work: 1.
It is the student’s responsibility to make the necessary arrangements for making up work due to any absence.
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There are a variety of options available available to students to schedule make-up make-up before, after, and during during the school day. For example, make-up test and work may be administered on Wednesday mornings from 7:45 am until 8:45 am, during normal school/class hours at the teacher’s discretion, and/or during scheduled enrichment times.
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Students who miss scheduled make-up appointments and/or assignments may be penalized.
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Students will have four school days to complete in-class work for every class day missed in a course (up to two consecutive class days in a course).
Example – If a student misses 1A on Monday, the student must complete make-up work no later than Friday of that same week. Example – If a student misses 5B on Tuesday and Thursday during one week, the student must complete all make-up work within 8 school days of their return to school. 5.
Students missing three or more consecutive classes in a course will be given 10 school days to complete assignments unless other arrangements have been made.
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Pre-assigned work (i.e. long term assignments, test, presentations, etc.) is due at the beginning of class upon the student’s return to class. If a student is not prepared upon return to turn in make-up work, the teacher may assign assign a zero unless other arrangement have been made.
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If a student does not make up work during the prescribed time, the teacher may assign a zero unless other arrangements have been made. mad e.
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A student who misses classes because of a school-sponsored function is responsible for long term assignments that will be missed before going on the trip. The student should be prepared to make up any missed missed test/quiz and /or give give any presentation presenta tion the day d ay they return r eturn to class c lass unless unle ss other arrangemen a rrangements ts have been b een made.
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Students whose lawful absences result in missing a final examination in a semester or yearly course will be provided a scheduled opportunity to make up the test(s) missed. missed. Make up exams will not be scheduled during regular school hours. hours. Exams must be taken on the scheduled day(s). day(s). When the absence is unlawful, unlawful, the student will receive receive a “)” for the exam grade.
Avoiding a due date by not attending class is strongly discouraged and not a valid excuse for turning in late assignments; however, if a student must be absent from school, it is his responsibility and in his best interest to make-up all worked missed as soon as possible.
Academic Assistance Enrichment is available for all students Monday, Thursday, and Friday from 7:55 – 8:20. Additional times and days will be considered upon student request. Parents have Internet access to their student’s class grades through Power Schools. More information will be forthcoming.
Technology Expectations Please be certain to have your mobile device with you and charged for every class. All course information, including your gmail calendar with assignment due dates, will be housed on my website. You will need to reference this site frequently. The web address is www.dawnweathersbeeclass.weebly.com.. All papers will be submitted via Turn It In. It is your responsibility to sign up for your class account. The www.dawnweathersbeeclass.weebly.com web address is www.turnitin.com www.turnitin.com.. The course code is 6769882 and the password is litcomp.
Testing Expectation As a student enrolled in the Advanced Placement Language and Composition course you are expected to take the AP exam. If for any reason you choose not to take the exam you will asked to reimburse the $75.00 examination fee to Lexington District #5.
Academic Integrity Plagiarism will will not be tolerated and will result in an automatic automatic “0” on that assignment. Please note that this expectation expectation includes a requirement that students complete all written work by themselves unless the assignment is designated as a partner or group project. District 5 of Lexington and Richland Counties’ High School Honor Code Alternative Academy, Chapin High, Dutch Fork High, and Irmo High Belief In order to foster an environment of mutual trust and respect, we believe, within the community of School District 5 of Lexington and Richland Counties, each individual should accept the personal responsibility to exhibit and promote academic and social integrity. Pledge I will not cheat, plagiarize, steal, misrepresent the truth, and/or treat others in a disrespectful manner. I accept the personal responsibility that all work I submit is my own and I will neither give nor receive unauthorized assistance.
Code We expect all students to: use electronic devices such as calculators, computers, cell phones, and PDA's in a legal and appropriate manner as directed by the school sc hool or teacher. t eacher. work independently and without assistance from others and avoid giving assistance to others unless specific permission is given by the teacher with regard to that particular assignment. prepare properly p roperly for f or a test or graded assignment assignme nt without accepting information informatio n in advance adv ance from others who have already alre ady completed this work and without disseminating information to someone who has not yet taken a test or worked on a graded assignment. follow teacher directions for the taking of tests or graded assignments without the use of notes or other sources of information unless specifically allowed to do so. be forthright forthr ight in properly p roperly acknowledg ac knowledging ing the source(s) so urce(s) of o f all non-original non -original words, phrases, ph rases, and ideas by using standard stan dard rules rule s of documentation or other appropriate stylistic formats approved by a teacher. •
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Definitions Cheating is defined as giving or receiving unauthorized assistance. Plagiarism is defined as presenting as one’s own the words, phrases, and ideas of another, either on purpose or through carelessness. It also relates to borrowing the sequence of ideas, the arrangement of material, and the pattern of thought of someone else without proper acknowledg ac knowledgement. ement. Academic consequences Teachers may assign a grade of "0" for the assignment. Consequences Consequences will include, but are not limited to,… First Offense Referral to guidance or administration Teacher call to parent Second Offense Loss of exam exemption for the course per district policy Conference with teacher(s), parent/guardian, student, and counselor and/or administrator Third Offense Administrator call to parent Loss of exam exemptions (any and all exams possible to exempt) Fourth Offense Meeting with parent/guardian, student and principal to discuss behavioral consequences
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Guidelines for students View a presentation with examples of plagiarism and cheating to be shown at all high schools during the first week of school. By placing his/her name on each paper or assignment the student attests that the assignment is his/her own work and is submitted in accordance with the honor code. Guidelines for schools Provide training for all staff on the Honor Code during the first week that teachers return to provide consistency in understanding. Distribute the Honor Code to students along with an explanation of the new incorporation of this code during the first week of school. Require parent/guardian parent/guardian and student signature each year on the Honor Code signature sheet. Post a copy of the Honor Code in every classroom, in each school’s newsletter, and on both school and district websites. Introduce the Honor Code to freshmen at orientation. Ensure that all understand that the Honor Code applies to the classroom and any other school-related activity. Ensure that all Honor Code violations are included in the students’ guidance record throughout the year. Uniformly enforce loss of exam exemptions. Ensure that all teachers include the Honor Code pledge in each syllabus. Ensure that a page describing the Honor Code is included in each teacher handbook. • •
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Respectfully submitted by District Five Honor Code Committee Members
Chapin High – Assistant Principal Anne Pillow, Mark Shelley, and Anastasia Sease Dutch Fork High – Jeff Browder and Julie Vandiver Irmo High – Alenda Jones and Peter Lauzon District Office – Patsy Grimes Works Cited “Academic Policies.” John Marshall High School, Los Angeles, California. http://www.johnmarshallhs.o http://www. johnmarshallhs.org/academic_polici rg/academic_policies.jsp es.jsp Retrieved February 2006 Chapin High School Committee on Plagiarism “Druid Hills High School,” Atlanta, Georgia. http://www.dekalb.k12.ga.us/~druidhills/ to School Info to Honor Code. Retrieved February 2006 Dutch Fork High School Committee on Plagiarism and Cheating Irmo High School Honor Code Pa rent Newsletter Newslett er . September 2004. West ”New Expectations for Academic Integrity at High School South.” Pirate N ews and V iews Parent Windsor Plainsboro High School South, New Jersey. http://www.west-windsor-pl http://www. west-windsor-plainsboro.k12.nj.us ainsboro.k12.nj.us/forms2/HSS /forms2/HSS%20August%20New %20August%20Newsletter.pdf sletter.pdf Retrieved May 2006 Peninsula Catholic High School, Newport News, VA. Student Life to Honor Code. http://peninsulac http://peninsulacatholic.com/ atholic.com/ Retrieved February 2006
Type: Advanced Placement
Web site: http://www.lexrich5.org/webpages/dweathersbee/ or www.dawnweathersbeeclass.weebly.com or www.dawnweathersbeeclass.weebly.com Voice Mail: 803.575.5400 ex.5473
South Carolina Uniform Grading Scale A= 93-100 B= 85-92 C= 84-77 D= 70-76 F= Below 70
Fee: $8.50
Course Overview An Advanced Placement course in English Literature and Composition engages students in becoming skilled readers of imaginative literature of recognized merit written in a variety of periods, disciplines, and contexts and in becoming skilled writers who can compose a critical analysis of these works. Both their writing and their reading should make students consider a work’s structure, style, themes, as well as the myriad literary elements that are employed in order to contribute to the effectiveness of the work as a whole. Therefore students will deal daily with close reading and writing because an understanding of the piece as well as the ability to explain the piece is vital to being able to effectively write an evaluative analytical essay. Through frequent reading, conferencing, writing, and revision/revisiting the writing, the students will view and improve their ability to effectively use diction, syntax, coherent and logical organization, and to use both specific illustrative details and generalizations generalizations to prove their thesis. Equivalent to a college-level literature course, which is taught significantly above grade level, this course is designed for students who have demonstrated superior ability in communication, reading, research, research, and writing skills. The focus of the course is an in-depth reading of imaginative literature such as prose, poetry and drama in order to improve both analysis and writing ability. Writing ranges from informal, reflective journals to formal, critical papers. There will be many opportunities during this course to provide peer-peer peer-pee r feedback, feedback , teacher-peer teacher- peer feedback, feedback , and take papers through a writing process. Students will also be expected to perform impromptu writing based on readings. r eadings. The overarching overarchi ng goal go al is for students st udents to discover di scover their strengths in analysis an alysis and writing and to build on these as well as discover weaknesses in order to improve these areas. In addition to writing students will also participate in a variety of discussion modes: Socratic seminars, small group and large group. While an understanding of standard English grammar is presumed students will also be expected to become more mature writers by employing varied sentence structure, parallelism, proper modifiers etc. based on modeling the writing of published authors. Similarly, since annotated papers in MLA format are required, students are expected to be acquainted with the Modern Language Association's guidelines for writing and citations. En glish Course Description Descrip tion published by the The course overview, goals, and objectives for this class are taken from the AP English College Board. Many of the texts and authors used in this course have been chosen based on the representative list that is also included in this publication. In addition many of the assignments implemented in this course are derived fromThe AP Vertical Teams Guide for English which is also published by the College Board. A complete list of publication information for these sources and others can be found in the student resources and teacher resources sections of this syllabus.
Course Objectives Advanced Placement Literature and Composition provides opportunities for students to analyze how meaning is embodied in literary form; consider the social and historical values a work reflects and embodies; develop a tolerance and understanding of different genres of literature and diverse ideas in literary criticism; develop critical reading skills through close reading of poetry, prose, and drama; analyze effective traits in style of diverse writers, including elements such as purpose, audience, tone, syntax, irony, figurative language, diction, and point of view; create a personal writing style through effective use of rhetoric in expository, analytical, argumentative, and creative essays, including controlling tone, using logical organization, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure; develop effective personal research skills; develop speaking, listening, and presentation skills; expand vocabulary; and • • • • •
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practice and master strategies strategie s for taking taki ng the SAT, SAT , ACT, and AP exams
Texts
th Arp, T. (2009). Perrine’s Literatur e Structu re, Sound , and Sen se. (10 ed.). Boston: Wadsworth Cengage Learning. Arp, T. (1997). Perrine’ s Literatu re Struc ture, Sou nd, and Sense. (9th ed.). New York: Harcourt Brace College Publishers. Barnet, S. (2000). Literatur e for Com position E ssays, F iction, P oetry, an d Drama. (5th ed.). New Jersey: Prentice Hall th Diyanni, R. (2005). Literatur e: Readin g Fiction , Poetry and Dram a (6 ed.). Murphy, B. L., & Rankin, E. (2004). 5 Steps to a 5 writing the AP English Essay. USA: McGraw-Hill. Free-res ponse Question s in Preparation Prepara tion for the AP English Literature Literatu re and Vogel, R. (2001). Multiple -Choice and Free-response th Composition Examination. (6 ed.). New York: D & S Marketing Marketin g Systems, Inc. I nc.
Resources for Students Books:
han dbook fo r writer’s of research resea rch paper s. (6 th ed.). New York: Gibaldi, J. (2003). MLA handbook The Modern Language Association of America. refere nce. (6th ed.). Boston: Bedford/St. Martin’s. Hacker, D. (2007). A writer ’s reference Websites: http://owl.english.purdue.edu/ Ø online writing lab http://www.usd.edu/engl/resour http://www. usd.edu/engl/resources_ac.html ces_ac.html Ø links to online writing labs, Thesaurus, dictionaries, research tips, and timed writing tips http://www.bartleby.com/141/ Ø Strunk and White’s Elements of Style http://www.liu.edu/cwis/c http://www. liu.edu/cwis/cwp/library/wor wp/library/workshop/citation.ht kshop/citation.htm m Ø best site for f or documentation docume ntation guidelines g uidelines,, includes include s APA , MLA , and a nd other citation styles s tyles Ø includes guidelines for incorporating documentation into an essay http://www.ccc.commnet.edu/grammar/ Ø grammar review for specific areas of language usage Ø allows for individualized instruction on grammar usage http://www.wordcounter.com/ Ø students can type in a paper. The software will analyze the paper for overused words. http://www.collegeboard.com/ http://www. collegeboard.com/student/testing/ student/testing/ap/about.html ap/about.html Ø information for students and parents about AP courses and testing / college information http://www.loc.gov/index.html Ø access to primary sources such as letters, documents, political cartoon, cartoon, photographs, etc. http://www.scdiscus.org/school.html Ø allows student to research a wide variety of topics including literary criticism, author biographies, and websites that have been deemed dee med academically acade mically sound so und http://scholar.google.com/ Ø allows students to perform academic research that is deemed sound
Methodology Students will be expected to participate in large group discussions, Socratic seminars, small group work, independent research and study, and student presentations. Assignments include timed writing, writing, papers written outside of class, speeches, seminars, seminars, class discussions, non-fiction and fiction reading assignments, projects, in-class student analysis and reflection, various rhetorical modes of writing, studies of best practices for writing/language usage, and graphic organizers to aid in analysis. Specific activities within these broad categories will include, but are not limited to: Timed writings and grading calibration: the students will be expected to become proficient in analyzing and addressing a variety of prompts within a specified time limit. They will also be expected to analyze their writing as well as the writing of their classmates in a holistic manner based on the AP rubric. Papers written outside of class: these may include informal responses to readings such as answering specific questions, asking student generated questions, quote analysis, specific literary analysis, creating text to self /world/text relationships or a formal 7-10 page analytical research paper. The types of writing will vary among persuasion/argume persuasi on/argumentative, ntative, comparison c omparison/contrast, /contrast, literary analysis, a nalysis, metacognit m etacognitive, ive, response, respo nse, narrative narr ative and etc. Grammar and vocabulary lessons: While actual rote grammar and vocabulary lessons will be kept to a minimum, the purpose of studying language is to incorporate incorpor ate appropriate appropri ate devices successfully successf ully into our own writing, therefore, therefore , we will be focusing on diction (the vocabulary element), organization (repetition, transitions, quote tags, etc.), details •
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(proof from research and self assertions), voice, and syntax. These items, along with an obvious need to write for a specific audience, will be addressed by reading a variety of texts and through careful composition and editing. Socratic seminars: the students will be expected to conduct student led discussions on a variety of issues. Issues may include readings, current events, historical events/interpretations, and etc. Whole class discussions, small group discussions, and individual analysis Projects: a sample of a class project involves qualifying tone words on a “tonal” scale. The students are given a list of common tone words that they have to define, group, place on a hierarchy, and present to the class in a creative fashion. Reading assignments: The students are expected to read novels, short stories, poems, and plays as they are assigned. We may also read some short nonfiction pieces in order to understand the history and culture that accompanies a piece of fiction. Independent reading: since the class is limited in terms of actual classroom time the students are expected to read independently outside of class. They are expected to choose one “book” per quarter for the duration of the school year. These books should be of appropriate literary merit. All books are to be assessed based on a major works data sheet. Time permitting, we also perform book talks. Reader Response: the students are given a short piece of fiction ranging from poems to excerpts from novels that they have to analyze. They are expected to include a literary analysis of the piece as well as make at least one connection to either literature, history, self, current culture, etc. The day the Think Piece is due the students exchange papers for roughly fifteen minutes and comment on others writings. Time is allotted periodically for students to see the comments on their Think Pieces. Student-teacher conferences: Occasionally I allot time to have one on one conferences with the students in order to discuss any concerns I may have or the student may have with his performance. This is intended to be a positive event for both student and teacher because I then know where to focus my time instructionally based on student concerns, and the students know where they need to improve based on information I am able to provide to them in an informal manner. Best Practices: Save the Last Word (Students find a predetermined number of quotes from a reading that they write on one side of a note card. On the other side they are to write the relevance the quote had to them. The student reads his quote, it is discussed by the rest of the group, and then the original reading has the last word on that quote.), Silent Conversation (In small groups a student is expected to answer a question about a piece of literature and then create his own question. This question then gets passed to the next person who answers it and comes up with his own question. This continues silently until the entire group has participated in the discussion), Affinity Charts (Students are given a concept or word. In very little time they have to write the first things that come to mind about the word or concept. As a class we then qualify the words into categories such as synonym, antonym, example, connotation, etc.) Graphic Organizers: DIDLS (Students analyze a piece for diction, images, details, language, and syntax, in order to determine tone), SOAPSTone (Students (Students analyze a piece for subject, occasion, audience, purpose, and speaker in order to determine tone), TP-CASTT (Students analyze poetry for tile before reading the poem, paraphrase the poem, contemplate connotations, determine speaker and poet attitude, note any shifts, re-examine the title, and finally determine theme), TWIST (Students analyze a piece for tone, word choice, imagery and detail, style, and theme), SMELL (Students analyze a piece for sender-receiver relationship, message, emotional strategies, logical strategies, and language), PAMDISS (Students analyze their own writing for purpose, audience, mode, diction, images, syntax, and structure)
Scope and Sequence * Please note that all information in this section is subject to modification. Pre-Course Assignment Literatu re Like a Before the first class meeting in August, students are required to read Dracula by Bram Stoker, How to Read Literature Professo r by Poisonw ood Bible. These notes by Thomas Th omas C. Foster. Foste r. Students Stud ents should bring in the completed reading guide assignment assignme nt for fo r will form the basis of a class Socratic seminar as well as other activities. First Nine Weeks Poetry and Short Prose Response. Periodically students will receive the title of a poem or short story which is in the textbook. They are asked to read the poem or short story several times independently and then write a response in informal writing. The response should be an analysis of the piece and its elements. Students may be directed to analyze a specific literary device that includes: plot and structure, structure, character, setting; setting; symbol, point point of view, theme, tone, tone, and style. Students may also write about how the piece makes them feel, or about a memory that the piece evokes. Usually student responses will be a combination combinatio n of these things. These responses response s will form the basis of weekly discussion discussi on that examines the essential question: “How do literary elements create tone and meaning in a text?” Short Stories. To emphasize close reading skills and to give students the opportunity to apply various critical interpretations, interpretations, we will study and discuss short story selections from the primary text. Stories will be indicated on their course calendar. •
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Novel Focus. Students will apply skills of prose analysis to a consideration of the novels Frankens tein, Heart of Darkness , and Lord of the Flies . Timed Writing. Students will be asked to write several timed writings. These timed writings will be applied thematically and will encompass analytical writing and free response writing. Calibration and grading will accompany all AP timed writing.
Second Nine Weeks Poetry and Short Prose Response. Periodically students will receive the title of a poem or short story which is in the textbook. They are asked to read the poem or short story several times independently and then write a response in informal writing. The response should be an analysis of the piece and its elements. Students may be directed to analyze a specific literary device that includes: plot and structure, structure, character, setting; setting; symbol, point point of view, theme, tone, tone, and style. Students may also write about how the piece makes them feel, or about a memory that the piece evokes. Usually student responses will be a combination combinatio n of these things. These responses response s will form the basis of weekly discussion discussi on that examines the essential question: “How do literary elements create tone and meaning in a text?” Drama. Hamlet. Study of Hamlet will introduce students to the critical study of drama and the concept of tragedy. Discussion will focus on the analysis of literary elements such as allusion, imagery, irony, soliloquy, comic relief, foreshadowing and suspense, the tragic hero, pathetic fallacy, and parallels. Students will consider various interpretations of Hamlet’s character: victim of external difficulties, dreamer, melancholic, Oedipal son, ambitious prince, avenger, lover, the man of reason set against primitive society. Because of the complexity of the language and concepts, we will engage in a close reading in class. Drama Project. The drama project has both research and presentation components and will include plays from a range of periods and schools sch ools of drama. Students Stu dents will work in small groups gro ups on a play selected by the instructor instructo r that will inclu de but not Rosencra ntz and Guildenst ern are Dead, A n Enemy of the P eople, T he Glass Gla ss Menagerie, Mena gerie, and Fences. be limited limite d to: Macbeth, Rosencrantz Groups of students will research the biography of the playwright, the history of the theatre at the time of the playwright’s career, the staging of the play, and the literary interpretations and critical reception of the play. Students will write a brief synopsis of the play and will select a significant scene to perform for the class. Group research will be presented as a research paper with appropriate appropria te documentation. docume ntation. Novel Focus. Students will apply skills of prose analysis to a consideration of the novel Brave Brave Ne w World. World . Timed Writing. Students will be asked to write several timed writings. These timed writings will be applied thematically and will encompass analytical writing and free response writing. Calibration and grading will accompany all AP timed writing. •
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Third Nine Weeks Poetry and Short Prose Response. Periodically students will receive the title of a poem or short story which is in the textbook. They are asked to read the poem or short story several times independently and then write a response in informal writing. The response should be an analysis of the piece and its elements. Students may be directed to analyze a specific literary device that includes: plot and structure, structure, character, setting; setting; symbol, point point of view, theme, tone, tone, and style. Students may also write about how the piece makes them feel, or about a memory that the piece evokes. Usually student responses will be a combination combinatio n of these things. These responses response s will form the basis of weekly discussion discussi on that examines the essential question: “How do literary elements create tone and meaning in a text?” Poetry. To emphasize close reading skills and to give students the opportunity to apply various critical interpretations, we will study and discuss poetry selections from the primary text. Poems include but are not limited to: “The Voice You Hear When You Read Silently”; “Conjoined”; “Design”; “Ulysses”; “The Man He Killed”; “A Work of Artifice”; “My Last Duchess”; “Leda and the Swan”; “The Second Coming”; “The Iceberg Seven-Eighths Under”; “One Art”; “Walking Away”; “Siren Song”; “Mirror”; “Very Like a Whale.” Class discussion and student writing will focus on the essential question: “How do rhetorical and literary devices work together to create tone and meaning in a text?” Novel Focus. Students will apply skills of prose analysis to a consideration of the novelsThe Handmaid’s Tale. Timed Writing. Students will be asked to write several timed writings. These timed writings will be applied thematically and will encompass analytical writing and free response writing. Calibration and grading will accompany all AP timed writing. •
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Fourth Nine Weeks Poetry and Short Prose Response. Periodically students will receive the title of a poem or short story which is in the textbook. They are asked to read the poem or short story several times independently and then write a response in informal writing. The response should be an analysis of the piece and its elements. Students may be directed to analyze a specific literary device that includes: plot and structure, structure, character, setting; symbol, point point of view, theme, tone, tone, and style. Students may also write about how the piece makes them feel, or about a memory that the piece evokes. Usually student responses will be a combination combinatio n of these things. These responses response s will form the basis of weekly discussion discussi on that examines the essential question: “How do literary elements create tone and meaning in a text?” •
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Poetry. To emphasize close reading skills and to give students the opportunity to apply various critical interpretations, we will study and discuss poetry selections from the primary primary text. Poems include but are not limited to: “The Death of the Ball Turret Gunner”; “Richard Cory”; “Dulce et Decorum Est”; “My Papa’s Waltz”; “Traveling Through the Dark.” Class discussion and student writing will focus on the essential question: “How do rhetorical and literary devices work together to create tone and meaning in a text?” Novel Focus. Students will apply skills of prose analysis to a consideration of the novelsThe Things They Carried . Timed Writing. Students will be asked to write several timed writings. These timed writings will be applied thematically and will encompass analytical writing and free response writing. Calibration and grading will accompany all AP timed writing. AP Test Review. To synthesize our yearlong study of prose, drama, and poetry analysis, students will review reading and writing strategies for the AP Literature Exam. Activities will include practice with released multiple choice exams, and timed writings on prose, poetry and open questions from previous exams. Although practice and preparation is a yearlong process, students are now given the opportunity to evaluate strengths and weaknesses and set goals for intense study and improvement in the final weeks before the exam.
Methods of Evaluation Students will be expected to participate in large group discussions, Socratic seminars, small group work, independent research and study, and student presentations. Assignments include timed writing, writing, papers written outside outside of class, speeches, seminars, class discussions, non-fiction and fiction reading assignments, projects, in-class student analysis and reflection, quote analysis various rhetorical modes of writing, studies of best practices for writing/language usage, and graphic organizers to aid in analysis. Specific activities within these broad categories will include, but are not limited to: Timed Writings and grading calibration: the students will be expected to become proficient in analyzing and addressing a variety of prompts within a specified time limit. They will also be expected to analyze their writing as well as the writing of their classmates in a holistic manner based on the AP rubric. Objective Tests and quizzes will be given periodically throughout the year to assess the students’ knowledge of the literature and how to apply rhetorical analysis strategies we have discussed over the course of the year. Formal Research Essays will require students to synthesize and evaluate biographical and critical material. Group and Individual Presentations assess not only their knowledge of their subject, but also students’ presentation and collaborative skills. skills. They will be required throughout throughout the year. Major Works Data Sheets, required on each novel and play, provide valuable review materials for the open-question on the AP exam. They encourage close reading reading of a text and will serve as the basis basis of class discussion. Vocabulary Tests focus on words that describe describe tone and SAT vocabulary. Students will study vocabulary vocabulary throughout the year. Socratic Seminars Seminars will be conducted on a variety of texts. Students should always read expecting expecting to participate in a formal discussion of their observations of the text. Prose and Poetry Responses Responses are informal essays essays counted as class participation participation and graded on a pass/fail pass/fail basis. These responses direct class discussion and encourage continuous practice with close reading. •
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Grading Student progress is determined determined through both formative formative and summative assessments. assessments. Although all assessments assessments will be evaluated, not all formative assessments assessments will figure into the student’s overall course grades. Graded assignments will fall fall into two categories, major assignments assignments and minor assignments. A particular assignment’s assignment’s category will be determined based on complexity, amount of time required, and overall relevance relevance to the course standards. Formative assignments assignments may include but are not limited to quizzes (vocabulary, reading, skill-based), skill-based), informal writing assignments, assignments, general class work and homework. Summative assignments may include but are not limited to tests, formal writing, research-based products, and culminating products. While students will have fewer major assignments than minor assignments per grading period, the major assignments will comprise a greater percentage of the average. In this class, grades will be determined determined by a weighted system. Major assignments will will be weighted 60% of a student’s average; minor assignments will be weighted 40% of a student’s average.
CHS Make Up Work Policy for Lawful Absences Students are encouraged to attend attend school regularly. Nevertheless, students students are absent for a variety of reasons, but students students should understand the responsibility responsibility of making up work that belongs to them. The following guidelines are established established for make-up work: 1.
It is the student’s responsibility to make the necessary arrangements for making up work due to any absence.
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There are a variety of options available available to students to schedule make-up make-up before, after, and during during the school day. For example, make-up test and work may be administered on Wednesday mornings from 7:45 am until 8:45 am, during normal school/class hours at the teacher’s discretion, and/or during scheduled enrichment times.
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Students who miss scheduled make-up appointments and/or assignments may be penalized.
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Students will have four school days to complete in-class work for every class day missed in a course (up to two consecutive class days in a course).
Example – If a student misses 1A on Monday, the student must complete make-up work no later than Friday of that same week. Example – If a student misses 5B on Tuesday and Thursday during one week, the student must complete all make-up work within 8 school days of their return to school. 5.
Students missing three or more consecutive classes in a course will be given 10 school days to complete assignments unless other arrangements have been made.
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Pre-assigned work (i.e. long term assignments, test, presentations, etc.) is due at the beginning of class upon the student’s return to class. If a student is not prepared upon return to turn in make-up work, the teacher may assign assign a zero unless other arrangement have been made.
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If a student does not make up work during the prescribed time, the teacher may assign a zero unless other arrangements have been made. mad e.
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A student who misses classes because of a school-sponsored function is responsible for long term assignments that will be missed before going on the trip. The student should be prepared to make up any missed missed test/quiz and /or give give any presentation presenta tion the day d ay they return r eturn to class c lass unless unle ss other arrangemen a rrangements ts have been b een made.
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Students whose lawful absences result in missing a final examination in a semester or yearly course will be provided a scheduled opportunity to make up the test(s) missed. missed. Make up exams will not be scheduled during regular school hours. hours. Exams must be taken on the scheduled day(s). day(s). When the absence is unlawful, unlawful, the student will receive receive a “)” for the exam grade.
Avoiding a due date by not attending class is strongly discouraged and not a valid excuse for turning in late assignments; however, if a student must be absent from school, it is his responsibility and in his best interest to make-up all worked missed as soon as possible.
Academic Assistance Enrichment is available for all students Monday, Thursday, and Friday from 7:55 – 8:20. Additional times and days will be considered upon student request. Parents have Internet access to their student’s class grades through Power Schools. More information will be forthcoming.
Technology Expectations Please be certain to have your mobile device with you and charged for every class. All course information, including your gmail calendar with assignment due dates, will be housed on my website. You will need to reference this site frequently. The web address is www.dawnweathersbeeclass.weebly.com.. All papers will be submitted via Turn It In. It is your responsibility to sign up for your class account. The www.dawnweathersbeeclass.weebly.com web address is www.turnitin.com www.turnitin.com.. The course code is 6769882 and the password is litcomp.
Testing Expectation As a student enrolled in the Advanced Placement Language and Composition course you are expected to take the AP exam. If for any reason you choose not to take the exam you will asked to reimburse the $75.00 examination fee to Lexington District #5.
Academic Integrity Plagiarism will will not be tolerated and will result in an automatic automatic “0” on that assignment. Please note that this expectation expectation includes a requirement that students complete all written work by themselves unless the assignment is designated as a partner or group project. District 5 of Lexington and Richland Counties’ High School Honor Code Alternative Academy, Chapin High, Dutch Fork High, and Irmo High Belief In order to foster an environment of mutual trust and respect, we believe, within the community of School District 5 of Lexington and Richland Counties, each individual should accept the personal responsibility to exhibit and promote academic and social integrity. Pledge I will not cheat, plagiarize, steal, misrepresent the truth, and/or treat others in a disrespectful manner. I accept the personal responsibility that all work I submit is my own and I will neither give nor receive unauthorized assistance.
Code We expect all students to: use electronic devices such as calculators, computers, cell phones, and PDA's in a legal and appropriate manner as directed by the school sc hool or teacher. t eacher. work independently and without assistance from others and avoid giving assistance to others unless specific permission is given by the teacher with regard to that particular assignment. prepare properly p roperly for f or a test or graded assignment assignme nt without accepting information informatio n in advance adv ance from others who have already alre ady completed this work and without disseminating information to someone who has not yet taken a test or worked on a graded assignment. follow teacher directions for the taking of tests or graded assignments without the use of notes or other sources of information unless specifically allowed to do so. be forthright forthr ight in properly p roperly acknowledg ac knowledging ing the source(s) so urce(s) of o f all non-original non -original words, phrases, ph rases, and ideas by using standard stan dard rules rule s of documentation or other appropriate stylistic formats approved by a teacher. •
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Definitions Cheating is defined as giving or receiving unauthorized assistance. Plagiarism is defined as presenting as one’s own the words, phrases, and ideas of another, either on purpose or through carelessness. It also relates to borrowing the sequence of ideas, the arrangement of material, and the pattern of thought of someone else without proper acknowledg ac knowledgement. ement. Academic consequences Teachers may assign a grade of "0" for the assignment. Consequences Consequences will include, but are not limited to,… First Offense Referral to guidance or administration Teacher call to parent Second Offense Loss of exam exemption for the course per district policy Conference with teacher(s), parent/guardian, student, and counselor and/or administrator Third Offense Administrator call to parent Loss of exam exemptions (any and all exams possible to exempt) Fourth Offense Meeting with parent/guardian, student and principal to discuss behavioral consequences
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Guidelines for students View a presentation with examples of plagiarism and cheating to be shown at all high schools during the first week of school. By placing his/her name on each paper or assignment the student attests that the assignment is his/her own work and is submitted in accordance with the honor code. Guidelines for schools Provide training for all staff on the Honor Code during the first week that teachers return to provide consistency in understanding. Distribute the Honor Code to students along with an explanation of the new incorporation of this code during the first week of school. Require parent/guardian parent/guardian and student signature each year on the Honor Code signature sheet. Post a copy of the Honor Code in every classroom, in each school’s newsletter, and on both school and district websites. Introduce the Honor Code to freshmen at orientation. Ensure that all understand that the Honor Code applies to the classroom and any other school-related activity. Ensure that all Honor Code violations are included in the students’ guidance record throughout the year. Uniformly enforce loss of exam exemptions. Ensure that all teachers include the Honor Code pledge in each syllabus. Ensure that a page describing the Honor Code is included in each teacher handbook. • •
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Respectfully submitted by District Five Honor Code Committee Members
Chapin High – Assistant Principal Anne Pillow, Mark Shelley, and Anastasia Sease Dutch Fork High – Jeff Browder and Julie Vandiver Irmo High – Alenda Jones and Peter Lauzon District Office – Patsy Grimes Works Cited “Academic Policies.” John Marshall High School, Los Angeles, California. http://www.johnmarshallhs.o http://www. johnmarshallhs.org/academic_polici rg/academic_policies.jsp es.jsp Retrieved February 2006 Chapin High School Committee on Plagiarism “Druid Hills High School,” Atlanta, Georgia. http://www.dekalb.k12.ga.us/~druidhills/ to School Info to Honor Code. Retrieved February 2006 Dutch Fork High School Committee on Plagiarism and Cheating Irmo High School Honor Code Pa rent Newsletter Newslett er . September 2004. West ”New Expectations for Academic Integrity at High School South.” Pirate N ews and V iews Parent Windsor Plainsboro High School South, New Jersey. http://www.west-windsor-pl http://www. west-windsor-plainsboro.k12.nj.us ainsboro.k12.nj.us/forms2/HSS /forms2/HSS%20August%20New %20August%20Newsletter.pdf sletter.pdf Retrieved May 2006 Peninsula Catholic High School, Newport News, VA. Student Life to Honor Code. http://peninsulac http://peninsulacatholic.com/ atholic.com/ Retrieved February 2006
