AP ENGLISH LANGUAGE AND COMPOSITION
COURSE DESCRIPTION AND SYLLABUS
Ms. Gini Grossenbacher, Ms. Marla Magsig
SHELDON HIGH SCHOOL VISION/ MISSION STATEMENT:
The mission of Sheldon
High School is to empower students to meet standards of excellence, which
foster intellectual curiosity and ready them to be responsible, productive, employable citizens in a culturally diverse society.
TEXTS: Prose Style, Prentice
Hall; Literature and Language Arts, 5th course, Holt Rinehart, & Winston; The Scarlet Letter by Nathaniel Hawthorne;
The Great Gatsby by F. Scott Fitzgerald; The Catcher in the Rye by J.D. Salinger; Their Eyes Were Watching God by Zora Neale
Hurston; The Crucible by Arthur Miller; The Language of of Composition, Bedford/St. Martin’s, selected college-level
readings; student-chosen and teacher approved college-bound designated novels and non-fiction books
In keeping with the college-level approach to the course, students are strongly
encouraged to purchase their own copies of all supplemental novels so that they may write in and keep their books. It is highly
recommended that students purchase Diana Hacker’s Pocket Style Manual, Bedford/St. Martin’s.
TEXTBOOKS: Please be advised that students are financially responsible for all textbooks and library books they check
out from the library. This means that students must pay for all books that are lost or stolen from their possession. Students
keep textbooks in their classrooms at their own risk. Many times a student gets a textbook mixed up with another classmate.
When this happens, the student is still responsible for the book he/she checked out. If a student needs to pay for a book,
payment plans may be arranged with the library. Call 681-7500 ext. 8088 if you have questions regarding the textbook policy.
You may also access this at http://shshuskies.wordpress.com
in this introductory college-level course read and carefully analyze a broad and challenging range of nonfiction prose selections,
deepening their awareness of rhetoric and how language works. Through close reading and frequent writing, students develop
their ability to work with language and text with a greater awareness of purpose and strategy, while strengthening their own
composing abilities. Course readings feature expository, personal, and argumentative texts from a variety of authors and historical
contexts. Students examine and work with essays, letters, speeches, images, and imaginative literature. Since this course
is taught at 11th grade, there is an emphasis on American non-fiction, with certain exceptions. Featured authors
include Annie Dillard, Jhumpa Lahiri, Isaac Asimov, Amy Tan, Judy Brady, Anna Quindlen, Barbara Ehrenreich, Eric Liu, Judith
Ortiz Cofer, Frederick Douglass, Malcolm X, Ralph Waldo Emerson, Henry David Thoreau, Thomas Jefferson, Thomas Paine, Martin
Luther King, Jr.., Jonathan Swift, Jonathan Edwards, Patrick Henry, Mohandas K. Gandhi, Abraham Lincoln, Mark Twain, Bill
Bryson, Charles Krauthammer, Sarah Coleman, Margaret Visser, Joan Didion, Zora Neale Hurston, J.D. Salinger, Arthur Miller,
F. Scott Fitzgerald, and Nathaniel Hawthorne. Students prepare for the AP English Language and Composition Exam in May and
may be granted advanced placement, college credit, or both as a result of satisfactory performance.
course follows the guidelines described in the AP English Course Description. Course reading and writing activities help our
students gain skill in textual analysis of author’s purpose, audience, subject, and resources of language: syntax, word
choice, and tone. As students are on a 4x4 block schedule, students will have completed a course in close reading and purposeful
writing in January and June. Students meet the challenge of reading fewer passages, but they read more intensely in order
to fully prepare for the AP exam on Wednesday, May 14. The critical skills that students learn to appreciate through close
and continued analysis of a wide variety of nonfiction texts can serve them in their own writing as they gain skill and practice.
During the course, a wide variety of texts (prose and image based) and writing tasks provide the focus for an energetic study
of language, rhetoric, argument and synthesis.
As this is a college-level
course, performance expectations are appropriately high, and the workload is challenging. In addition to summer work, students
are expected to commit to a minimum of five hours of course work per week outside of class. Often, this work involves long–term
writing and reading assignments, so effective time management is important. Because of the demanding curriculum, students
must bring to the course sufficient command of mechanical conventions and an ability to comprehend and discuss prose. As the
exam approaches during Term 4, the instructors will hold intensive review sessions weekly in order to provide extra coaching
for the May exam. Please continue to check my website at http://vgrossen.tripod.com/ for updates.
A. SUBMITTING WORK:
Papers completed outside of
class must be typed, double-spaced, have one-inch margins, 12-point Times New Roman font, numbered pages and a title heading
Homework is due when the student
enters the classroom. It is inappropriate in an AP course to complete homework
in class on the day it is due or to complete homework from another class.
Technical Difficulties: If the student experiences computer/printer problems, he/she should print in the school’s
library before class (the classroom computer is for teacher use only and not available for this purpose) or submit a final
draft written in ink by the deadline in order to avoid the “No late work” policy.
The instructor will hold this copy for ONE day until the student replaces it with the typed version. Work written in class should be completed in dark ink (blue or black – no pencil) and must be clearly
B. LATE AND MAKE-UP WORK: With the constraints of the block schedule, the Sheldon English Department adopts
a no late work policy on long term assignment deadlines. Students not in class on the day a long-term assignment is due should
submit their work in the teacher’s mailbox in the main office with a date and time stamp (the administrative assistants
in the attendance office can do this for you). The stamp should reflect a date
and time prior to the assignment deadline. An excused absence does not exempt
students from this policy. Daily assignments can be made up with an excused absence.
Students have the same amount of time to make up an assignment as all other students had to complete the assignment.
C. DAILY PROCEDURES:
· Attendance: students are to sit in their assigned seats,
ready to learn when the bell rings. Daily attendance is essential in this course;
simply making up the assignments will not make up for student presence in class.
· Please be aware of instructions on the side board or overhead.
If homework is due, turn it in to the green basket. Be ready to work and
respond quickly, have paper out and be ready to take notes every day.
· Students will need the required book(s), a three ring binder, binder paper and a student planner or
daybook. The AP course handouts are extensive, so binder dividers are recommended. At times you will be asked to complete
activities and download information posted on my website firstname.lastname@example.org (Grossenbacher) http://groups.google.com/group/magsigap11 (Magsig)
· Passes: There will be no hall passes except for emergencies. Please
take care of all personal business before class begins.
· Food and drink: There will be no food nor drink except water in a clear bottle in the classroom.
D. GRADING: Grades in the class
are based on a points-earned system that allows for assignments to be weighted. Grades
are given for homework quizzes, tests, homework, presentations, written work, projects and participation. Timed writing is a significant part of the grade. It
is always scored with the standard nine-point AP rubric. STUDENTS SHOULD KEEP ALL WORK to provide a check for possible recording
errors. Class grades will be awarded on the percent of points possible using
the following scale and weighting:
100-90% B 89-80% C 79-70% D 69-60%
Multiple Choice Tests/projects
Participation (Homework/class discussion)
Outside Reading (Essays & Socratic Seminars) 20%
E. CLASSROOM DECORUM: Following
the Sheldon High School English Department best practice, we keep a “safe space” environment in this classroom.
Citizenship in this class calls for the highest possible standards of civility and respect: for self, others, property and
the learning process. All school and district rules and policies will be consistently
upheld. Excellent decorum goes beyond being on time and quiet when required. An excellent student consistently makes substantial contributions to the learning
community of our classroom. He/she has a generous, open attitude and contributes
to others with his/her help, responsibility, and participation in both large and small groups. Speaking ill of others in an
AP classroom is highly inappropriate.
F. TARDIES: Sheldon High School
tardy policy outlined in the student handbook will be consistently enforced. Students
should familiarize themselves with this policy. Please note: the SHS tardy policy has been amended to read as follows: Parents
wishing to excuse their student’s Tardy for a medical or dental reason must provide written proof to the Attendance
Office from the Doctor of the appointment date and time along with the Doctor’s phone number in order for the Tardy to be excused.
Honesty: Trust is essential in a learning community and needs to be protected. Students
cheating in any way will receive a zero on that particular assignment. A second
instance will result in an F for the semester. Instances of plagiarism
will be referred to the Vice Principal without question.
H. Academic Code of Conduct - Plagiarism
Plagiarism occurs when a student copies or paraphrases
someone else’s words, work, or ideas without giving credit to the original author/speaker “source”. Outside sources which need to be given credit include, but are not limited to, books,
websites, periodicals, newspapers, material from electronic databases, radio or television programs, interviews, speeches
and/or letters and correspondence, including e-mail. If a student commits plagiarism in any portion of an academic exercise,
the student will receive a zero on the assignment and also disciplinary consequences from the administration (see Student
Handbook: Disciplinary Consequences For Behavior Violation Of Code Of Conduct). An academic exercise includes, but is not
limited to, a homework/practice assignment, essay, and/or research paper.
F. EXTRA HELP/EXTRA CREDIT:
The best time for students to get individual help is after school. My office hours are posted on my webpage: email@example.com.
There will be no extra credit work in AP English.
G. TEACHER AVAILABILITY AND
Please feel free to contact me by the methods listed below:
· By e-mail: firstname.lastname@example.org or email@example.com – we check this often, and it is generally the best way to reach us.
· By school phone: 681-7500 ext 8148 - (Grossenbacher)
681-7500 ext 8170
E Grades is a communication tool that allows parents/guardians/students to access student grades. Please Go
to Sheldonhuskies.com for the egrade link. I will post egrades after each three week grading period.
BACK TO SCHOOL NIGHT, Tuesday,
September 9th from 6:30-8PM. Please plan to attend to receive further course information and to meet your student’s
teachers. We look forward to meeting you!
Please sign and return:
I have read, understand and accept the policies outlined in this syllabus.
Student Printed Name
Parent Printed Name