Creative Writing Course Syllabus

Transcription

1 Creative Writing Course Syllabus Jones College Prep Benjamin Dipman Phone: (773) Department Mission The Jones College Prep Department of is committed to helping students improve their skills in rhetoric, writing, and text analysis according to the ACT College Readiness Standards, which naturally align with the Illinois State Standards and Advanced Placement skills. Through their courses, students will develop their critical-thinking ability: the well-reasoned problem-solving process where one examines evidence and decides what to believe, communicate, or do. Course Overview Welcome to Creative Writing at Jones College Prep! I look forward to forming learning experiences that we all will be able to reflect upon for years as we become lifelong writers. This course will allow students to explore various genres of writing, literary elements and techniques, critiquing strategies, and verbal interpretation. Genres will include nonfiction, fiction, creative nonfiction, memoir, poetry, and drama. Students will read from those genres in order to write effectively within them. Students will understand literary techniques and use them to their advantage while writing. Students will share their pieces with colleagues and improve their writing based upon others responses. Finally, students will read out loud from their pieces, thereby gaining an appreciation for the spoken word. Tentative Day-to-Day Outline Monday and Wednesday Tuesday and Thursday Friday Enhancement of College Readiness Standards and Illinois Common Core Standards In-class creative writing assignments One-on-one (with teacher) and individual focus on writing for other classes Writing Instruction Jones College Prep teachers instill the ACT College Readiness Standards within all grade levels, thereby ensuring that students are thoroughly exposed to all six standards. This course will focus on the following Standards: Quarter One Quarter Two Sentence Structure & Formation (24-27) Main Idea and Author s Approach (24-27) Topic Development in Terms of Purpose and Focus (24-27) Supporting Details (24-27) Dipman, Creative Writing Syllabus 1

2 Quarter Three Organization, Unity, and Coherence (24-27) Generalizations and Conclusions (24-27) Quarter Four Word Choice and Conventions of Usage (24-27) Sequential, Comparative, and Cause-Effect Relationships (24-27) The course will also focus on the Illinois Common Core Standards: Key Ideas and Details Integration of Knowledge and Ideas Craft and Structure Text Types and Purposes Integration of Knowledge Production and Distribution of Writing Range of and Level of Text Research to Build and Present Knowledge Complexity Comprehension and Collaboration Key Ideas and Details Knowledge of Language Craft and Structure Vocabulary Acquisition and Use Resources Various writing instruction lessons will regularly be woven into this class using Grammar and Language Handbook, Writing First, Write Source, Writers, Inc., and Vocabulary Workshop. Additionally, to enhance your writing skills, you will work one-on-one with the teacher, and participate in peer editing and writing workshops sessions. Additionally, as a part of our program to improve student writing, we have chosen to provide access to a new tool for writing instruction. The Criterion Online Writing Evaluation Service is a web-based service developed by Educational Testing Service that evaluates a student s writing, provides instant diagnostic feedback to the student, and guides the process of planning, organizing and revising which is essential to good writing. The Criterion service utilizes automated scoring technologies to provide students writing analysis feedback on writing samples they submit. Students will access their own password-protected website, plan, and submit essays on topics assigned by the teacher. They will then immediately receive extensive online diagnostic feedback to analyze traits of Grammar, Usage, Mechanics, Style, and Organization & Development. Errors and comments from these categories are identified within the essay itself, and targeted feedback is offered for each identified error which helps students focus on their errors as they revise their essays. The Criterion service is not meant to serve as an electronic grader in place of a teacher s input; rather, it will be used during the revision process to ensure that papers students turn in are of the highest quality possible. Assessment and Grading Policies Students will be assessed by way of regular in-class assignments, weekly homework assignments, group work, quizzes, tests, papers and Writing Center visits. The following are approximate percentages: Major Writing Assignments 40% Tests and Quizzes 30% Class work and Homework 30% The JCP grading scale guidelines will be followed: Dipman, Creative Writing Syllabus 2

3 A=92-100% B=83-91% C=74-82% D=65-81% F=Below 65% Grades earned by students generally reflect the following general criteria: A: Indicates learning at the highest level. The student not only has demonstrated knowledge and understanding of the material but also has demonstrated an ability to analyze, synthesize, and evaluate the material with breadth and depth of understanding. An A indicates work that has gone above and beyond the expectations of an assignment. B: The student not only has demonstrated understanding of the material but also applies the material. The student will be able, on occasion, to demonstrate an ability to analyze, synthesize, and evaluate the material. C: The student has demonstrated a basic knowledge and understanding of the material and some ability to apply it. D: The student has demonstrated a limited knowledge and limited understanding of the material and is not able to apply much of it. F: The student has not demonstrated knowledge and understanding of the material, and therefore is not able to apply it. Homework Policy Students must turn homework and class work in on the date it is due. Each day an assignment is turned in late brings the grade of that assignment down one full grade. Therefore, an assignment that earns a B, but is two days late, will be worth a D. An assignment that earns an A, but is one day late, will be worth a B. No late work will be accepted one week after an assignment is due. Course Policies and Expectations Both the Chicago Public Schools Student Code of Conduct and JCP policies will be enforced in the classroom. The following are of utmost importance to me: Assignments: Students must write legibly. If I cannot read it easily, I will not read it at all and you will have to redo it more carefully. Typed materials must have 12-point Times or Times New Roman font and must be double spaced. All work is due when the teacher collects it. If it is turned in after that, it is late and will be marked as such. Seating Assignments: You must sit in your assigned seats. Do not interrupt the flow of the class by getting out of your seat while people are speaking. You may get up from your seat (to throw something away, sharpen your pencil, etc.) during appropriate times only, such as when you are working in groups, working alone, or the teacher has asked you to move. Respect: Be respectful of others opinions and ideas. No put-downs or laughing. I encourage discussion, but discourage interrupting others. Dipman, Creative Writing Syllabus 3

4 Tardiness: Students must arrive to class on time. If you are not in your seat by the time the bell has rung, you are late and will be reported as such. Tardiness affects your grade, slows down the pace of the class, and prevents others from learning. Three tardies equal a cut and consequences will ensue. Academic Dishonesty: Plagiarizing, cheating or copying another student is a flagrant violation of ethics, let alone JCP policy. Group work is important and a vital aspect of the class, but the teacher will clearly let students know when they can work with others. When this is not expected, do your own work. Use the Internet as a resource only; it will not have the answers for you. Makeup Work: If a student is absent, the student must to talk to the teacher (before or after school, or during a preparation period) to determine what the student missed. If it is an unexcused absence, what s/he is able to make up is up to the teacher. Most work cannot be made up due to an unexcused absence. If it is excused (with evidence), the teacher will give the student an equal amount of time that classmates had to complete the work. In some cases, an alternative assignment will be given to the student. If the student knows in advance s/he will be absent on a particular day, it is a good idea to communicate that with the teacher before the absence, rather than after. Revisions: Revising is an important aspect of the writing process. Details for revisions will be included with each assigned paper. Locker: You must come to class prepared. I do not allow students to go to their locker. If you lack supplies, you may have to borrow from another student. If you forgot your assignment, you will have to turn it in late and face the penalty. This can be prevented by coming to class with all materials you need. Bathroom Visits: You will have two opportunities to use the bathroom each semester. I recommend you use the facilities before or after class and save your three visits for emergencies. Cleanliness: Custodians are important to the school in that they keep the building safe and well-maintained for all of us. They are not here to clean up after your laziness and lack of respect. Keep your area clean, or I will ask you to clean it. Food: No food, drink, gum or candy is allowed in the classroom. Refer to the Student Handbook for details of consequences for violating this policy. Electronic Devices: Use of cellular phones, PSPs, ipods or other electronics is prohibited during class. If the teacher sees them, he will take them and students can retrieve them from the discipline office. Dipman, Creative Writing Syllabus 4

5 Sign, detach, and return to Mr. Dipman I read and understand the expectations in Mr. Dipman s Creative Writing syllabus. Date Student s name (printed) Student s signature Student s Address I read and understand the expectations in Mr. Dipman s Creative Writing syllabus. Parent s/guardian s name (printed) Parent s/guardian s signature Daytime Phone # Evening Phone # Address Parents/Guardians: If you would like to provide me with any information about your child, please do so here. It will remain confidential. Dipman, Creative Writing Syllabus 5