English III Dual Credit / 1301 / Composition I Policy Statement and Syllabus Fall 2012

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1 English III Dual Credit / 1301 / Composition I Policy Statement and Syllabus Fall 2012 Instructor: Dr. Jamie B Wormsbaker jwormsbaker@roosevelt.k12.tx.us Instructional Help Hour: Fridays 3:30-4:30 Word of Welcome WELCOME to the dual credit course English 1301! As Juniors and Seniors you have an incredible opportunity to take college courses during your last few years of high school. The fact that you are in this class suggests that you are motivated and capable. I will hold high expectations for each of you, but I will also offer you any help you might need along the way. I want each of you to succeed and feel good about what you have produced in this class. Let s work together to make this class an extraordinary opportunity for you to grow as readers and writers. You can expect a rigorous (but fun) class this semester. About Me My name is Jamie Brook Wormsbaker, and I love to teach and to learn from my students. I have a lovely family, which includes my two year old son, Ryder, my happy and chunky baby Gunnar, and my husband, Kelcey, who also teaches middle school science and coaches football. In addition we have a puppy named Sandy and a grouchy older cat named Chico. Both my husband and myself have dedicated our lives to teaching, because we strongly believe that learning affords people the opportunity to escape oppression and to also enrich any life, no matter the circumstances. I have spent a long time in school in order to be the best teacher I can possibly be. I began my college education at the University of Nevada at Las Vegas where I earned a B.A. in English. From there, I went to the University of New Mexico where I earned an M.A. in English. Finally, after 11 long years of school, I earned a Ph.D. from Texas Tech in English. While at UNM and TTU, I was able to teach college courses at all levels, from Freshman composition to Senior level literature. You might feel good knowing that the dual credit course you take with me will be taught just as I have taught it at major universities. This means you are truly experiencing a college level course. I know that each of you can succeed in this class and will be more prepared for any road you choose after high school as a result. Catalog Course Description: This course includes a grammar review and a study of the principles of good writing, methods of paragraph and theme development, frequent essays, and readings in literature and the other humanities.

2 Scope/Purpose The purpose of English 1301 is to help students understand and apply the standards of correctness in formal thought and the written English language. English 1301 helps students to think well by teaching them to read and write well through its focus on the writing process, on the use of appropriate grammar and diction, on the use of logic, and on the different methods of essay development. Collateral readings from all areas of the humanities are included. Required Texts: Kirszner and Mandell. Patterns for College Writing. 11 th Ed. Bedford/St. Martin s Hacker. A Writer s Reference. 6 th ED. Bedford/St. Martin s. A comprehensive dictionary or collegiate dictionary (such as The American Heritage Dictionary or Merriam Webster Collegiate Dictionary). Supplemental readings will also be provided by the instructor. Requirements: 1.) Students will write a minimum of eight essays, although some essays may be presented as collaborative projects according to the instructor s desire. The course also includes a final exam. All essays will be graded according to the standards set forth in this policy statement. 2.) Students will read mostly nonfiction essays (with inclusion of short stories, poems, and literature) from all areas of the humanities, will participate in class discussions of the readings, and will be tested over their understanding of the readings through quizzes, examinations, class discussions, and/or written assignments. 3.) I may also require additional writing assignments including, but not limited to, resumes, business letters, homework or response papers, and journal entries. 4.) I may also require quizzes or examinations covering, but not limited to, grammar, reading assignments, logic, and rhetorical modes. Instructional Objectives By the end of this course, the student should be able 1. To understand writing as a process (including pre-writing, writing, and revision) 2. To apply the principles of writing as a process and the analysis of audience and purpose to writing assignments. 3. To write an essay that follows the principles of unity and coherence and that is appropriately developed by one of the following means (specified in the assignment): narration, description, illustration, definition, process analysis, cause and effect, comparison and contrast, classification and division, argument, and/or persuasion.

3 4. To write an essay in standard English with MLA citations 5. To understand and apply the basic principles of critical thinking in the development of exposition and argument 6. To understand personal responsibility for academic opportunities 7. To understand and demonstrate an importance of the understanding of honesty and integrity in academic writing Grading Policy Formative Grades (Homework, Quizzes, Essay drafts, Other in and out of class work) = 65% of final grade Summative Grades (Formal exams, Final essays, Other products as designated by instructor) = 35% of final grade Methods of Evaluation Student work will be evaluated by means of A, B, C, D, F: Superior, Good, Average, Poor, and Unacceptable. Numerical grades will be assigned for convenience in averaging grades only. All assignments must be completed and turned in on the due date before a student will receive credit for the assignment. Late Work will be counted off ten points for every class period late. When the assignment is two days late, or more, I will no longer accept the assignment and the student grade will be entered as zero. Essays and writing assignments/collaborative projects will be graded using criteria provided on a rubric. I will provide the rubric to you at the beginning of the assignment. Each assignment will have slightly different criteria, but we will go over the criteria in class so that what I m asking of you is clear for each and every major essay. Absence Policy This is a college level class and, in keeping with my South Plains College policy, I will hold students responsible for missed class sessions. If you miss more than 4 unexcused class sessions, your grade will automatically go down by 10%. If you miss more than 6 classes, without excused absences, your grade will go down by 20%. If you miss 10 class sessions, you will automatically fail this course. Dual Credit Many of you are JUNIORS and SENIORS. Juniors and Seniors should be responsible, should proof their own work, and should make sure they turn in only work they have created. Seniors will not graduate if they are caught plagiarizing. Be very careful what you turn it to me and how you save your documents. I caution you to

4 use your own disks for saving your work and not combine your files with other students files. Turning in another students work has occurred by accident in my classes before, when disks are shared. Don t be the one caught making this mistake. It can cost you your credit for this course. Take this very seriously. Graduation is not guaranteed just because you are taking this course. Diversity Statement In this class, I will establish and support an environment that values and nurtures individual and group differences and encourages engagements with the class readings and participants. You will be challenged to learn about multiple perspectives and experiences, which should lead you to a deeper understand of both the larger world and yourself. Discrimination Policy I pledge that I will not discriminate against any student on any basis of ethnic, religious, economic, political status, etc. Classroom Procedures My classroom procedures for 1301 and dual credit students will be the same rules that apply to all my English classes. Please refer to posted rules and Roosevelt policies for class conduct. Course Calendar Because most of you are Juniors, and because the TEKS specify the Junior year as a time to study American literature specifically, I have tried to incorporate a focus on readings from American authors within the Cscope curriculum. We will incorporate a combination of your Junior high school requirements with your 1301 requirements. This means that you will be completing some of what your classmates are doing in English III (at an advanced level), but in addition you will be completing all course requirements for the college level Once I get to know you as a class, I will assess places that we can skip or jump ahead in your high school requirements. For now, understand that I will be doing my best to make sure that you don t miss crucial concepts from English III and that you also fill all obligations for This means that the class will combine both some Cscope curriculum (as needed) as well as (mostly) readings and concepts taught in college composition. Note: Due dates for each major assignment will be given when the assignment description and rubric are passed out in class. English III HS Unit 1301 Essay Assignments 1301 Readings 1 Fiction A Separate Peace Various Short Stories Diagnostic Essay TBA Narrative Essay

5 2A Poetry Various poems Descriptive Essay Invention, Arrangement, Drafting, Editing Comparison/Contrast Essay Process Essay Definition Essay TBA 2B--Drama The Crucible by Miller Exemplification Essay Cause/Effect Essay 3 Informational Text In Cold Blood by Capote Argument Essay TBA Argument--TBA

6 Roosevelt High School English Department Jamie Wormsbaker Dual Credit Course Contract The purpose for dual credit courses is to prepare students for college work and to give students the opportunity to receive college credit while in high school. Typically, successful dual credit students are task-oriented, are proficient readers, are able to prioritize, and have parental/guardian support. Dual credit courses are different from regular high school courses in that they are taught with curricula that include guidelines from South Plains College, and contain upper level or sophisticated reading and writing projects. Other characteristics of dual credit courses may include content immersion, a fast pace, and performance assessed through higher level thinking skills including analysis, synthesis, and evaluation. STUDENT, PARENT, TEACHER RESPONSIBILITIES: STUDENT I agree to organize my time and effort to complete successfully the course listed above. I will notify the teacher immediately if I fall behind in class assignments and/or readings. PARENT/GUARDIAN I agree to be familiar with the requirements of the course listed above and to help my son/daughter organize study time in support of class assignments. I will notify the teacher immediately of any concerns I have relating to the dual credit class or my child s progress. TEACHER I agree to teach the dual credit course listed above at a level and pace as outlined by South Plain College s English department, and, in appropriate cases, the district s differentiated curriculum policies. Parents and students will be notified immediately if assigned work and/or assessments are unsatisfactory. EXITING POLICY A student may drop the dual credit course if he/she does not feel comfortable with the work load or does not feel prepared for the course. HONOR CODE This class will be conducted under an honor code. All students will be expected to do their own work. Occasionally, students will be given projects or exams that must be completed outside of class. Breaking the code may result in the student s removal from the course. STUDENT PARENT TEACHER