1 SYLLABUS ADVANCED COMPOSITION FALL 2009 Instructor: Mr. Noah Brewer Room: # 212, B Hall Email: email@example.com Students: Please plan to see Mr. Brewer (individual conference appointments) at least once before or after school during the semester. You will make these appointments by email or in person. Parents: To make an appointment to see Mr. Brewer, please call the CHS Guidance and Counseling Office: 770- 834-6115. TEXTS Harbrace Handbook, 40 Model Essays, Night by Elie Wiesel, handouts given in class, articles you bring in, and selected Internet sites. COURSE DESCRIPTION Welcome to Advanced Composition. This course is designed to prepare you for writing, listening, reading, and speaking in college. We will focus on skills required for both effective writing and critical reading of texts, primarily non-fiction. These skills are also mandated by the State of Georgia, Department of Education. Advanced Composition is required for graduation (college prep). OBJECTIVES By the end of this course, you should have learned To develop skills in effective expository, analytical, and argumentative writing. To develop facility with the whole writing process from invention through editing a final product. To understand and employ a variety of rhetorical modes and techniques of persuasion. To acquire reasonable mastery of standards of senior/college-level prose writing. To incorporate and document additional textual materials to strengthen and support argument. THEME Ideas such as "How, then, shall we live?,” “The Ripple Effect,” and “Movers and Shapers” capture the thematic purpose of this course. The curriculum is designed to rigorously examine the notion of people who have changed, or are changing, the world. Further, we will try to cultivate the knowledge, skills and dispositions in ourselves that allow us to address the ethical and moral rights and responsibilities these ideas imply. Some topics we will explore may include Identity, Education, Innocence/Experience, Conformity/Rebellion, Family/Culture/ Class/Gender, Love/Hate, Popular Culture, and Technology/Communication. 2 ASSIGNMENTS Reading This course will focus on readings related to our theme and essential questions. The readings will include articles, essays, editorials, speeches, videos, and literature, from classical to contemporary. We will seek to understand “WHAT” the author is saying and “HOW” he or she says it. Why so much reading, if it is a writing course? Reading other’s writings can introduce you to new information give you new perspectives on your own experiences show you a variety of good writing and different writing styles make you aware of the role of reader or audience. Writing You will react to the theme questions and topics from personal experience. You will also reflect upon them from more academic viewpoints. Throughout the semester, you will respond to and analyze readings, but you will also write about the theme through other expository approaches. You will practice the following types of writing in this semester: Basic Rhetorical Styles: Narrative, description, classification, example, comparison, definition Summaries of Texts and Arguments Responses to Texts (Responding to a text and/or the argument advanced in a text by reflecting and connecting to experience) Analysis of Text (Critically evaluating rhetorical devices, writing styles, arguments and approaches to an issue—The WHAT and the HOW) Syntheses of Texts (Understanding and being able to write about relationships among texts and the arguments made by authors of those texts) Argumentation/Persuasion (Advancing an academic position within the context of other positions and supporting it with evidence) Research writing (Synthesizing information from a variety of writings in order to evaluate a specific person or group’s stance on an issue and to offer opposing viewpoints and solutions to a problem or issue). CONCEPTS AND SKILLS This course offers discussion and practice of concepts and skills necessary to college and career, skills that you will use everyday, critical thinking and writing. Reading and writing about thematic materials Linking personal experience with academic context Audience analysis Developing and focusing ideas Organizing, revising, and editing strategies Grammar and usage, style, mechanics, punctuation Evaluating writing Research Academic and career uses of computers and the Internet Vocabulary 3 MATERIALS You should come to class prepared with the proper materials: 1 USB Flash Drive 1 notebook (Preview /Clear view type; 1 ½ or 2-inch size 1 package of Tab dividers (5 per package) College-ruled notebook paper Pencils and pens NOTE: You will need access to a computer and an email address. You may use the computers in our classroom before school or after school. Grading Scale and Requirements Introduction: Because Advanced Composition is a college-preparatory writing course, many formative activities will be comparable to a college composition course and will consist of independent reading and writing combined with class discussions and activities. Evaluation: To evaluate your work summatively, you will prepare a final portfolio comprised of selected pieces of writing to learn, writing to communicate, and writing to persuade. At the conclusion of this course, you will have written a “portfolio” that will help you in college and in job searches. Note: A parent or guardian will sign a copy of your major assignments. Type of Work Percent of Brief Descriptions Grade Writing to Learn 15% Informal: Homework, in-class writing, vocabulary, self- assessment. Writing to Communicate 15% Ranges from informal to formal: Response journals peer reviews, group activities, writing activities. Writing to Persuade 20% Formal: In-and out-of-class essays. Researched Argument Project 15% Researched argument and presentation. This assignment is long-term and involves several scaffolded assignments. Tests/Quizzes/Activities 10% Also quizzes over readings, discussions, vocabulary, and grammar. Portfolio 15% Long-term assignment. Involves keeping ALL assignments in your PORTFOLIO, in the appropriate sections. Also, a final product will be prepared from portfolio contents. Will be checked for each progress report. Essay exams 10% Pre-test, mid-term, final. 4 WORKSHOP EXPECTATIONS AND ETHICS Expectations: To be a successful student you must DO --- Follow the Golden Rule! Imagine yourself at a job/college interview (one you really want!). Be prompt: You MUST be seated when the bell rings. Be Prepared: Have your textbook, notebook, paper, and pen; copy the agenda first thing each day. Be courteous: Allow everyone in the class the right to participate, learn, and listen without interference. This means raise your hand to talk and get my attention. Speak clearly, use professional language at all times. Pay attention, work hard, and participate in class at all times. Follow instructions THE FIRST TIME THEY ARE GIVEN. Be Informed: Know the school policies and procedures outlined in the student handbook and my classroom rules on this syllabus and those I present in class. Complete all assignments and turn them in on time. I will not accept work late unless you have an excused absence. Be responsible: When you are absent, you are responsible for arranging to make up work…either before or after school. Come to me with your questions and concerns promptly! DO NOT: Speak in a manner that could seem disrespectful of anyone in the class.. Shout at ANY time. Raise your hand to speak to me. Bring Drinks/Food/Candy in to this lab. No warnings. SLEEP Talk when others are talking. Display personal technology: by sound or sight – CHS ADMINISTATION. Specific day-to-day policies will follow.
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