AP English 12 Letter of Intent by va23990

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									                     12 AP Language and Composition Overview
                                    2009-2010
                         Mrs. Manzella work: 716.250.1244
                                  kmanzella@shs.k12.ny.us

Course Description:
Welcome to Advanced Placement English Language and Composition, a challenging,
multi-disciplined class designed to prepare collegiate efforts in writing and language
analysis. Critical thinking, reading and writing extend the concepts of learning and make
the world and the situations contained therein a part of each individual. Students will be
heavily involved in reading and discussing literature of all genres and organizing ideas in
Standard English. Reading and writing will be daily and essential components.

Upon completion of this course you should know:
        • A wide-ranging, college-level vocabulary used appropriately and
            effectively
        • A variety of sentence structures, including appropriate use of
            subordination and coordination
        • How to use logical organization, enhanced by specific illustrative detail
        • How to apply effective use of rhetoric, including controlling tone,
            establishing and maintaining voice, and achieving appropriate emphasis
            through diction and sentence structure
        • How to use, analyze and interpret samples of good writing, identifying and
            explaining an author’s use of rhetorical strategies and techniques
        • How to use create and sustain arguments based on readings, research,
            and/or personal experience
        • How to research an author’s body of work critically and report findings in
            a formal structure according to the Modern Language Association (MLA)
            and/or American Psychology Association (APA) style(s)
        • How to write in a variety of genres and contexts, both formal and
            informal, employing appropriate conventions and
        • How to move effectively through the stages of the writing process, with
            careful attention to inquiry and research, drafting, revising, editing, and
            review.

Required Supplies:
• A 3-ring binder (1 to 1 ½ preferably) or folder to be used exclusively for English.
• A standard composition notebook for journaling purposes
• Loose leaf paper for in-class essays
• Pens: (For most assignments, black or blue. Red pens are allowed for revision and
   editing purposes only).
• Highlighters and an unlimited supply of Post-It notes for annotations and active
   reading assignments
• An e-mail account (this is critical, because this is your primary means of contacting
   me!)
Optional (good to have items):
  • A dictionary and a thesaurus (highly advised)
  • Access to a Windows or Macintosh computer
  • You are encouraged to purchase copies of all texts, so you can take notes in them
      and highlight important passages. Please note that no student is required to
      purchase these books, and I will have copies for anyone who does not purchase
      her own copies.


The AP Exam
You are here with the objective of taking the AP exam in May. Colleges expect students
to take the AP exam if they are taking an AP class. A grade of 3 (out of 5) on the exam
may provide English credit at the school of your choice, but more and more schools
desire a 4 or better to get college credit.

Homework Policies:
Late Work: This is not even an option. This is a college preparatory class, and you will
be treated in that manner. Get your work done! However, as in the case of emergency or
extenuating circumstances, I will evaluate certain circumstances. Communicate with me!
(E-mail is best)

Absences:
Excused absences: You have as many days to make up work for an excused absence as
days missed.
Unexcused absences: Unexcused work will receive no credit. At my discretion larger
assignments can be made up for partial credit depending on the circumstances.
Unresolved absences are considered unexcused.

Absences and missing work will be your worst enemy! Zeroes affect your grade
tremendously, and your chances of getting an A are drastically limited.

Grading: (Remember, you are to maintain a B average)

   •   Literary Analysis (non-essay): This includes all homework and in-class work
       related to literature during the year. You will have a variety of ways to approach
       different readings, but no matter the assignment, clear, concise writing with strong
       analysis will be an essential part of your success. Writing will be worth at least 60
       percent of your grade, and use of proper and academic writing styles will play an
       important part in your success.

   •   Discussion/Presentations: All students are required to participate in class
       discussions and presentations of literature and other materials. Discussion also
       includes respect for the views of others, not a forum for a student’s political
       views, unless handled in a professional and educated manner.
   •   Writing (essays): In this class, we will focus on the depth of your writing. Most
       essays will be approximately 750-1500 words, although we will write some
       formal researched essays of greater length. I expect your writing to evolve and
       improve as the year progresses. Improving your writing is up to you; I will
       provide any assistance I can. Generally, the more difficult and lengthy the essay,
       the more point value. We will write a variety of essays, including persuasive,
       personal, expository and analytical.

   •   Outside Writing Assignments: All students are required to submit one essay per
       quarter, no fewer than 500 words, as an outside writing assignment. This essay
       will be based on a self-selected book(s) you read supplementary to your course
       load. This must be an original piece of writing, not done for any class assignment
       or any other teacher; it will be evaluated just like any other essay written for this
       class- consider your topic and audience closely.

   •   Assessment: In addition to literature and/or writing, we will be focusing on
       vocabulary and grammatical reinforcement. We also will be working on syntax
       and diction analysis throughout the year. Grammar skills will be reinforced with
       exercises as we study and read Strunk and White’s The Elements of Style.

   •   Tests/Quizzes: Tests/quizzes may be given at any time during a unit and will be
       announced prior to their administration. Grammar skills, vocabulary, and literary
       analysis will be the norm. An essay question may also accompany a unit exam,
       but may not always take place on the test day.

   •   Grade scale: A: 100-90%       B: 89-80%      C: 79-70%    D: 69-60% F: Below 60
       %

   •   Final Project: 20 percent of final grade. This will take place after the AP exam.
       More information to follow.

   •   Important! There are no Ds on homework assignments! You either do C work
       or above, or you get an F on the assignment.

Cheating and Plagiarism (see below for more info)
I sincerely hope that you are not considering taking the easy way out when the going gets
tough. This is where your life will change dramatically, at least in this class.
First offense: You will receive a zero (way beyond an F) for the assignment and your
parents and school administrators will be notified.
Second offense: You will receive a double zero for the assignment and I will recommend
administration will give you an out-of-school, three-day suspension.
Third offense: Removal from the class with an F for the course. Do not expect me to
write you a college or scholarship letter of recommendation, and do not expect me to lie
to a college recruiter if contacted. I will tell the truth.
Classroom Management/Class Rules
   1) Get to class on time. Period.
   2) It is EXTREMELY IMPORTANT to come to class prepared EVERY DAY!
      This includes having homework on time, your notebook, books and any other
      materials needed for class.
   3) We use all available class minutes, so do not pack up early.


WHAT IS PLAGIARISM? Materials from
http://www.ehhs.cmich.edu/~mspears/plagiarism.html, with permission from Michael
Spears

One HUGE misconception that students have is that rewriting something is not
plagiarism, because they are "putting it in their own words." Well, if the source is
not officially acknowledged, IT IS PLAGIARISM. Copying and pasting actually
accounts for only a small percentage of plagiarism. The majority of plagiarism is a
result of text manipulation. The accessibility of the Internet makes plagiarism very
tempting, and unintentional plagiarism springs from this as well. Simply stated,
plagiarism is using someone's work without giving the appropriate credit. This can
mean several things...

1. Copying and pasting text from on-line media, such as encyclopedias is
plagiarism.

2. Copying and pasting text from any web site is plagiarism.

3. Transcribing text from any printed material, such as books, magazines,
encyclopedias or newspapers, is plagiarism.

4. Simply modifying text from any of the above sources is plagiarism.

5. For example, replacing a few select words using a Thesaurus does not constitute
original work.

6. Using photographs, video or audio without permission or acknowledgment is
plagiarism.

7. You may use such a photographic, video or audio source with or in a paper or
multimedia presentation that you create, as long as you do not profit from it or use
it for any purpose other than the original assignment. You must include the source
in your bibliography.
8. Using another student's work and claiming it as your own, even with permission,
is academically unethical and is treated as plagiarism.

9. Acquiring work from commercial sources is academically unethical and is
treated as plagiarism.

10. Translation from one language to another is not using your own words.
Translations fall under the guidelines for quotations, summaries and paraphrasing.

11. Using an essay that you wrote for another class/another purpose without getting
permission from the teacher/professor of both the current class and the class for
which the original work was used is SELF-PLAGIARISM.

________________________________________________________________________

12AP Language and Composition               2009 Summer Project                                Mrs. Manzella

This course will be centered on a unifying theme from the major works of literature studied. By making this
connection upfront, we will be better able to understand how different authors use language and various
composition techniques to illuminate a theme. In the fall, the theme will be “Facing a Crisis of Identity.”
We will be reading several titles, some from the following list, that demonstrate the individual and social
problems that flow from an identity crisis.

Charles Dickens, Great Expectations
Barbara Kingsolver, The Poisonwood Bible
Joseph Conrad, Heart of Darkness
Robert Louis Stevenson, Dr. Jekyll and Mr. Hyde
Cormac McCarthy, The Road
Franz Kafka, Metamorphosis
William. Shakespeare, Hamlet

In order to better prepare you to read and understand this literature, I ask you first do some background
reading in the Bible. No matter what your religious beliefs and training are, the Bible is the fountainhead of
literature. Authors make allusions to Biblical narratives and characters, copy Biblical rhythms in prose and
poetry, and refer to lessons and themes found in Biblical stories. It is important that you know that we will
be treating all Biblical material as literature, not religious beliefs, so all the characters, up to and including
God, are viewed as just that: characters. Since we are a public school, this is the only way we can study this
under the Constitution of the USA.

You will need three books for this project. These are
      1) a Bible (including Old and New Testaments, Prophets, Writings, Psalms, and Proverbs), which you
will procure on your own (the preferred edition is the revised Standard Version, based on the King James
Bible, composed at the time of Shakespeare);

     2) a copy of The Bible: A Literary Study, by John Gottcent, which you will sign out from me;

   and 3) a copy of Great Expectations (which you can also obtain from me or from any bookstore or
library).

Since this is a major undertaking on your part, involving a significant investment in time and effort, it will
count 400 points toward your first quarter grade in the 12AP course. These will be apportioned as follows:
    1) Note-taking will count 200 pts. This can be typed or neatly handwritten on one side only.
       These are due by Friday, August 7. They can be mailed to me at the high school 1901
       Sweet Home Road, Amherst, NY 14228 attn: K. Manzella, English department; e-mailed to
       me at kmanzella@.shs.k12.ny.us or karla@manzellatrade.com or delivered to my mailbox in
       the main office.

    2) Compositions will also count 200 points. This will be two pieces of writing, and each should
       be typed, double-spaced 12 point Times Roman font. These must be handed in by the first
       day of class.

A. Note-Taking - Gottcent. 100 pts. Answer the following prompts in your notes. Whenever
   possible, use short phrases rather than sentences as you compose your notes.
       1.The Bible: A Historical-Cultural Overview.
          a. What are the major parts of the Hebrew Bible?
          b. What three conclusions can be drawn about the Israelite people?
          c. What are the major components of the New Testament (NT)?
          d. Why do we study the Bible as a work of literature?
        2. Reading the Bible as Literature.
           a. What are three different approaches to reading the Bible?
           b. What is Gottcent’s 3-step method for reading the Bible?
        3. Ch. I- XVI. Choose any 6 of the first 12 chapters (the Hebrew Bible) and two from Ch.
       XIII-XVI (the New Testament) and take notes on what you believe to be the most notable
       points of these narratives. Focus on the human qualities of the story, the conflicts faced, and
       the themes or lessons that can be derived. Your notes for each of these chapters should be no
       more than one page long.

B. Note-Taking- Bible. 100 pts. Take notes on each of these major figures. Your notes should
   follow this format: a question concerning this character’s identity, which may include family,
   moral, or theological (i.e. relationship with God) issues. Then, in note form, provide the outline of
   an answer. I have done the first one for you as a model.
        1. Book of Genesis.
              a. Adam and Eve.
                           Ques.: Why do Adam and Eve ignore God’s command to
                            refrain from eating of the Tree of Knowledge?

                                Ans.: Eve tempted by Satan- you will not die
                                       If they die, no descendants
                                       Lures:
                                  Delicious fruit, handsome tree, gain wisdom
                                  Knowledge will give them freedom to choose
                    b. Cain and Abel
                    c. Noah and the Ark
                    d. Abraham and God
                    e. Abraham and his wife Sarah
                    f. Abraham and his son Isaac
                    g. Jacob and Esau
                    h. Joseph and his brothers
                    i Joseph and the Pharaoh

         2.   Book of Exodus.
                    a. Moses and the Egyptian overseer
                    b. Moses and the mantle of leadership
                    c. Moses and the Israelites
                    d. Moses’ destiny
              3.   Leviticus, Numbers, Deuteronomy. For these three books, you do not have to take notes,
                   but try to read them for a better understanding of Biblical narrative and rules. Leviticus
                   contains many of the laws that the Israelites had to follow in order to fulfill the covenant;
                   Numbers describes many of the difficulties faced by Moses in leading the Israelites to the
                   Promised Land; Deuteronomy describes the final phase of the journey, and reviews their
                   experiences in getting there.
              4.   Additional books of the O.T. Many scholars consider these to be the literary masterworks
                   of the Bible, especially Ruth, Job, Psalms, Proverbs, Ecclesiastes, and the Song of Songs.
                   I only ask that you take notes on the Book of Job, focusing on Job’s moral behavior and
                   how it is challenged.
                   We will make this renowned book the focus of our class discussion this September.

              5.   New Testament. Gospel of Matthew. Choose either the note-taking method employed in
                   the O.T. (i.e. question and response) or copy out an appropriate quotation from the NT.
                   The number after each is the chapter from Matthew. I have provided examples of each
                   type of notes for Herod.
                          a. Herod 2
                               Quote: 2:16 Then Herod, when he saw that he had been tricked by the wise
                               men, was in a furious rage, and he sent and killed all the male children in
                               Bethlehem…
                               Question: What was Herod’s reaction to the news from the wise men that the
                               King of the Jews had been born?
                               Response: Herod, wishing to destroy this child, ordered that all the male
                               children in Bethlehem be killed.
                          b. John the Baptist 3
                          c. Jesus is tempted 4
                          d. The Beatitudes (Blessed are…) 5
                          e. Adultery and divorce 5
                          f. How to confront evil 5
                          g. Alms-giving 6
                          h. Violating the Sabbath 12
                          i. A rich man 19
                          j. The chief priests and elders 21
                          k. The two most important commandments 22
                          l. Judas
                          m. Barabbas
                          n. Mary Magdalene


    C.    Charles Dickens’ Great Expectations concerns a number of themes:
              1. Pip’s identity undergoes several transformations.
              2. The ideals of Victorian England are sharply criticized.
              3. The very basis of financial and social success is held to be false.
              4. The possibility of achieving moral regeneration encompasses all of the above themes.
         For the summer, I want you to read at least Part One (Ch.1-19)

    D. Compositions. 200 pts. Remember to do two- one from Group I and one from Group 2.

          Group 1. The best literature, such as the Bible, focuses on the moral dimension revealed by
personal conflict. For this composition, I want you to compose a letter from one character to the other,
revealing the issues of moral and immoral behavior in their relationship. You may choose any figures from
the Bible. Use facts from the narrative, but strive for some originality. Choose ONE of the following:
              1. Eve writes to the serpent, 10 years later
              2. Isaac leaves a note for his father, one week after they returned from Mt. Moriah
              3. Jephtah writes to a friend of his daughter, after she has died
              4. Jacob writes to his brother Esau after wrestling with an angel
             5. Joseph writes to his father, while his brothers are waiting in Egypt
              6. Moses writes to Aaron after the Golden Calf
             7. Job writes to his friends, after his restoration
             8. The Preacher of Ecclesiastes writes to his son
             9. Judas writes to a family member, just before he takes his life
             10. Jesus dictates a letter to his disciples, after Judas’ betrayal
             11. One of the chief priests writes to Judas about what to do about Jesus


        Group 2. Choose a character from Part One of Great Expectations, and write an essay of
comparison with a character from the Bible.
      Joe and Noah
      Mrs. Joe and Sarah
      Pumblechook and Job’s comforters
      Magwitch and Esau
      Biddy and Eve
      Orlick and Judas
      Miss Havisham and the Serpent


Your essay should consist of three parts:
  Explain the impact that this character has on Pip.
  Discuss major similarities and differences with the Biblical character.
  Tell which of the two characters you would rather have as a mentor.


Final note and advice. Yes, this is a lot of work, but past experience and student evaluations of this course
have shown a summer project is worthwhile. You’ll need to set yourself a schedule in order to complete it.
Keep in mind that time management skills are often one of the major indicators of success in college—even
more than SAT scores.
         A suggestion; Divide the project into its major components: Bible, Gottcent, Dickens. Set aside
one or two weeks for each component, and try to work at each component steadily each day. As you finish
a portion, check it off on the assignment sheet. This will give you a sense of accomplishment and will
make the task seem less daunting.
        Good luck.

P.S. I’ll be in and out of school over the summer. If you’d like to meet with me, leave a phone message at
250-1244, or e-mail me at both kmanzella@shs.k12.ny.us and karla@manzellatrade.com I’ll be happy to
answer any questions you have or look over your initial work.

I look forward to our journey together.
Dear Parent or Guardian:

Welcome to AP 12: English Language and Composition. As your child contemplates
enrolling in this challenging and highly beneficial course, I believe it is key for you and your
child to have an understanding of the expectations and policies for this class. Therefore, I
am asking you both to read the above outline and discuss how he/she will meet these
expectations as well as his/her own goals for the class.

After you have read the outline, please sign below. Your signature will indicate a
commitment to abide by the course objectives and to complete the summer project.

Please return this letter of intent to your child’s school counselor no
late than: March 31, 2009

Student Name: ____________________________________________________________________
                (last name)                  (first name)          (middle initial)



Student Signature: ___________________________________________________________


Parent/Guardian: ___________________________________________________________


Parent/Guardian: ___________________________________________________________




Please also do not hesitate to contact me if you have any questions or need additional
information.

Thank you,
Karla D. Manzella
English Department Chair/Teacher

								
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