Clinch_AP Lit Course Outline by qingyunliuliu


									                             AP® English Literature and Composition
                                         Course Outline
                                    Alpharetta High School
                                        Mrs. Kelly Clinch

                   “In the beginning when the world was young there were a great many
                                 thoughts, but no such thing as a truth.”
                                          --Sherwood Anderson

Course Description: AP® English Literature and Composition is a college-level course designed to
develop careful readers and critics of imaginative literature and to offer a worthy setting for a lifelong
pursuit of meaning. A shared inquiry of the great literary texts will provide these scholars with the
essential tools for joining the great conversation of ideas.

Course Goals: As set forth in the College Board’s AP English Course Description May 2007/2008, the
primary goals of this course are summarized as follows:
        1.)          to cultivate in students the skills of careful observation of textual details while
                     reading and writing to experience and understand literature subjectively
        2.)          to teach students analytical and interpretive skills in reading and writing to
                     explain literature and its myriad meanings
        3.)          to foster the capacity in students while reading and writing to evaluate literature
                     for ―quality and artistic achievement‖ and its inherent ―social and cultural values‖

The works studied during this course build onto the rich reading experience of students enrolled in
high school English classes in our school system prior to entering AP English Literature and
Composition. Having already encountered timeless texts spanning the scope and sequence of early
to contemporary American literature, major classics from world literature, and a variety of selections
from British literature, the students in an AP English Literature and Composition course will explore
through close reading fiction, poetry, drama, and literary criticism that encompass a variety of literary
traditions throughout the history of English. The foundational readings in this course include the
intensive examination of representative works from the medieval period through contemporary times
in British literature, a variety of works from contemporary American literature, and several works in
translation from nineteenth and twentieth century European fiction and drama and twentieth century
world literature. In this course we will discuss the way writers throughout history have expressed
what it means to be human. In our study, we will compare old and new, looking for patterns,
archetypes, and comparative themes. Students will be expected to read closely, citing specific textual
support in the primary works and often the ideas of other literary scholars.

The language experiences of the class will include reading, writing, listening, speaking, and thinking.
Class activities and assignments will include the following examples: reading assignments with
mandated due dates; continued vocabulary development emphasizing both denotative and
connotative implications and both general vocabulary and vocabulary particular to literary analysis;
and one (1) out-of-class formal literary analysis paper a semester;; five (5) to seven (7) timed AP in-
class writings a semester, approximately two per unit; out-of-class reflective journals; writing
workshops requiring peer feedback and re-writing of formal, extended analyses; individual writing
conferences with the instructor regarding both out-of-class formal, extended writings as well as in-
class writings; both oral research presentations and formal written research papers; Socratic seminars;
Shared Inquiry discussions, and quizzes/tests. Finally, students will prepare for success with the

Advanced Placement Exam in English Literature and Composition by taking previously released AP
multiple choice exams and timed writings.

AP Exam Policy: It is expected that students will take the AP exam for this course in May. Please
note that school exam policy states that any student failing the AP class one month prior to testing
(and at any time thereafter) must pay for their AP exam ($84). The state will not pay for a student’s
AP exam if he is failing the course. All failing students who decide NOT to take their AP exam must
pay the returned/unused exam fee of $13. Any student that is passing an AP class (even if it’s with a
70) must take their AP exam.

Textbooks and Auxiliary Materials:

Student Textbooks
Perrine’s Literature: Structure, Sound, and Sense. -- $55.00
Hodge’s Harbrace Handbook -- $36.00.

Supplementary Texts: Novels and Major Works
***We may not study every work listed here and in the unit descriptions, but we will cover as
many as time allows.

Warren, Robert Penn. All the King’s Men
Anderson, Sherwood Winesburg, Ohio
Heaney, Seamus (Trans.) Beowulf (excerpts)
Gardner, John Grendel
Shelley, Mary, Frankenstein
Swift, Jonathan A Modest Proposal
Ellison, Ralph Invisible Man

Supplementary Texts: Drama

Williams, Tennessee A Streetcar Named Desire
Edson, Margaret. Wit
Shakespeare, William. Hamlet
Shakespeare, William, Othello
Stoppard, Tom. Rosencrantz and Guildenstern Are Dead
Wilde, Oscar The Importance of Being Earnest
Ibsen, Henrik A Doll’s House

Supplementary Novels: Additionally, independent novels of student/teacher choice may be
required reading each semester. While no student is required to purchase any books for this course, it
is my hope that you will choose to do so. Writing in a book makes one an active reader – a
more conscientious reader. I believe books beg to be marked up, dog-eared, and consumed over
and again in one’s lifetime—in fact, my writing teacher told me to always read with a pen in hand,
and I still do! To purchase inexpensive titles on-line, visit and These
are wonderful resources! However, as with any assigned reading in this class, I will supply a
book from our supply in the English department bookroom to all who choose not to
purchase one. Please let me know BEFORE we begin reading if you need a school copy, but
do not hesitate to see me if you wish to borrow a work listed in the required text list.

AHS Text Lost/Damaged Book Policy: Students are financially responsible for all books issued by
Alpharetta High School. Textbooks may not be left in classrooms, and teachers are not responsible for

students’ books once books have been issued to the student. The copy issued to the student must be turned
in at the end of the course. Students will not receive credit for turning in another student’s book, and
students may not turn in replacement books. The cost of replacement will be assigned to any student that
fails to turn in the exact book she/he was issued and/or to any student that turns in a damaged book. If a
student is issued a damaged book (i.e. broken binding, torn pages, water damage, writing, etc…), then the
book must be brought to room 1310 for a replacement book or to document the damage. There is a two
week grace period for students to document damage before the student will be held accountable.

Writing Portfolios and Workshops: One of the rigorous requirements of AP English Literature
and Composition is the constant pursuit of the sharpened, focused written expression in our study of
a work of literature. This goal requires the relentless process of writing, reflecting, re-writing,
reflecting, editing, and re-writing again. For the purpose of championing that individual growth
within each student of this class, writing portfolios and the writing workshop will be an on-going
practice throughout the semester. We will collaborate in class, peer edit, conference, revise, and
rewrite. You will file all your drafts and completed papers in your writing portfolio so that you can
see your progress and continue revisions if necessary. In this class, we will work in a variety of
writing genres, including informal personal response, literary analysis, comparison contrast, narrative,
poetry, and exposition

NOTE: During the fall semester, you have the option to rewrite any AP-style timed writing which
has earned a 4 or below on the AP scale. In order to take advantage of this benefit, however, you
must make an appointment to conference with me or with the writing center teacher, at least once.

Writer’s workshops and the resulting editing will follow the objectives for developing students’
abilities to explain clearly and soundly their understanding and interpretation of literary works as
presented in the College Board’s AP English Course Description May 2009:
                        o wide-ranging vocabulary used with denotative accuracy and connotative
                        o variety of sentence structures, including appropriate use of subordinate and
                             coordinate constructions;
                        o logical organization, enhanced by specific techniques of coherence such as
                             repetition, transitions, and emphasis
                        o balance of generalization with specific illustrative detail
                        o effective use of rhetoric, including controlling tone, maintaining a
                             consistent voice, and achieving emphasis through parallelism and antithesis.

Literature Blogs
Instead of a paper/pencil journal, we are going on-line. Each of you will create a Blogspot account
to use as your reading journal. You will be required to post to your blog at least once a week and
write about your personal reactions/connections to what we are reading or discussing that week.
Entries are to be a minimum of 500 words. I will rarely assign topics for this; rather, students
should glean ideas for topics from our units of study as well as what we are reading and discussing in
class. Blogs are due each Monday at 11:59pm for the preceding week. Blogs must be original and not
related to any other assignment in any class or course. I will grade your blog assignment based on
completion and the serious thought you give to it.

See my website for a complete explanation of the blog/journal requirements for this class and for
information on how to safely and privately set up your blog accounts for our class. We will often
refer to our on-line comments in class discussions.

Weekly Allusion and Lit Term Presentations
Twice a week, students will give a prepared short presentation of a ―weekly allusion‖ and an assigned
literary term in class. You must provide the class with a detailed, documented handout on your
allusion and term--and present the information in an interesting manner (visuals highly suggested!).
Be creative with this and help us learn more about intertextuality and the vocabulary of literary
analysis! You must present at least ONCE per semester, although you may be asked to present
several times. Expect to see the information presented in class on your final exam each semester.

Performance Poetry and Responses
One day each week, we will begin class with the performance reading of a poem. Some I will choose,
some students will choose, but this is how we will prepare our brains to think like literary scholars
each week. After the reading, students should be prepared to discuss poetic techniques, language,
imagery, symbolism, as well as their personal responses and reactions to the work performed.

Poetry Notebooks
During the semester, students are to keep a poetry ―notebook‖ due in December. Notebooks should
contain 10 poems of the student’s choice from a variety of styles, subject, and time periods. Students
will annotate these thoroughly, identify stylistic techniques and literary devices, examine critical
responses, and write detailed written responses on each chosen work. The project will conclude with
a poetry presentation on their ―favorite‖ poem. See the handout on this assignment for more
detailed information on expectations and requirements.

Thematic Units of Study

Unit One – The Quest for Meaning and Introduction to Close Reading
The purpose of this unit focuses on discovering meaning in what we read. We will discuss what it
means to be included in humankind’s ―conversation of ideas‖ and how master writers communicate
those ideas. Drawing on key literary works from the summer reading assignment and Anderson’s
Winesburg, Ohio, we will begin the rigorous task of learning the art of close textual analysis.
Thematically, we will consider humankind’s search for self and the discovery of personal truth and
philosophy of life, examining what we can learn about ourselves from studying literature. Students
will explore such essential questions as Do you have one self or many selves? Is there a real me apart from my
social selves? What do I believe in and how do I discover this? Highlights of the unit include:
                The search for patterns in literature is a search for meaning and the introduction to
                   close textual analysis and literary terminology
                Summer reading seminars on All the Kings Men
                Detailed group presentations on summer reading choice books
                Discussion of literary archetypes as introduced in T. Foster
                The College Application Essay: In search of voice.
                Selections from Anderson’s Winesburg, Ohio and the definition of novel and short
                Seminars on Winesburg, Ohio
                Formal literary analysis essay on summer reading assignment
                Vocabulary and literary terms
                At least (2) diagnostic timed writings: prose and open question

Unit Two – Gender Roles: The Patriarch and the Matriarch
In this unit, students will examine the role of women, their rights, their roles as mothers, and their
changing place in society. We will also examine different theoretical approaches to literary analysis by
looking at traditional fairy tales through a variety of lens. Then we will embark on a study of feminist

literature with more literary fiction. Students will consider such essential questions as Do men control
women? Do we live in a patriarchal society? How does a woman manage motherhood and selfhood? How are strong
women portrayed? What does it mean to be a strong woman? Who defines gender roles in society? Are women
liberated now? Highlights of this unit may include:
               Introduction to types of Literary Criticism, especially feminist approaches
               Selected fairy tales and the archetypal role of women in Western literature
               Poetry Fishbowls on the works of Sylvia Plath, Anne Sexton, Margaret Atwood
               Ibsen’s A Doll’s House
               The short stories of Kate Chopin--―The Story of an Hour,‖ ―Desiree’s Baby,‖ ―A
                  Pair of Silk Stockings‖
               Literary Circles based on a selection of feminist literature—possible choices include:
                  o The Handmaid’s Tale
                  o Wuthering Heights
                  o A Thousand Splendid Suns
                  o Pride and Prejudice
                  o Tess of the d’Urbervilles
               Socratic Seminar comparing works
               Vocabulary and literary terms
               In-class timed writings and poetry responses

Unit Three -- The Hero and the Monster—the Ageless Fight Between Good and Evil
The thematic purpose of this unit is to explore our perceptions of good and evil. We will also study
the literary device known as the double, used to represent good and evil within the same character.
Comparing a work from the past (Beowulf) to more modern works (Frankenstein and Grendel), students
will explore such questions as How is evil defined? How is good defined? What is a hero? Does the definition of
hero change with time and culture? How can man sometimes be both hero and villain? Rounding out our study
of this unit, we will read Shakespeare’s Othello, focusing on the role of Iago as a monster in the play
and also revisiting our discussion of feminism. Highlights of the unit include:
                Excerpts from Beowulf: The epic tradition and Anglo Saxon poetic devices
                A viewing of Joseph Campbell’s The Hero’s Journey from The Power of Myth
                Gardner’s Grendel and a discussion of revisionist literature
                Shelley’s Frankenstein and the study of ―doubles‖ read and discussed in 3 student-
                    lead seminars
                Flannery O’Connor short stories--―A Good Man Is Hard to Find‖ and ―Everything
                    That Rises Must Converge‖
                Socratic seminar comparing the archetypal hero and the archetypal villain
                Shakespeare’s Othello (revisiting feminist themes as well)
                        o Various definitions of tragedy and tragic hero
                In-class timed writings with one-on-one teacher conferences following
                Poetry Fishbowls on Romantic poetry, particularly focusing on Blake
                Poetry Notebook due at end of semester
                Vocabulary and literary terms

Unit Four -- Wit and Wisdom
The focus of this unit will be the versatility of the English language and the study of the role of
tragedy and comedy in the dramatic arts. In our comparative study of past and present, students will
explore questions such as Why are we drawn to tragedy? How is the tragic hero like the common man? How
does tragedy provide a release for society? What is the role of comedy? Why do we laugh when we really should cry?
We will also spend time analyzing Renaissance and metaphysical poetry in an intense study of
language and meaning. Connecting the word play of Donne to Edson’s play will round out the
students’ study of ―wit‖ in all its meanings. Highlights of this unit include

                   Hamlet and the tragic hero
                    o Comparison of various film versions of Hamlet
                   Socratic Seminar discussions of Hamlet
                   Analysis and explication of one soliloquy in Hamlet
                   Selected Renaissance and Shakespearean sonnets
                   17th century metaphysical poetry—focusing mainly on John Donne, including many
                    of his sonnets and prose works
                    o Poetry explication essay (workshop)
                   Edson’s Wit
                    o Students will discuss the meaning of the word ―wit‖ in relation to Donne,
                         Hamlet and this play.
                   Analysis and explication of one soliloquy in Hamlet
                   In-class writings
                   Poetry Fishbowls on sonnets and Renaissance poetry

Unit Five -- Social Protest and Society’s Invisible
The focus of this unit will be man's conflict with society and his struggle to express personal values
and achieve self-fulfillment in the world. Universal questions addressed in this unit are What does it
mean to be invisible in society? Is suffering what makes us stronger? Is there meaning to be found in a life of suffering?
Without love, without people, what is a person? What gives man his dignity? Does society have the right to control the
individual for the greater good? For the purpose of writing to understand, students will compose an
exploratory journal consisting entirely of questions that they entertain while reading Invisible Man. The
questions will consider the work’s structure, style, theme, use of figurative language, imagery,
symbolism, tone, social and historical values. Students will also then prepare a presentation and
seminar on an assigned topic related to the novel. Highlights of this unit include:
                      Ellison’s Invisible Man
                               o Speeches by Booker T Washington
                               o Brief from Brown vs Board of Education
                               o The Mythology of Brer Rabbit and African Folk Tales
                      In depth group research, presentation, and seminars on Invisible Man
                      Artistic and visual museum project representing a theme in the novel
                      Literature Circles based on a selection of thematically connected works:
                               o In the Time of Butterflies
                               o Fight Club
                               o The Stranger
                               o Metamorphosis
                               o Middlesex
                      Poetry Fishbowl on social protest poetry
                      Poetry Responses
                      In-class writings

Unit Six – Thoughtful Laughter
The focus of this unit will be the examination of satire and its relevance and importance to society.
Universal questions for this unit are What is the purpose of satire? How can it be used for social criticism?
What is “thoughtful laughter”? How do we define satire? The main texts for this unit will be
                   Exceprts from The Onion, The Daily Show, The Colbert Report, and SNL to identify
                        elements and types of satire
                   Discussion of Horatian and Juvenalian satire
                   Swift’s A Modest Proposal
                   Wilde’s The Importance of Being Earnest
                   Stoppard’s Rosencrantz and Guildenstern are Dead (with film excerpts)

                     Socratic Seminars on major works
                     Poetry Notebooks due at the end of the semester
                     In-class writings

Unit Seven – Final Exam Preparation and Your Last Lecture
Final emphasis on test preparation for the AP exam during this unit will be toward the Open
Question, in particular. While students have had some experience with this question previously
during their studies this year, students will be putting final touches on the research of several works
that portray a variety of thematic topics to ensure that students will feel confident for that aspect of
the exam. After final preparation is made for the AP English Literature and Composition exam,
students will write and present their own ―Last Lecture‖ based on the lecture by Randy Pausch.
Highlights of this last unit include:
          Test Preparation Blitz-
                  o Detailed Open Question Charts
                  o Literary Terms review
                  o Self-reflection and analysis of timed writings
                  o Timed writing practice
                  o Outside Reading by student choice
          The AP Lit and Comp Exam
          Last Lecture presentations

Grading Rules and Class Policies:

Grading: Grades will be based on tests, compositions, projects, quizzes, homework, and
participation. Each assessment will be worth 100 points and will make up a certain percentage of
your grade.
       Major Assessments (tests, projects, presentations, essays, timed writings, etc)--60%
       Literature Blogs--10%
       Homework, Quizzes, and Daily Grades--15%
       Final Comprehensive Semester Exam--15%

Please note the Fulton County Grading Scale is as follows:
100-90 A         89-80 B        79-70 C           69-0 F

Class Management and Discipline : Good grades go along with good behavior. You are old
enough to know what is expected of you in the classroom. My rules are simple: BE POLITE, BE
PREPARED, AND BE ON TIME. Failure to abide by these simple rules or the rules outlined in
your student handbook may result in detention and/or office referral.

I don’t really think I have to outline this one, but as a reminder, always be respectful of me and of
each other. Listen when I am speaking. Use appropriate language in class. Treat materials and
school property properly and with respect. Take the work I assign seriously. No food, drinks, gum,
hats, cell phones or listening devices will be allowed in my classroom. Nor do I allow sleeping in my
class—I consider it a violation of the ―be polite‖ rule.

Every day please bring to class your notebook, a pen (black or blue ink only), paper, and your
literature book or supplementary novel. (NOTE one of my personal pet peeves: I do not accept
work written in pencil. It is usually messy and smeared and difficult to read. Use a PEN.)

Consequences will be given if a student repeatedly comes to class unprepared—this includes not
having your text in hand. Come to class PREPARED every day! This is VITAL for success.

I will consider you TARDY for class if you are not in my classroom when the bell rings. When the
bell rings, I will close and lock my door. If you are in the not in class at that time, you are tardy. No

Make-up Work: Regular class attendance leads to better performance. However, if you are absent
from class for any reason, it is YOUR responsibility to find out missed assignments and to schedule a
time with me to make up tests and quizzes. Every Monday, I will hand out an agenda for the week
outlining what we will cover in class and what your homework will be. You should file these in your
notebook. If you are absent, you can refer to the agenda or access my website to see what you
missed. DO NOT ask me about missed work once the bell has rung for class. You may talk to me
about make up work before or after class. NEVER DURING.

Students with excused absences will be allowed to make up work for full credit, but must complete
all make-up work within the same number of days they were absent—so, if you were absent three
days, you have three days to make up your work. I will be available for extra help and make up
sessions on Wednesday mornings in room 2323 from 8:00-8:30, during second lunch in room
2314 or by appointment. Unexcused absences will be handled according to school policy. The
most important thing to remember is that make up work is YOUR responsibility. If work is not
completed in a timely fashion, I may not accept it, and you will receive a zero for that assignment.
Some work I do not accept late. Keep up with due dates.

Late Work: All assignments are due at the BEGINNING of class. Turning in assignments at the end
of or after class will result in a late grade. The quickest way to kill your average is to turn assignments
in late—or not turn them in at all. It is very difficult to recover from zeroes. Please note the
following specific policies for late assignments.

        Homework: Late homework will automatically receive a grade no higher than 50% of the
        total grade, and this is at my discretion. There are some assignments that I may not accept
        late. You must turn in homework assignments before TAG, field trips, etc.

        Compositions and Major Projects: Late compositions and major projects will be penalized
        25 points a day for every day past the due date. If the late assignment in question is a major
        composition, the student will be assigned to the Writing Center (2314) to complete the
        assignment, though late penalties will still apply. Failure to report to the writing center to
        do the composition will result in disciplinary action. After four days, I will no longer accept
        a late assignment. If you are absent the day a long-term composition or project is due, you
        MUST email it to me or I will count it late. You must also bring me a hard copy the day you
        return to school.

        Papers must be typed and printed ahead of time, stapled before class, and physically
        turned in to me. NOTE: All written assignments must be turned in to
        as well as handed to me in hard copy. Papers turned in late to are
        considered LATE and will be penalized. Papers that are NOT submitted to
        may receive a zero.

          Missed Presentations: If you miss a presentation or seminar, you will write a full-process
          composition discussing the topic for that day. See me for details. Please make it a point to
          attend all seminars and presentations.

          Tests: Tests must be completed the day a student returns. I always announce these at least a
          week ahead of time, so you should be well-aware. You will NOT take the same test your
          classmates took! Not being present for a review day, does NOT exempt you from
          taking the test when you return!

Fulton County Recovery Policy: Fulton County Schools encourage all students to attain their highest possible
level of achievement. Opportunities designed to allow students to recover from a low or failing cumulative
grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate
effort to meet all course requirements including attendance. Students should contact the teacher concerning recovery opportunities.
Teachers are expected to establish a reasonable time period for recovery work to be completed during the
semester. All recovery work must be directly related to course objectives and must be completed ten school days
prior to the end of the semester. Teachers will determine when and how students with extenuating circumstances
may improve their grades.

Remediation: Your success in this course is important to me. I willingly offer extra help to my
students on Wednesday mornings from 8:00-8:30 in room 2323, during my lunch period in the
writing center, and BY APPOINTMENT. You can also keep track of assignments on our class
website where I will post our weekly agenda and any class notes or relevant information for this
course. This is a wonderful resource for parents as well.

AHS RISE Policy: RISE is an opportunity for students to relearn concepts from their teachers with
individualized instruction. Sessions are held before or after school in the teacher’s classroom. RISE sessions
will begin the 4th week of school. My RISE hours are Wednesday mornings before school in room 2323,
during lunch in room 2314, and by appointment. .All teachers are available for extra help, should a student
want or need it. However, once a student’s average drops below a 75 in a course, RISE becomes mandatory
at least one hour a week for that course until the next grading period. Once a student’s average rises above a
75 at the conclusion of a grading period, RISE is no longer mandatory. RISE lunch sessions are available only
for a student unable to attend either morning or afternoon sessions with his/her teacher. RISE lunch sessions
for students needing support in Language Arts are held daily in the writing center - room 2314. Students
attending RISE should bring their own lunch or get a bagged lunch from the cafeteria at the beginning of the
lunch period.

AHS Writing Center Hours: Room 2314
      Mornings: 7:45 – 8:35 Mon – Fri
      Afternoons: 3:45 – 4:30 Tues, Wed, Thurs
      Lunch A and B: Mon - Fri

Academic Dishonesty…will not be tolerated under any circumstances. I am VERY strict about this.
Any assignment (homework, test or paper) which does not represent YOUR work results in a zero
for that assignment. This includes reading something like reading Spark Notes in place of the actual
text. Just show integrity. See below….

          AHS English Department Plagiarism Statement: A particular kind of honor code violation occurs
          with plagiarism. Plagiarism is defined as the use of another’s words or ideas and the presentation of
          them as though they are entirely one’s own. Acts of plagiarism include but are not limited to using
          words or ideas from a published source without proper documentation; using the work of another
          student (e.g., copying another student’s homework, composition or project); using excessive editing

        suggestions of another student, teacher, parent, or paid editor. Plagiarism on any project or paper at
        Alpharetta High School will result in a zero for the assignment, two days of Saturday school, and an
        Honor Code Violation. Unless directly stipulated by the teacher, collaboration on written work is
        not acceptable. Students who willingly provide other students with access to their work are in
        violation of the Alpharetta High School Honor Code. From time to time, students will be required to
        register with and post assignments to the Fulton County approved plagiarism detection site,

Computer Network Policy
Unauthorized intrusion of computer networks is a major disciplinary infraction. Students are
prohibited from
        1. unauthorized/unsupervised use of the computer network
        2. shelling-out to network directories
        3. adding software packages of any kind to the network
        4. causing damage to the network environment

Internet Access Guidelines
Access to the Internet is available at AHS. It will be used only as a part of research in the academic
area. We believe the Internet offers vast, diverse, and unique resources to the community. Our goal
in providing this service to you is to help promote educational excellence.
We at Alpharetta H.S. firmly believe that the access to valuable information and interaction available on this
worldwide network far outweighs the possibility that users may procure material inconsistent with the
educational goals of Fulton County Board of Education. Internet access is coordinated through a complex
association of government agencies, and regional and state networks. In addition, the smooth operation of
the network relies upon the proper conduct of the end users who must adhere to strict guidelines. These
guidelines are provided here so that you are aware of the responsibilities you have. In general this requires
efficient, ethical and legal utilization of the network resources.
Statements and/or information provided by the Internet's World Wide Web do not necessarily reflect those
views held by AHS. Any information you gather from various World Wide Web sites while you are using the
Internet is your sole responsibility. This is also true for any damages incurred. This includes loss of data, non-
deliveries, or service interruptions caused by the Internet or by your own error(s) or omission(s). Alpharetta
High School, Fulton County Board of Education accepts no responsibility for accuracy and/or quality of
information obtained through the use of its Internet services. Additionally, vandalism will result in immediate
cancellation of privileges, disciplinary action and may result in school suspension and/or criminal charges.
Vandalism is defined as any malicious attempt to harm or destroy data of another user, Internet, or any of the
above listed agencies or other networks that are connected to the Internet provider. This includes, but is not
limited to, the uploading or creation of computer viruses. Moreover, you do not have permission to create
"homepages," directories, or establish additional network addresses here at Alpharetta High School.

Parents should feel free to contact me if at any time you should have concerns or questions about
their child’s progress in this class. Due to limited phone access during school hours and my part-
time status, it is best to contact me first via email at or at
This year, Alpharetta High School will be replacing its ParentConnect program with HomeAccess. Like
ParentConnect, HomeAccess allows you to view your child’s academic progress and attendance on-line.
HomeAccess should be available around the end of September, and we will update you when we receive
more information.


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