The Elements of Language Arts
January 13th – March 7th,
2013
MW 10:40 - 12:10, Room 1
Shane Abrams
Course Texts
The Bedford Guide for College Writers, 8th ed. Ed. X.J.
Kennedy, Dorothy M. Kennedy, and Marcia F. Muth. Boston: Bedford, 2008. Print.
Note: the vast majority of course
texts will be provided in handouts; a folder, binder, or other organizational
system will be necessary.
The
following blog will also serve as a resource for disseminating materials and
texts:
Course Description
The aim
of this course is to help develop students’ rudimentary language skills to
proficiency in reading, writing, speaking, and listening. The curriculum is
designed to prepare students for high school and college level writing
experiences through frequent practice of reader-response, individual analysis,
and class discussion.
Learning Outcomes and
Essential Questions
During
this course, students will develop the ability to…
· write both brief and extended
responses to a variety of texts and media.
· demonstrate growth in expressive
and receptive capabilities through reading, writing, speaking, and listening.
· explain the characteristics of a
variety of writing and speaking styles.
· demonstrate the ability to utilize
different styles for different purposes and audiences.
We will
aim to explore—perhaps even answer—some of the following questions:
· How are reading, writing, speech,
and listening related and independent?
· What importance do reading and
writing hold in society?
· Why are reading, writing,
speaking, and listening essential to all lifestyles, careers, and experiences?
Outcomes Assessment
The
following assignments will be used to assess students’ progress toward learning
outcomes: participation & attendance (graded daily); daily in-class journals
(graded twice per block); weekly timed writing assignments; in-class and
out-of-class assignments; a mid-term writing assignment; and a final reader-response
compilation. Additionally, other artistic or academic assignments will be
collected and assessed when the instructor sees appropriate.
Classroom Policy –
Grading, Attendance, and Comportment
*** My classroom is a place for
personal growth, be it intellectual, emotional, or otherwise. I expect all
students to help me maintain an environment conducive to such growth. All
students are entitled to the right to improve and evolve, and no person should
infringe upon this right in any manner. My classroom will be a safe and respectful
environment for my students to exercise their right to learn. ***
Attendance and Breaks
Students
should attend all classes as possible. There will be only 14 sessions of The
Elements of Language Arts; each absence is detrimental to learning potential. I
will not deduct points for absences, whether they are excused or unexcused.
Even though I will not lose any points
for being absent, I am responsible for any assignments I miss, including
journal entries.
If a
student misses class, I advise visiting the course blog –
http://boulderprepdadvlit.blogspot.com/— to see what she or he missed and what
she or he needs in order to catch up. If you know in advance that you will miss
a class, please consult with me beforehand.
Students are expected to arrive to
class on time.
This means that each student should be sitting at a desk with all necessary
materials, including any assigned reading for the class, ready to begin working
at 10:40. This does not mean walking from the Commons to the classroom at
10:40; this does not mean arriving at 10:39 and leaving to use the bathroom
until 10:45. In regards to individual
breaks, you should think of yourselves as adults during this class:
I will
leave the classroom only when I must and only when it is appropriate.
Grades
Grades
for The Elements of Language Arts will be calculated on a points-based scale;
i.e., each assignment, including long-term projects and daily participation
grades, will be valued at a certain number of points possible. Over the 8-week
course, points possible will amount to roughly 1200-1400 points. At any time, a
student may request his or her grade, and I will do my best to provide a
response in a timely fashion.
Extra
credit will not be provided, barring
unforeseen, extenuating circumstances; therefore, students are expected to
complete each and every assignment to the best of their respective abilities.
Opportunity for success will not be withheld: each student will have the chance
to excel, in terms of grades and
personal growth. However, the burden lies upon the student to optimize these
opportunities.
Course Specific Grades:
Daily
participation – 10
pts. / day
Daily
journal entries – 140 pts.
Weekly timed writing assignments – 240 pts.
General
assignments – 10-20 pts. / each (approx. 300 pts. total)
Midterm
writing project – 200
pts.
Final
reader-response compilation – 300 pts.
* see particular assignment sheets for specific breakdown and
expectations
Miscellaneous
Academic
Honesty
Plagiarism
and cheating, whether intentional or unintentional, shall not be tolerated.
Every student is expected to follow any and all codes of academic honesty
endorsed by Boulder Preparatory High School.
Electronic
Devices
In order
to contribute to a classroom environment which respects everyone’s educational
opportunities, students are asked to refrain from the use of cell phones and
other unnecessary and/or distracting devices during class time. When you are in
class, regardless of the nature of the activity, your cell phone should be put
away, your music device shut off, and any other devices out of sight. Devices
that seem to be distracting any student will be impounded for the remainder of
the period.
Materials Needed
Please
bring these things to class every day:
Writing materials (pen/pencil, paper) Writing journal Course texts (books, handouts,
assignments, etc.)
Binder, folder, or other organizational
system for hand-out readings
Approximate Schedule of
Study and Curriculum
This
schedule is a rough estimate and is subject to change.
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Week one (1/13 - 1/17) –
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Reading
and Reading Critically
Annotation,
analysis, and reflection
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Week two (1/21 - 1/24) –
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Note: school
is not in session on Monday, 1/20, in observance of Martin Luther King, Jr.
Day.
Constructing
Meaningful Writing
Thesis, paragraph,
and essay construction and organization
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Week three (1/27- 1/31) –
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Integrating
Reading and Writing
Reading and
writing as dialogue
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Week four (2/3 - 2/7) –
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Developing
the Writer’s Process
Inspiration,
response, and drafting
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Week five (2/10 - 2/14) –
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Developing
the Writer’s Process
Revision, editing,
and proofreading
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Week six (2/18 - 2/21) –
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Note: school
is not in session on Monday, 2/17, in observance of Presidents’ Day.
Writing
for Particular Situations
Styles and
audiences
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Week seven (2/24 - 2/28) –
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Using
Reading and Writing for Critical Thinking
Literary and
social analysis
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Week eight (3/3 - 3/7) –
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Final
Preparation
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Miscellaneous
I reserve
the right to amend or alter this syllabus; please note that any changes are
made in an effort to create the best possible academic environment. I will
notify students of any such changes as promptly as possible.
I
wholeheartedly welcome feedback. Please do not hesitate to provide response to
my teaching practices, assignments, etc.—but please provide this feedback while
class is not in session.
[Please complete and return this section.]
During
the course of this block, I hope to:
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Ex.: earn an 85 or higher in this course.
attend every one of my
classes.
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Identify at least two concrete, measurable academic goals.
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Ex.: become a more critical reader.
be a more supportive sister.
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Identify at least two abstract, subjective, and/or personal goals.
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I think
my biggest asset as a student is:
I believe
my greatest struggle as a student is:
I do best
on assignments which:
I,
_______________________________, hereby acknowledge that I have received and
reviewed this
(print
name)
syllabus.
Any questions or concerns that have arisen have been addressed adequately.
I
recognize that I am a student: I am capable of anything I encounter in this
course, though it may be challenging—and it should be challenging. I will not
state that I “can’t” do something, but that I “can’t yet.” I will ask for help
when I need it, whether assistance is from Shane, from my peers, or from
another responsible individual.
I will
contribute to a classroom environment which is healthy, fun, welcoming,
intellectual, emotional, and safe, among other things.
I will
read things all the way through before signing them; if not, I will give Shane
a candy bar of his choosing.
I will
respect everyone’s educational opportunities; I will respect our building; I
will respect my peers’ and instructors’ belongings; I will respect everyone’s
right to make amends.
I will be
the best person—intellectually, socially, and otherwise—that I can be.
_____________________________________ __________________
(signature) (date)
* Outline: linearly represents ideas in numerical order. First paragraph should be an introduction (including your thesis) and the last paragraph should be a conclusion (including a re-phrased thesis). Each body paragraph should follow a 'stoplight' style organization, connecting back to the thesis in the last sentence. Works best for those with strong mathematical/quantitative reasoning skills.
