Syllabus -- The Elements of Language Arts

The Elements of Language Arts

January 13^th – March 7^th, 2013

MW 10:40 - 12:10, Room 1

http://boulderprepreadwrite.blogspot.com/

Shane Abrams

shaneabrams@boulderprep.org

Course Texts

The Bedford Guide for College Writers, 8^th 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: 

http://boulderprepreadwrite.blogspot.com/

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.

Week one (1/13 - 1/17) –	Reading and Reading Critically Annotation, analysis, and reflection
Week two (1/21 - 1/24) –	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
Week three (1/27- 1/31) –	Integrating Reading and Writing Reading and writing as dialogue
Week four (2/3 - 2/7) –	Developing the Writer’s Process Inspiration, response, and drafting
Week five (2/10 - 2/14) –	Developing the Writer’s Process Revision, editing, and proofreading
Week six (2/18 - 2/21) –	Note: school is not in session on Monday, 2/17, in observance of Presidents’ Day. Writing for Particular Situations Styles and audiences
Week seven (2/24 - 2/28) –	Using Reading and Writing for Critical Thinking Literary and social analysis
Week eight (3/3 - 3/7) –	Final Preparation

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:

Ex.:     earn an 85 or higher in this course.            attend every one of my classes.	Identify at least two concrete, measurable academic goals.
Ex.:     become a more critical reader.            be a more supportive sister.	Identify at least two abstract, subjective, and/or personal goals.

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.

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    (signature)                                                                                                                                                   (date)