ivy tech community college kokomo * logansport * peru...

ENGL 111 Grostefon

Effective: 201430 2015-2016 Academic Year Revision: June 2015

IVY TECH COMMUNITY COLLEGE

KOKOMO * LOGANSPORT * PERU * WABASH

COURSE OUTLINE

ENGL 111, ENGLISH COMPOSITION

Instructor name: Mrs. Grostefon, B.S. English Education, M.S. Education

Room: Logansport High School, G103

Phone: 574-753-3797, ext. 2326

Email: [email protected]

Course website: https://www.edmodo.com/

Ivy Tech website: http://www.ivytech.edu/

Office Hours: Tuesday/Thursday 4:00-5:30 or by appointment

COURSE TITLE: English Composition

COURSE NUMBER: ENGL 111

PREREQUISITES: Demonstrated competency through appropriate assessment i.e.

passing the PSAT or Accuplacer

SCHOOL: Liberal Arts and Sciences

CREDIT HOURS: 3

DATE OF LAST REVISION: Fall, 2015

CATALOG DESCRIPTION: English Composition is designed to develop students’

abilities to think, organize, and express their ideas clearly and effectively in writing. This

course incorporates reading, research, and critical thinking. Emphasis is placed on the

various forms of expository writing such as process, description, narration,

exemplification, classification, definition, comparison, analysis, cause and effect,

persuasion, and argumentation. Research papers are required. Numerous reading and

writing activities are required to obtain credit in this course.

MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this

course, the student will be expected to:

1. Understand communication theory and the roles audiences play in the writing

process.

2. Apply critical reading and thinking skills to the writing process.

3. Demonstrate an awareness of language as a tool for learning and communication.

4. Develop strategies for making independent, critical evaluations of student and

published texts.

mailto:[email protected]

https://www.edmodo.com/

http://www.ivytech.edu/

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5. Research and critically evaluate information to produce writing with APA or

MLA formal documentation, which consists of in-text citations and final list of all

sources cited i.e. a Works Cited or References page.

6. Apply strategies for the composition process such as drafting, collaboration,

revision, and teacher/peer evaluation to produce written documents.

7. Write well-organized essays with a firm thesis and a clear introduction, body, and

conclusion.

8. Engage in pre-writing activities, including narrowing a topic, generating ideas,

determining the audience and the relationship between audience and content, and

setting an appropriate tone.

9. Demonstrate an understanding of the various rhetorical modes, including

argumentation and analysis, and apply that understanding in various writing

environments, including essay tests.

10. Support a thesis statement with valid reasons and evidence.

11. Follow the conventions of standard written English, in sentence structure,

punctuation, grammar, usage, and spelling.

12. Recognize and develop styles appropriate to varied writing situations.

13. Demonstrate proficiency in reading, evaluating, analyzing, and using material

collected from electronic sources (such as visual, electronic, library databases,

Internet sources, other official databases, federal government databases, reputable

blogs, etc.).

14. Demonstrate an awareness of cultural differences in writing in order to employ

writing practices that communicate effectively across cultures.

COURSE CONTENT: Topical areas of study will include –

Reading and thinking critically

Generating ideas

Identifying an audience

Developing a thesis

Organizing the essay

Using rhetorical modes including exposition, argumentation and analysis

Prewriting, drafting, editing, and revising

Conducting library and other research methods

Following conventions of standard written English

Writing essay exams

Gathering, evaluating, and using sources for research

Paraphrasing, summarizing, and quoting

Documenting sources (MLA and/or APA)

Developing style

Avoiding plagiarism

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METHOD OF EVALUATION PER SEMESTER: Your grade will partly be determined by the

following:

Essay 1: 100 points 10 percent




Coursework Assignments: 400 points 40 percent

Annotated Bibliography: 50 points 5 percent

MLA/APA Exercise: 50 points 5 percent

School of Liberal Arts and Sciences Grading Guidelines:

A = 90% - 100%

B = 80% - 89%

C = 70% - 79%

D = 60% - 69%

F = 59% and below

Ivy Tech Community College is proud participant in Achieving the Dream, a

national initiative to help more community college students succeed. For

more info, visit www.achievingthedream.org.

TEXTS AND MATERIALS:

TITLE: The Norton Sampler: Short Essays for Composition

AUTHOR: Thomas Cooley

EDITION: 7th

COPYRIGHT YEAR: 2010

PUBLISHER: W.W. Norton & Company

ISBN: 978-0-393-92935-5

ACADEMIC HONESTY STATEMENT:

The College is committed to academic integrity in all its practices. The faculty value intellectual integrity

and a high standard of academic conduct. Activities that violate academic integrity undermine the quality

and diminish the value of educational achievement.

Cheating on papers, tests or other academic works is a violation of College rules. No student shall engage

in behavior that, in the judgment of the instructor of the class, may be construed as cheating. This may

include, but is not limited to, plagiarism or other forms of academic dishonesty such as the acquisition

without permission of tests or other academic materials and/or distribution of these materials and other

academic work. This includes students who aid and abet as well as those who attempt such behavior.

http://www.achievingthedream.org/

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COPYRIGHT STATEMENT:

Students shall adhere to the laws governing the use of copyrighted materials. They must insure that their

activities comply with fair use and in no way infringe on the copyright or other proprietary rights of

others and that the materials used and developed at Ivy Tech Community College contain nothing

unlawful, unethical, or libelous and do not constitute any violation of any right of privacy.

ADA STATEMENT:

Ivy Tech Community College seeks to provide effective services and accommodations for qualified

individuals with documented disabilities. If you need an accommodation because of a documented

disability, you are required to register with Disability Support Services at the beginning of the semester.

If you will require assistance during an emergency evacuation, notify your instructor immediately. Look

for evacuation procedures posted in your classrooms.

COURSE ADJUSTMENT STATEMENT:

The instructor retains the prerogative of changing or adjusting the course syllabus to

best accommodate the pace of progression and the needs of the students.

ATTENDANCE STATEMENT:

Student performance and participation in this course throughout each semester is directly related to

academic success and completion. Students may attempt to improve grades by repeating courses

(allowable once per course). Financial aid recipients, however, should review their situations carefully

since payment for repeated courses can be disallowed. Student transcripts will contain a complete record

of all activity. The student’s grade point average will reflect the highest grade earned.

GRADING STANDARDS

Percentage grades will be used for all graded work:

A: 90-100% B: 80-89% C: 70-79% D: 60-69% F: 0-59%.

In this class, you are working to improve your writing in five major areas: rhetorical stance, focus,

development, organization, and style. Although the description following each criterion may change

slightly as you write different types of papers, the basic criteria remain the same.

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A essays

Rhetorical Stance: The writing has excellent balance of voice, subject, and purpose; and the paper has

sense of audience.

Focus: These essays have a clearly identifiable main idea, thesis, or claim. The writer’s purposes are

appropriate for the writing situation. Promises made to the reader early are kept. Expectations for the

reader are set and then met. Ideas, examples, and reasons developed in the body of the paper clearly

relate to the focus.

Development: These essays have ample supporting evidence, sensory details, specific examples,

statistics, quotations, or other data. Supporting evidence immediately follows the writer’s assertions. The

writer shows rather than just tells. Appropriate research (personal experience, interviews, surveys, library

sources) supports the writer’s main idea, thesis, or claim. The writer shows how or why the evidence is

relevant to the main idea or claim.

Organization: The ideas and paragraphs proceed in some logical and apparent sequence or pattern. The

writer uses sufficient audience cues to let the reader know what has been discussed, what is being

discussed, or what will be discussed. Attention-getting titles and leads, essay maps, summary and

forecasting statements, paragraph hooks, transition words or phrases, and effective conclusions guide the

reader from the beginning to the end.

Style: These papers have appropriate voice and tone, as well as effective sentences and word choice. The

style is appropriate for the purpose and audience. In addition, these papers avoid problems in usage,

grammar, punctuation, mechanics, and spelling that interfere with the writer’s ideas or distract from the

audience’s pleasure in reading. The student maintains formal academic writing style throughout.

B essays

Rhetorical Stance: The writing has good balance in voice, subject, and purpose; and the writer has shown

a sense of audience.

Focus: These essays have a clearly identifiable main idea, thesis, or claim. Promises made to the reader

are fulfilled. Deficiencies in focus may exist, but the overall purpose is still clear.

Development: These essays have good supporting evidence. Typically, support may be thin or deficient

in spots, but relevant evidence supports assertions or general statements.

Organization: The ideas and paragraphs proceed in some logical and apparent sequence or pattern.

Occasional deficiencies in audience cues may exist, but the overall shape is clear to the reader.

Style: Typically, these papers communicate clearly; but the voice may not be as clear as preferred; or a

few deficiencies in sentence structure, word choice, grammar, or punctuation exist. The student maintains

formal academic writing style.

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C essays

Rhetorical Stance: Writing has rhetorical purpose; but it may have some problems balancing voice,

subject, purpose, and sense of audience.

Focus: These essays have a clearly identifiable main idea, thesis, or claim. Often, though, these essays

shift the focus at some point in the essay.

Development: Typically, these essays do have some supporting evidence; but some evidence is not

relevant; or some assertions or general statements are left unsupported.

Organization: Often, an overall pattern or sequence may exist, but the writer has made little effort to

guide the reader through the major ideas.

Style: Sometimes, these papers have a lackluster style, appearing to be written mechanically to fulfill an

assignment rather than directed to a specific audience. Distracting sentence errors may interfere with

communication. Formal academic writing style is used, but some deficiencies remain.

D essays

A "D" essay is deficient in three of the five criteria or has one major flaw that seriously disrupts

communication.

F essays

An "F" essay has severe problems in rhetorical stance, focus, development, organization, or style. The

essay does not communicate successfully with the audience or meet minimal expectations. Often, the

essay is a writer’s early draft that shows little or no collecting, shaping, or revising.

GENERAL COURSE POLICIES:

The course policies were drafted with the underlying belief that all students are responsible adults who

fully expect to endure the consequences of their choices and who are committed to reaping the

greatest possible educational benefit from their experiences with Ivy Tech Community College.

PLEASE NOTE: Your instructor retains the right to modify these course policies as he or she deems

necessary for optimal class performance.

Class Decorum:

All cell phones and other electronics must be silent and put away when class is in session unless the

instructor has given approval for their use.

Class discussions often involve personal stories and self-disclosure. As a matter of courtesy, do not

discuss any other student’s personal information outside of this class. Likewise, do not choose

topics for assignments (written or oral) that would cause you embarrassment or discomfort when

shared with others in the class.

ENGL 111 Grostefon


Students are encouraged to present their opinions in a forthright manner, discuss topics objectively, and

refrain from personal attacks or judgmental behaviors. It is entirely possible that you will hear views

and opinions with which you disagree. If you feel that you may be unable to discuss or hear about

potentially sensitive topics without maintaining your composure, then perhaps this is not a good time for

you to participate in a college class. Remember that we are here to challenge ourselves intellectually-

-not to convert others to our ways of thinking.

Students should be aware that each person’s behavior and attitude affect the learning process for everyone

in the class. Students who do not appear to be taking the class seriously, or who are disrupting the

learning process for others, may receive a lowered grade.

Reading Assignments:

Complete all assigned reading prior to the class meeting unless otherwise directed.

Written Assignments:

Because peer review is required in writing classes, do not choose topics that will cause you discomfort or

embarrassment. All written assignments (with the possible exception of in-class writings) are to be typed,

double-spaced, on white, 8.5x11 inch-unlined paper. Use a 12-point font (Arial or Times New Roman)

and 1-inch margins. Follow all MLA (or APA guidelines when directed) to format the heading of your

paper. Do not use report covers or folders, unless instructed. Staple in upper, left-hand corner of paper

(no paper clips or bent corners).

Plagiarism/ Academic Integrity: Stealing another person's thoughts or ideas (i.e., plagiarism) is a serious offense. Punishments range from

failing an assignment to failing the course to expulsion from the College. Instructors do not have to

award credit for plagiarized assignments and may seek harsher punishments for students who plagiarize.

Researched material used in student papers must be properly documented to avoid plagiarism.

Cheating is the deceitful or fraudulent storage, retrieval or use of information in preparation for or during any assignment or assessment. It includes, but is not limited to, the wrongful giving, taking or presenting any information or material by a student with the intent of aiding himself/herself or another on any academic work which is considered in any way in the determination of the final grade. Plagiarism is the presentation, as one’s own ideas, wording, image, or information created by another person. According to the MLA Style Manual and Guide to Scholarly Publishing, forms of plagiarism include the failure to give appropriate acknowledgement when repeating another’s wording or particularly apt phrase, paraphrasing another’s argument, and presenting another’s line of thinking. The parents/guardians of a student who has been involved in cheating will be notified and the student will receive a zero on the assignment for the first offense of cheating, an F for the grading period on the second offense, and zero credit for the semester for a third offense.

ENGL 111 Grostefon


Due Dates:

Assignments should be ready to turn in at the beginning of class on the day they are due unless otherwise

directed.

Materials Needed: A single subject spiral bound notebook, a folder, blue or black ink pens, pencils

Grading: Ivy Tech and AP are both weighted on a 5.0 scale

Course Work:

Keep all handouts and graded work returned to you the entire year.

Make-up work: Label the top of your paper “Make up work” and place in your period’s turn in tray. This

will only be accepted if it meets the terms of the make-up work policy.

Late work: As this is a college language and composition course, college-level work, time management,

and work ethic are expected. As such, some assignments are not eligible to be turned in late. Major

essays, book responses, presentations and projects must be completed on or before the assigned due date

by your scheduled class period. No exceptions!

If you are unable to attend class the day a major essay or project is due, you MUST turn it in early, send

with a trusted classmate before/during your class period on the due date, or send to me via email or as a

direct message on edmodo.

General coursework deemed eligible for submitting late will be accepted within 24 hours at 50% credit.

Failure to submit within 24 hours results in a zero for that assignment.

Ivy Tech Policy states: It is the instructor’s prerogative to accept, or not accept, assignments after the

beginning of class on the day they are due. If accepted, late assignments will incur a penalty of -10% per

day late. If the instructor gives the student an extension and the student fails to meet the new deadline, the

assignment will receive a letter grade of "F" (0% to 59% of assignment value).

Attendance, Participation, Tardiness:

The effectiveness of any traditional course is dependent upon class cohesion, rapport, and interaction;

therefore, attendance is essential. Attendance is taken at the beginning and, possibly, at the end of each

class. In addition to being physically present for each class, students are expected to arrive on time,

participate in class discussions and activities, submit graded and non-graded assignments on time, and

ENGL 111 Grostefon


behave in a manner that is conducive to learning (see Class Decorum). Failure to meet these expectations

may result in the loss of points or grade reduction.

Students are expected to be present during all class sessions. Your instructor may or may not allow

excused absences. You should recognize that a missed class, regardless of the reason for the absence,

cannot truly be recovered and is likely to have an adverse effect your performance in the course.

Likewise, students who arrive late or leave early are not meeting their obligations to the class. Your

instructor may impose sanctions on any student who misses class time (e.g., lowering grades, refusing to

accept assignments completed while the student was absent, recommending withdrawal from the course).

If, for reasons beyond your control, you find that it is impossible to maintain regular attendance in this

class, you may want to consider one of these alternatives:

Check with Student Services to see if they can refer you to an agency that can assist you with the

underlying problem causing your poor attendance (e.g., childcare, employment, transportation).

Withdraw from the course and take the class at a later time when your personal circumstances have

changed or when the course is offered at a more convenient time for you.

Enroll in a distance education course so that you can adapt the course to your schedule.

Students should be in their seats with their materials needed when the bell rings to avoid receiving a tardy. All LHS attendance and tardy policies will be followed.

If you miss a class:

First, check Edmodo.com to see what was covered on that day. Next, see Mrs. Grostefon at the

BEGINNING of class to ask about missed coursework. Make arrangements with your instructor to make

up any missed work. Do NOT ask the instructor to teach the class a second time for your benefit.

Incompletes:

A student has the right to request incomplete status only when extreme and unusual circumstances exist

which prevent him or her from completing components of the course which affect his or her final grade.

Students who simply have not attended, have been slow to complete assignments, or who have not put

forth their best effort are not entitled to incomplete status. Incomplete status may be granted only when

the student has obtained the instructor's approval AND:

the student has not completed the final exam and arrangements have been made with the instructor to

complete the final exam, OR

the student has performed satisfactorily in the course until near the end of the term and arrangements

have been made with the instructor to complete the unfinished work, not to exceed 20% of total

graded course assignments.

If incomplete status is granted, the student has no more than 30 days to complete the unfinished work.

Students who do not make the necessary arrangements or who do not satisfactorily complete all required

course work by the appropriate deadline will receive an “F” or earned grade.

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FINAL NOTE:

Although the policies described in this syllabus may suggest otherwise, it is assumed that each student

enrolled in this course is a serious, self-motivated student. Most of you will have no problem meeting the

requirements of this course. Please know that your instructor is concerned about your progress and wants

you to ask for help whenever you are unsure of how to proceed in this class.

Advanced Placement Language and Composition Information

Students ineligible for dual credit status MUST take the AP test in May.

Students eligible for dual credit may CHOOSE to take the AP test in May.

See your guidance counselor with questions regarding your eligibility.

Course Description and Overview This course is for “academically prepared and motivated students” who desire to “complete meaningful elements of college-level studies” in high school (College Board 2010). The advantages of taking AP English Language and Composition are that students earning a score of 3 or higher may be eligible to earn college credit, advanced placement, or both at participating colleges and provide evidence on high school transcripts that challenging coursework was pursued. Students who wish to obtain college credit should consult the college or university they plan to attend to determine if credit will be given. An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing (College Board 2010). The AP English Language and Composition course aligns to an introductory college-level rhetoric and writing curriculum, which requires students to develop evidence-based analytic and argumentative essays that proceed through several stages or drafts. Students evaluate, synthesize, and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects in non-fiction texts, including graphic images as forms of text, from many disciplines and historical periods (“AP English Language”).

ENGL 111 Grostefon


AP English Language and Composition Course Content The AP English Language and Composition course is designed to help students become skilled readers and writers through engagement with the following course requirements:

Composing in several forms (e.g., narrative, expository, analytical, and argumentative essays) about a variety of subjects

Writing that proceeds through several stages or drafts, with revision aided by teacher and peers

Writing informally (e.g., imitation exercises, journal keeping, collaborative writing), which helps students become aware of themselves as writers and the techniques employed by other writers

Writing expository, analytical, and argumentative compositions based on readings representing a variety of prose styles and genres

Reading nonfiction (e.g., essays, journalism, science writing, autobiographies, criticism) selected to give students opportunities to identify and explain an author’s use of rhetorical strategies and techniques

Analyzing graphics and visual images both in relation to written texts and as alternative forms of text themselves

Developing research skills and the ability to evaluate, use, and cite primary and secondary sources

Conducting research and writing argument papers in which students present an argument of their own that includes the analysis and synthesis of ideas from an array of sources

Citing sources using a recognized editorial style (e.g., Modern Language Association, The Chicago Manual of Style)

Revising their work to develop o A wide-ranging vocabulary used appropriately and effectively; o A variety of sentence structures, including appropriate use of subordination and

coordination; o Logical organization, enhanced by techniques such as repetition, transitions, and

emphasis; o A balance of generalization and specific, illustrative detail; and o An effective use of rhetoric, including tone, voice, diction, and sentence structure (“AP

English Language”). Film and Media As part of the course, films or film clips will be shown that relate to the curriculum. The following films/clips may be shown in class: The Crucible, The Scarlett Letter, and The Great Gatsby. Documentaries, speeches, and commercials will also be used when appropriate.

ENGL 111 Grostefon


First Semester Course Planner for Ivy Tech/AP Weekly

Study and demonstrate knowledge of SAT vocabulary Engage in exercises from the text Grammar for High School.

o Opening and delayed adjective and adverbs o Phrases: absolute, appositive, prepositional, participial, gerund, and infinitive o Clauses: types (independent/dependent), adjective, adverb, and noun

Journal Writing: Write short imitation pieces based off readings in class. Recognize and apply techniques employed by professional writers.

Journal Writing: Read and reflect on current events including public policies, pop culture, news related to science, and personal situations.

Monthly

Researched Argument/Synthesis Paper Each month, students will write a short synthesis paper using MLA first semester and APA the second semester. These researched argument papers will be in response to local, national, and global current events. Students will find, evaluate, and cite from primary and secondary sources gathered from our academic databases and reputable news sources.

o The librarian will introduce the databases we have available and explain how to use them

o Read Chapter 4 “Syntheszing Sources: Entering the Conversation” Shea, Scanlon, Aufses

AP multiple choice practice exams Quarterly

Independent reading, dialectical journal, final response assignment

Writing Workshops

With the exception of timed writing assignments, students will work with their peers and the teacher to plan, write, and revise their essays. I will hold individual writing conferences with students to discuss their style, voice, and organization. Students will have the opportunity to resubmit essays after revisions. This allows me to personalize their learning and optimize growth.

Mini lessons regarding the use of vocabulary, varied sentence structures, logical organization, balance of generalization and specific, illustrative detail, and effective use of rhetoric will be given and addressed during workshops

Common writing issues that need to be addressed will be presented to the class as a whole.

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Course Notebook/Journal

Students will use a single subject spiral bound notebook to write responses to readings and capture key terminology and concepts.

o Students will record essential information such as Subject, Occasion, Audience, Purpose, Speaker , and tone (SOAPSTone), rhetorical appeals to logos, ethos, and pathos

o Thesis/claim and evidence o Stylistic elements including choices in diction, syntax, and figurative language o Organizational pattern

Unit 1 Introduction to Rhetoric and Argument

Read “My First Life Line” by Maya Angelou, discuss style and content Write a descriptive essay that imitates Angelou’s style. Students will describe

themselves and their relationship with reading and writing. o Prose focus on descriptive language

Read “An Introduction to Rhetoric” by Shea, Scanlon, and Aufses. o Study the rhetorical situation, SOAPS, appeals to ethos, logos, and pathos, conduct a

rhetorical analysis of visual texts, and determine effective and ineffective rhetoric. o Read “Farewell Speech” by Lou Gehrig o Read the 9/11 speech by George W. Bush o Read “The King’s Speech” by King George VI o Read from “Crackberry Congress” by Ruth Marcus o Read an Order of the Day by General Eisenhower o Analyze various ads and political cartoons for use of rhetoric

View the American Civil Liberties Union ad regarding racial profiling View Tom Toles’ cartoon capturing Rosa Parks entering Heaven View the World Wildlife Fun ad regarding fishing View the Peta ad regarding serving children meat to eat View the U.S. Department of Transportation ad regarding pedestrians

Take Cornell style chapter notes to capture key terminology and concepts for readings and advertisements

Identify the rhetorical strategies each author used and explain how they helped the author achieve his/her purpose

Select an advertisement then analyze the rhetorical situation View any speeches available from chapter 1 readings Read/analyze Toni Morrison’s endorsement letter for then Senator Barack Obama Read five articles regarding the moon landing and one editorial cartoon “Transported” by

Herblock. Identify the authors’ purposes and explain what rhetorical elements they used to achieve them.

Imitation journal: select one of the moon landing articles or Morrison’s letter to identify elements of rhetoric and effective techniques. Write in a similar style about a topic of national significance.

Read “Chapter One: On Writing and Reading” Cooley Research Workshop: Introduction to finding and evaluating sources, quoting, paraphrasing,

and summarizing, and citing sources using MLA

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Workshop: Discuss and identify elements of effective prose including vocabulary, varied sentence structure, logical organization, balance of generalization and specific detail, and effective use of rhetoric.

A study of introductions: students will read introductions to academic essays and summarize the techniques and approaches used by professional authors

Write an expository essay regarding a significant public policy. o Work with teacher and peers to plan, write, and revise. o Cite from at least two sources using MLA. o Prose focus on academic vocabulary and conventions of academic writing.

Unit 2 Description

Read from “Chapter Two: Description” Cooley o Read “A View from the Bridge” McDonald o Read “The Miss Dennis School of Writing” Steinbach o Read “A Sunday at the State Fair” Keillor

Discuss how appealing to the senses helped these authors achieve purpose Identify and explain how making an abstract or vague subject more concrete or definite is

beneficial Working with a classmate, choose an event to describe in a short written piece to present to

the class Write a descriptive essay: Write a profile of a friend or family member. Describe by not

only telling but also showing a piece of that person’s life story. Give a clear sense of what that person looks like, says, and does. Describe the dominant impression he or she makes on others. Explain how you interact with that person including what he/she has taught you.

o Work with teacher and peers to plan, write, and revise essay. o Prose focus on word choice and sentence structure variety.

Unit 3 Narration

Read from “Chapter Three: Narrative” Cooley o Read “The Ashen Guy: Lower Broadway, September 11, 201” Beller o Read “Orange Crush” Li o Read “The Back of the Bus” Mebane

Read from “Narrative of the Life of Frederick Douglass” Douglass Identify and explain how arrangement/sequencing and point of view helped these authors

achieve their purpose Imitation journal: select one author’s style to imitate for a short narrative piece Write a narrative essay about an experience with tension in a public place. Describe the

physical place and explain what you saw, heard, and did there. o Work with teacher and peers to plan, write, and revise essay. o Prose focus on logical organization, transitions, and emphasis.

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Unit 4 “Close Reading: The Art and Craft of Analysis” Shea, Scanlon, Aufses Students will study the art and craft of analysis, learn to talk with the text, identify elements

of style, and annotate texts. Study loose, periodic, cumulative, hortative, and imperative sentences Students will work with the concept of says/does/because in reader response journals

o Read “Speech to the Troops at Tillbury” Queen Elizabeth o Read “Blood, Toil, Tears, and Sweat” Churchill o Read “on Bird, Bird-Watching and Jazz” Ellison o Read “The Santa Ana Winds” Didion o Read “The Death of the Moth” Woolf o Read “Dear Warner Brothers” Marx o Read “On Laziness” Morley o Read “Inaugural Adress, January 20, 1961” Kennedy

Identify and explain how Kennedy’s use of sentence structure and figurative language help him achieve his purpose to inspire the nation

Analyze advertisements. Identify and explain how rhetorical appeals or elements of style such as word choice, sentence structure, or figurative language help the ad achieve its purpose

Analysis Presentation Project: When Rhetoric Prevails o Working with a partner, students will choose a significant speech, letter, or essay to

present to the class and showcase the stylistic elements used and how they helped the author achieve his or her purpose

o Collaborative analysis essay: Partners will also outline and write an analysis essay regarding the selected piece

Read/discuss past AP analysis prompts and sample essays. Write an analysis essay with help from teacher and peers.

o Prose focus on sophisticated diction, and a balance of generalization vs. details. Write a timed analysis essay using the 2014 Released Prompt: Read a letter from Abigail

Adams to her son and analyze the rhetorical strategies Adams uses to advise her son.

Unit 5 Exemplification Read “Chapter Four: Example” Cooley

o Read “All Seven deadly Sins Committed at Church Bake Sale” The Onion o Read “My Grandmother’s Ashtray: Why Smart People Do Stupid Things” Gonzales o Read “Homeward Bound” Wu

Identify and explain how examples make general statements more specific and abstract statements more concrete to help these authors achieve their purpose

Write an exemplification essay that imitates one of the class readings. o Work with peers and teacher to plan, write, and revise essay. o Prose focus on tone and appropriate voice.

Unit 6 Classification

Read “Chapter Five: Classification” Cooley o Read “Mother Tongue” Tan o Read “The Six Stages of E-Mail” Ephron o Read “Harmony and the Dream” Brooks

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Identify and explain the elements of organization to determine if they helped these authors achieve their purpose

Write a classification essay. Use Ephron’s essay as a model but change the category to a different social media such as Facebook, YouTube or Twitter. The essay may be humorous or serious.

o Work with peers and teacher to plan, write, and revise essay. o Prose focus on varied sentence structure

Unit 7 Process Analysis

Read “Chapter Six: Process Analysis” Cooley o Read “How Boys Become Men” Katz o Read “So, You Want to be a Writer?” Here’s How” Goodman o Read “How to get out of a Locked Trunk” Weiss

Identify and explain how audience impacted these authors’ approach and word choice Write a process analysis essay. Using Katz’s essay as a model, switch the topic to analyze

the process of how girls become women or teens become adults. o Work with peers and teacher to plan, write, and revise essay. o Prose focus on logical organization and transitions

Second Semester Course Planner Unit 8 Comparison and Contrast

Read “Chapter Eight: Comparison and Contrast” Cooley o Read “Watching Ophrah from Behind the Veil” Jacoby o Read “Two Churches, Black and White” Powell o Read “Gender in the Classroom”

Identify and explain methods of organization used in each essay including transitions made between points to determine if they helped them achieve their purpose

Write a comparison and contrast essay. Write an essay comparing the characteristics and values of an influential or notorious public figure with those of a particular group of his/her most avid admirers or detractors.

o Work with peers and teacher to plan, write, and revise essay. o Prose focus on logical organization and transitions.

Unit 9 Definition

Read “Chapter Nine: Definition” Cooley o Read “Guys vs. Men” Barry o Read “Addiction Doesn’t Discriminate” Satel o Read “If You are What You Eat, Then What am I” Kothari

Identify and explain how their purpose impacted tone Write a definition essay. Conduct research on some form of addiction such as drug

addiction, alcoholism, eating disorder, or mental illness. Write an essay that defines it and includes suggestions for how the condition can be prevented and treated.

o Work with peers and teacher to plan, write, and revise essay. o Prose focus on diction choices that impact tone

ENGL 111 Grostefon


Unit 10 Cause and Effect Read “Chapter Ten: Cause and Effect”

o Read “The Growing Cowardice of Online Anonymity” Bernstein o Read “A Giant Step” Gates o Read “Climbing the Golden Arches” Nunez

Identify and explain how the specific examples each author used helped support causal analysis and avoid the fallacy post hoc, ergo propter hoc

Write a cause and effect essay. What effects has the increased power and presence of the Internet had on the ways we communicate? Include both positive and negative effects. The essay should analyze one or more of these effects and include examples.

o Work with peers and teacher to plan, write, and revise essay. o Include information from primary and secondary sources to support your argument o Cite using APA formatting guidelines

Unit 11 Argument

Read Chapter 3 “Analyzing Arguments: From Reading to Writing” Shea, Scanlon, Aufses o Discuss Rogerian arguments o Identify claims, support, evidence, counterarguments, and fallacies in class readings o Read excerpt “Why Investing in Fast Food May Be a Good Thing” Domini o Read “Star Wars” Ebert o Write a review with claims of value o Read from “The C Word in the Hallways” Quindlen o Read “Felons and the Right to Vote” New York Times Editorial Board o Read “Terror’s Purse Strings” Thomas o Discuss the Classical Oration o Read “Letter From a Birmingham Jail” King and identify elements of classical oration o Read from “Outliers” Gladwell o Discuss the Toulmin Model o Analyze visual texts as arguments

Conduct research using academic databases to find, evaluate, and select primary and secondary sources relating to issues in the student’s college major area or career interest

Write a researched argument paper that synthesizes information from several sources. Students will cite sources using APA. Topics must be connected to students’ college major or career choice.

o Work with peers and teacher to plan, write, and revise essay Write a timed response to a released AP argument prompt: 2014 Write to your school

board explaining what you mean by creativity and arguing for or against the creation of a class in creativity.

Unit 12 Synthesis Review Review elements of synthesis Write a timed synthesis essay: The Dumbest Generation? Synthesize information from at

least three of eight sources, and incorporate it into a coherent, well-developed essay that evaluates the claim that those under thirty are “the dumbest generation.”

ENGL 111 Grostefon


Unit 13 Satire Introduction to Satire Analyze visuals expressing satire. Read Chapter 13 “Humorous Arguments” in Everything’s an Argument. Read various articles from The Onion and Andy Borowitz. Read “The Lowest Animal” by Mark Twain.

o Satire, exaggeration, irony Read background for “A Modest Proposal.” Read and identify satire in “A Modest Proposal” by Jonathan Swift. Write an article that satirizes a school or local issue.

Unit 14 AP Exam Preparation and Exam

Take a College Board released AP Practice test, discuss results and strategies. Review coursework including terms. Take the AP exam. The exam fee is approximately $91.00. The exam must be taken to receive credit for 2nd semester.

Unit 15 The Great Gatsby

Read and discuss the novel The Great Gatsby by F. Scott Fitzgerald

ENGL 111 Grostefon


Logansport High School

Ivy Tech ENGL 111

English 11 Advanced Placement Language and Composition

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Ivy Tech ENGL 111 and AP at LHS.

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