Class Syllabus – Honors American Literature
2014/2015
Contact Information:
Ms. Gayle Brooks
Email: gbrooks@ashmi.org
Phone: 248-646-8900 Room 211
Course Description
The Honors American Literature course is designed to teach advanced reading and writing
through the fundamentals of literary analysis, rhetorical theory, and develop skills in grammar,
usage, and vocabulary through reading and writing. Students will read and write frequently and
will share their writings for class use in lessons, models, and/or peer critiques. The course
includes an intensive study of early 20th century American works from the Gilded Age through the
1920s and some later texts as well. The course is designed to prepare students interested in the
Advanced Placement track for Literature and Composition.
Focus and Objectives
In the Honors American Literature class you will read, discuss, and write about a variety of literary
works including novels, short stories, poems, periodicals, etc., that all offer points of view on the
effects of people, place, and movement on individuals. We will concentrate on identifying and
analyzing the formal literary techniques used by the authors, as well as questions of history’s
influence on these works. You will improve your ability to think, read, and write critically about
texts, as well as to situate them within a broader historical, social, and cultural context that gives
them relevance beyond “just stories.” You will understand the cultural, political, and historical
contexts of the texts, which will broaden your critical thinking skills and enhance your ability as a
reader and writer. Your writing will expand well beyond the five-paragraph essay and you’ll
become mature writers through frequent writing.
Course Materials
Novels/Plays
Age of Innocence – Edith Wharton
The Great Gatsby – F. Scott Fitzgerald
Blood on the Forge – William Attaway
Tracks – Louise Erdrich
Rowing to America: an Immigrant Story – various authors
Essays and Short Stories
Selections from America Now – Robert Atwan
Selections from Mirror on America – Joan T. Mims and Elizabeth M. Nollen
Selections from Rereading America – Gary Colombo, Robert Cullen, Bonnie Lisle
“America and I -- Anzia Yezierska
“Soap and Water” – Anzia Yezierska
“Winter Dreams” -- F. Scott Fitzgerald (tentative)
“Does Immigration Increase the Virtues of Hard Work” Jacoby and Krikorian
“Class in America” Gregory Mantsios
Excerpt from Ragged Dick by Horatio Alger
“Get Happy” Walter Mosley
“The New Negro” Alain Locke
“The Negro Artist and the Racial Mountain” Langston Hughes
“When the Negro was in Vogue” Langston Hughes
“Sweat” Zora Neale Hurston
“Migrations Forced and Free” Ira Berlin
“Home at Last” Dinaw Mengestu
Excerpt from America is in the Heart by Carlos Bulosan
“Deconstructing America” Patrick Buchanan
“Because My Father Always Said . . .” Sherman Alexie
“The Only Traffic Signal . . .” Sherman Alexie
“In the Language of Our Ancestors” Mindy Cameron
Poetry
“Richard Cory” song by Paul Simon
“Richard Cory” Edwin Arlington Robinson
“Cultural Exchange,” “Democracy,” “I, Too,” “Freedom’s Plow” Langston Hughes
“Harlem: A Poem” Walter Dean Myers
“Incident,” “Yet Do I Marvel,” “Heritage” Countee Cullen
“The Men” Pablo Nerudo
“The Great Migration” Minnie Bruce Pratt
“For a New Citizen of These United States” Li-Young Lee
“Half-Mexican” Juan Felipe Herrera
“Kudzu Dormant” Amy Clampitt
“They are Silent and Quick” and “A Breeze Swept Through” Luci Tapahonso
“The Wisconsin Horse,” “8:50AM Ft. Lyons VAH,” “from Sand Creek” Simon Ortiz
Film
“The Laramie Project” (2002) tentative
Select videos from American Passages website
Other Texts
Society as I have Found it – Ward McAllister
“The Facts on Immigration Today” Center for American Progress
Jimmy Hendrix’s performance of “The Star Spangled Banner” at Woodstock with interview
Coursework Expectations
Reading
A good analytical paper begins with active, close readings. We will read a variety of texts
(fiction, non-fiction, essays, short stories, poetry, etc.) from different time period, so there
should be something of interest to everyone along the way. You should expect reading on a
daily basis, including reading over the weekend. Text annotation is essential (taking notes
while reading, marking the book, etc.) to develop individual, thoughtful responses to the
texts. In addition, you’re expected to keep your notes and ideas in a “daybook,” which is
explained further in the syllabus. Expect that I’ll check for annotation and notes in your
daybook 2-3 times per week.
Writing
We will be working on writing a great deal in this course. Expect to write often because it’s
through frequent writing that one becomes a better writer. You can expect to have timed
writings in preparation for the ACT from time to time.
Keep in mind that writing is very much an “individual act,” meaning that every person is at
a different stage of writing and everyone has strengths and weaknesses with her writing.
My purpose here is to help you build on your individual strengths and help you improve on
your individual weaknesses; therefore, we will take time with each of the larger essays and
I will conference with you to improve your writing. We’ll read “model writing” and talk
about rhetorical strategies, essential structures, and style. There is no formula I can provide
that can make you a “good writer,” but working together we can identify what’s working
with your writing and what needs improvement. To assist in improving your writing, you
will more than likely have the option to rewrite for an average grade between the two
papers. Students earning a “C” or below on a paper are required to rewrite.
While there will be some shorter writing assignments, there will also be longer, analytical
responses. You should expect to write one formal, analytical, and/or argumentative essay
after each novel, and perhaps after a film or group of shorter readings.
Peer review is an integral part of the writing process, so we will work on learning how to
be good peer reviewers focusing on quality feedback. Peer review involves sharing your
work with your classmates and having it critiqued. Therefore, you should expect that your
essay could be used for our class workshop at any given time.
Class Discussions
Class discussions will occur several times per week, predominantly on Mondays,
Wednesdays, and Fridays. I evaluate the discussions, which means that they require
participation from everyone to be successful. We use Harkness discussions in class, which
you are all familiar with from last year. You should expect, on any given day, to be the
leader of such discussion and to be randomly evaluated. Keep in mind that you must read
to participate in class discussions; there’s simply no way to have an intelligent discussion
about the text without having read it first. Additionally, discussions are graded as a group,
which means that everyone receives the same grade as each other. That means you are
personally responsible for your level and depth of participation because your classmates
depend upon you for their grade as well.
Absences on Discussion Days and Participation
Discussions are an important part of the Honors and AP English classroom. They serve as
the basis of exploring your ideas and build the foundation of the essay you’ll eventually
write on that particular text. Therefore, your presence on discussion days is critical to your
success in the class. However, it’s understandable that from time-to-time students will be
absent on discussion days for a number of reasons. A student’s first absence on a discussion
day is excused. If an absence occurs subsequently to the first, the student is expected to
return to class with a narrative of the notes taken on the reading for that day’s discussion.
The narrative will count toward the discussion grade for the day of the absence. Students
are allowed to write two discussion narratives to earn a discussion grade. Students absent
on a discussion day after missing three discussions will earn a zero for the day’s
discussion grade.
A discussion narrative should include (at the very least) the following:
1. A discussion of the things you noted while reading (questions you have,
observations, links, key quotes, comments, etc.)
2. The significance of your findings. In other words, if you found a quote you think is
key, rather than simply writing down the quote, write the quote you found and
explain, in full, why you think it’s significant.
3. Page numbers of the things you find.
4. A conclusion of sorts that “outlines” (not formally) where your thought process
is/will be as you continue to read the text.
As usual, err on the side of writing more rather than less. You can be sure that I will
want examples, examples, examples – as with nearly everything in this class. Your
discussion narrative will be due the day of the next class discussion. So, if you
miss a discussion on Monday, your discussion narrative is due before the class
discussion begins on Wednesday. If you’re absent for Wednesday’s discussion, your
narrative is due before Friday’s discussion commences. If you are absent for Friday’s
discussion, your narrative is due before Monday’s discussion commences.
Daybook
You will be keeping detailed notes on your reading in your daybook. You can think of the
daybook as a new and improved journal of sorts. It’s where you’ll capture your thoughts
throughout the day, and not just in our class. In your daybook you’ll not only keep your
notes from your reading, but you’ll expand on them through connections you make to your
own life and the outside world, as well as any other information from classes that makes
you think. The daybook is not a diary, but an extension of a diary. It’s your personal
thoughts, but more than your personal thoughts. It’s what those thoughts mean in relation
to things around you. I’ll explain more about the daybook separately. There are times when
the format of your daybook will be more formal than others, but for the most part you
make the daybook yours. Your daybook will be a critical tool for effective class discussions,
so treat it with care and have it on you always. It’s an important tool, in my opinion, so
much so that I collect them to ensure you’re writing quality notes. I flip a coin daily to
collect daybooks, review them, and score them and you’ll receive a grade for your notes at
the end of each quarter.
Blogging
Each student will maintain her own blog and will read and comment on others’ blogs.
There will be specific blog assignments in response to a prompt I give you or some
readings. However, if you feel like using your blog for some personal entries, feel free to do
so. Regardless of the number of entries you write, I’ll only be grading on the blogs I assign.
Topics for the blog entries will vary and can be anything related to your thoughts on the
readings, connections you’ve made from the readings to your own life, “aha” moments,
reflections on writing, your personal struggles and/or achievements, etc. Blogging offers
more than the opportunity to write, you can post videos, audio clips, photos, etc. The point
is to flesh out your ideas in a more formal (but informal) way than what you do in your
daybook.
Tests
I generally don’t have tests in this class. Assessment is done via discussion, essays, and
projects. There is potential for a short quiz from time to time, and if I do come up with a
test, there will be sufficient notice to you so you can prepare.
Final Project
As part of the Honors American Literature course you are expected to complete a final
project that synthesizes all the information we have covered in the class in addition to the
independent research you do on the topic. This project will be rolled out and explained
during the fourth quarter.
Class Policies
Grading
Every effort will be made to make grading as objective as possible. You will be given rubrics
before every major assignment (formal essays, speeches, projects, etc.) The rubric will be
reviewed as a class and, when possible, you will evaluate samples using the rubric so that
you understand what constitutes an “A”, a “B”, a “C” grade, etc. My hope is that by going
over the rubric and looking at examples, we will minimize disagreements on grades. In
addition, I provide extensive feedback when grading to explain my corrections. I realize
that grade disputes may arise and I ask that you contact me directly, after 24 hours, if there
is a disagreement on a grade.
Grade distribution is as follows (subject to change, with written notice):
Category A: 40% major writing assignments/projects
Category B: 30% Discussion participation/EOU Reflections/blogs
Category C: 20% final exam and/or portfolio/Personal Reflections/Summer Reading
Category D: 10% daybook/grammar/misc
I do not round up grades in the class; therefore, if your grade is a 92.9%, for example, you
would receive an A- in the class and a 92%.
Tardies
Students are expected to be seated in class at the scheduled start time. Students will be
marked tardy if they arrive to the class at this time. The Upper School tardy policy allows
for four tardies per quarter to school and/or class.
The Dean of Students will track the recorded tardies, writing a detention on the fifth (5th)
and every subsequent tardy. The specifics of the policy are outlined in the Student
Handbook.
Absences
You will have one extra day for each excused day absent to complete work. For example, if
you are absent on Monday, any assignments assigned on THAT day will be expected on
Wednesday. You will know ahead of time the due dates for major assignments and what
reading will need to be completed; therefore, the assignments assigned prior to the date of
absence will still be expected on the assigned due date. For example, formal essays are
assigned well in advance of the due date. If you are absent on the day the formal essay is
due, I will still expect your essay to be turned in since you were aware of the due date prior
to your absence. That means I will still expect them uploaded to Moodle and on
Turnitin.com by the due date and time. Otherwise they’ll be considered late and subjected
to a 50% late penalty.
Lastly, the school policy for losing 50% credit on any work done the day before or after a
holiday will be enforced whether the absence is excused or not, this includes class
discussion. If you are absent before or after a holiday and a Harkness discussion takes
place, you will receive 50% of the discussion score for that day. Please see your handbook
for this specific policy.
Extended absences beyond three days (e.g. hospitalization, serious illness, family
emergencies, etc.) are a separate issue and should be discussed with me on an individual
basis.
If you are absent on a day when we have a discussion, you are required to write a
discussion narrative and/or may receive a zero depending upon the number of absences
you’ve had on discussion days. An explanation of absences on discussion days and the
discussion narrative can be found under discussions.
Late Assignments
Assignments are expected to be turned in on time. I will accept late major assignments
(essays, projects, reflections, etc.) for ONE day and the work will be penalized by 50%.
Any work turned in beyond the one day will receive a zero. While I try to be flexible,
excuses for homework not being completed are simply not acceptable. Computer/printer
problems are not a viable excuse for missing an assignment deadline; find some other way
to complete your assignment and turn it in. In addition, extracurricular activities are a
choice and homework should take precedence. “Out too late to finish” is never acceptable.
If a family emergency arises or other extenuating circumstances, the student and/or parent
should contact me as soon as possible. I check email frequently even after school hours.
Emailed assignments or assignments uploaded on Moodle will be considered late if
submitted after the start time of the class or after the specified due date and time.
MOGO
MOGO stands for Missed One Get One. You will receive one MOGO slip at the beginning of
the term that you can use on one assignment during the three quarters you have the class.
The pass entitles you to one extra day (a 24 hour period) to complete an assignment. Your
MOGO can be used on any assignment EXCEPT tests, group projects, and final projects.
Yes, you can use it for essays. Keep in mind that if your assignment was due on Friday (or
any last day of school for the week) and you use a MOGO, it’s due in 24-hours, NOT on
Monday, but on Saturday. If you have not used your MOGO by the end of the term AND
haven’t lost credit for not completing an assignment, you will earn extra credit points if you
turn it in.
Extra Credit
Extra credit is available to those students who have not missed an assignment or
turned in an assignment late for 50% loss of credit during the quarter. This includes
daybook scores as well.
There are two opportunities for extra credit this year:
1. Write a formal Letter to the Editor in response to an article from The Detroit News, The
Detroit Free Press, The New York Times, The Wall Street Journal, The Washington Post, or
any other reputable newspaper organization.
2. Enter an essay writing contest: I post writing contest information on the bulletin board
across the hall from my room.
You are allowed one extra credit assignment per quarter. If you plan on submitting work
for extra credit, please schedule time with me prior to go over the specifics of your work to
ensure you meet my expectations.
Communication
To ensure a successful year for everyone, communication looms high on my list of
important things for this class. Due dates, requirements, and grading criteria will be clearly
communicated in writing. With that said, if anything is unclear, I expect that you will ask for
clarification, otherwise, I will assume that all is understood. In addition, I will make every
effort to remind you of upcoming due dates (I keep a running agenda on the whiteboard in
class); however, ultimately the responsibility lies on you to organize your assignments and
stay on top of them.
Email is the best way to contact me to ensure a prompt response. I check it often up to
about 8:30 pm. If you send an email to me after 8:30 pm during the week, chances are I will
not see it until the next morning.
Although I anticipate a smooth year, I realize that sometimes disagreements arise between
student and teacher. I have an “open-door” policy and expect that you will contact me first
to resolve any issue you have. Parents can help with this process by asking if contact has
been made with me directly first before contacting me directly.
Extended Inclement Weather/School Closings
Living in Michigan we are, of course, subjected to inclement weather that inevitably forces
school to close. Should school close for more than two days, it’s expected that you’ll check
your school email and Moodle to find out if you have a pending assignment.
Required Materials
 Tablet laptop
 Daybook (provided for you)
 Something in which to keep your class notes, this can be electronic or an actual
notebook. You will have a OneNote Shared Notebook for this class that might work
well for your notes as well. You can also keep your notes in your daybook if you
prefer.
 Binder for your short stories and essays this needs to be an actual binder since it
will have actual paper in it!
 Writing implements, highlighters, markers, etc. – standard school utensils
 Text that we are in process of reading
 **Internet access is critical in this course since you will be blogging and need to
access the class Moodle site**
Tablet Laptop
We will be using the computer during class for journaling, forum discussions, writing, and
research. In addition, all writing assignments will be submitted electronically, corrected
electronically, and returned electronically. So it is essential that you have your tablet every
day and in proper working order. I understand that problems will arise; however, you will
be expected to have your work regardless of the technical problems. Therefore, it is
important to have a back-up plan in place, e.g. USB drive to back-up files. You may also
wish to copy files to a home computer as a back-up as well.
It is also expected that during class you use the tablet in an appropriate manner. This
means that it should be used for taking notes, writing papers, and researching when the
class is researching during class. It is not to be used for searching the Internet for things
unrelated to class, playing games, etc. Any misuse of the laptop during class will result
in the entire class losing laptop privileges for that class period and we will resort to
using pen and paper for note taking, assignments, etc. To assist in monitoring this,
you’ll be expected to have your tablet in “tablet mode” for taking notes. You’ll not be
allowed to type notes unless otherwise specified.
Electronic Devices
Cell phones are not allowed in the classroom at any time, whether they are turned off or
not. Should I see a cell phone, it will be taken away per the school’s cell phone policy. For
further information on the school cell phone policy, please refer to the student handbook.
Please keep video cameras, digital cameras, and any other type of electronic devices at
home or in your locker. There is no place for them in the classroom unless we are working
on a special project at which time I will tell you when to bring them in. If you want to
record a class session for any reason, please come to me for permission.
Cheating and Plagiarism
Neither cheating nor plagiarism will be tolerated in this class. Plagiarism is when the work
of another writer is used without permission. We have invested in a service called “Turn It
In” to help catch plagiarized work. You will electronically “turn in” your essays on
www.turnitin.com before you post the assignment to Moodle.
The school has a written policy on plagiarism and cheating in the “Academic Integrity”
section of the Student Handbook. You should read and become familiar with the policy as it
applies to all courses you take at ASH.
Honors American Literature and Composition Signatures Page
Please sign by Friday, January 16, 2014
I have read and understand Ms. Brooks’ philosophy, course requirements, policies, procedures, and
expectations for Honors American Literature 2014/2015 and agree to follow and support them:
Student Name (printed): _____________________________________________________
Student Signature: __________________________________________________________