FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT
VISTA DEL LAGO HIGH SCHOOL
Beginning Composition Syllabus/Course Expectations 2015/2016
Instructor: Patrick Crean M.A.
Office Hours: 7:15-7:45am & 1:40-3:10pm in H204 and by appointment
How to reach me: 916-924-2419 Ext.
Email: pcrean@fcusd.org
Website: Please see link on Vista del Lago teacher webpage link
Additional resource site: https://sites.google.com/site/mrcreannet/
(mrcrean.net)
Course Description
The Beginning Composition course is a 9th grade required course designed to help students become skilled
writers by engaging them in thoughtful writing that will extend across the content areas. Because the course is
designed to integrate thinking, reading, and writing, students will become aware of writing as a process and
deepen their understanding of the ways writers use language to convey specific ideas. Students will learn skills
necessary to write on demand with an awareness of structure, tone and word choice. Students will learn to
choose strategies for specific writing prompts and become aware of the importance of audience.
The course will include intensive study of essay structure and format, how to support a thesis statement, and
how to integrate evidence into thoughtful commentary for various writing prompts.
Course Overview
Pre-Unit: Introductory Assessments
Synopsis & Learning Targets: This quick unit will help me get a better understanding of who are as
a person and where you are academically. Short and sweet. You won’t be graded but you will definitaely
be assessed. No pressure.
Assessments: Reading level test, entry diagnostic essay, personality/learning modality survey,
baseline (department-created) benchmark test/s.
Duration: 3-4 day
Unit 1: I Matter! – Descriptive and Narrative Composition (CCSS: Writing 9-10.3.b, d)
Synopsis & Learning Targets: The first unit will focus on two of the four primary modes of
discourse: description and narration. Students will work on 1) Focus and exposition (creating a
dominant impression) 2) detail, organization and plot 3) narrative techniques and pacing and 4)
language and style. Instructional focal points will also include creating dialogue, using precise words
and phrases (diction), and sentence variety; utilizing “telling” and creating sensory language. The unit
will culminate in an essay that draws solely upon a specific narrative example in your own life.
Possible Selected Readings: “Fish Cheeks” by Amy Tam; “Araby” by James Joyce; “White Lies” by
Erin Murphy; “How I Discovered Words: A Homemade Education” by Malcolm X; “Salvation” by
Langston Hughes; “Childhood” by Alice Walker; “Shooting an Elephant” by George Orwell; “Reunion”
by John Cheever; various student exemplars writings (the good, the bad, and the ugly).
Formative Assessments: Close Reading and analysis questions; SOAPSTone (Pre-AP) strategies;
quizzes. Essay workshop (pre-writing, writing, revising, peer review, etc…). Academic vocabulary.
Summative Assessments: Final Descriptive/Narrative Epiphany Essay, impromptu speeches
Duration: 2-3 weeks (August 11-31)
Rough Draft Due: Monday, August 31st
Final Draft Due: Tuesday, September 1st
Unit 2: “Does it Matter Matter?”—Argumentative Writing
Synopsis & Learning Targets: In this unit, students will incrementally examine the elements of
persuasion and rhetoric (e.g. pathos, ethos, logos, logical fallacies), considering what constitutes a
convincing argument. This will be accomplished through “readings” of a variety of “texts” both
traditional and non-traditional The goal of this unit is twofold: to give students experience with the tools
of rhetoric and to demonstrate that everything is an argument--that regardless of the “text,” it can be
read, interpreted, and responded to. They will finally be required to compose an argumentative essay
based on an AWPE style prompt, that makes use of the rhetorical techniques discussed in this unit of
study and incorporates a variety of these “texts.” Students will center their arguments around issues that
exist within the public school system. Moreover, students will build on their narrative skills to support
their assertion as well as focus on claim and counter claim.
Possible Selected Readings: Argumentative articles to be determined
Summative Assessments: Final Argumentative Essay
Formative Assessments: Cont’ close reading and analysis strategies; SOAPSTone (Pre-AP)
strategies; quizzes, the rhetorical précis. essay workshop (pre-writing, writing, revising, peer review,
etc…). Cont’ academic vocabulary. Cont’ impromptu speeches
Duration: 4 weeks (September 1st – September 29th)
Rough Draft Due: Monday, September 28th
Final Draft Due: Tuesday, September 29th
MIDTERMS – Students will write an in class midterm exam (narrative and informative) on October 9 th and
10th.
Unit 3: “Does it Matter Matter?”—Expository Writing
Synopsis & Learning Targets: In this unit, students will write an essay in which they research
elements of either the Holocaust or Apartheid in an informative essay. Students will read the novel
Night, and engage in several formative discussions surrounding the novel and its themes.
Possible Selected Readings: Night, by Elie Wiesel & related supplementary articles to be determined
Summative Assessments: Final Expository Essay
Formative Assessments: Cont’ close reading and analysis strategies; SOAPSTone (Pre-AP)
strategies; quizzes, the rhetorical précis. dialectical journal, essay workshop (pre-writing, writing,
revising, peer review, etc…). Cont’ academic vocabulary.
Duration: 3-4 weeks (October 13th – November 7th)
Rough Draft Due: Monday, November 9th
Final Draft Due: Tuesday, November 10th
Unit 4: “It All Matters” – Synthesis Essay and Final Speech
Synopsis & Learning Targets: To demonstrate that the skills learned in each of the preceding
units are not isolated, this final unit will specifically task students with the synthesis of everything they
have learned. In this unit, students will tie all three forms of writing to create a final synthesis
essay. Students will choose either a problem that requires an upstander (essentially the
opposite of a bystander) or a person they feel is an upstander, and write an essay in which they
include narrative, informative and argumentative writing techniques. Students will review
these types of writing as well as how to find quality source material and how to draft a works cited
page. Primarily centered around a research-based synthesis essay, the students will find a reading that
will serve as the basis of an inquiry on a topic of their interest. They will develop a prompt (similar to
those we’ve written on throughout the course), craft essential questions, and then research the
topic. Students will be required to draw upon narrative, literary, and informational examples to
demonstrate mastery of all the domains. Students could also be required to deliver a presentation
sharing their findings (using technology to publish their research).
Possible Selected Readings:
Summative Assessments:
Formative Assessments: Cont’ close reading and analysis strategies; SOAPSTone (Pre-AP)
strategies; quizzes, the rhetorical précis. dialectical journal, essay workshop (pre-writing, writing,
revising, peer review, etc…). Cont’ academic vocabulary.
Duration: 3-4 weeks (November 12th-December 8th)
Rough Draft Due: Monday December 7th
Final Draft Due: Tuesday December 8th
Final Assessment students will modify their synthesis essay and produce a 3-5 minute speech.
Students will present these speeches (5-10 per day) during the last 4 days of the term.
COURSE & CLASSROOM EXPECTATIONS
Classroom Rules & Consequences: Teachers have a clear job: to teach. Students too, have a clear
job: to learn. Any behavior that interferes with the teacher teaching or all students learning is
unacceptable. If after a warning, the behavior does not change, the consequences will be immediate
and include any of the following: a private conference, a phone call home, detention, or suspension
from class. Frequent unacceptable behavior will have more severe consequences: conferences with
parents or school suspensions. But to be on the safe side, please following he following rules:
1.
2.
3.
4.
Follow all school rules
Be prepared and ready to work/participate when the bell rings.
Follow directions the first time they are given.
Raise a quiet hand when participating in classroom conversation or asking questions
unless otherwise specified. Do not interrupt.
5. Do not bring food or drink (other than water in a plastic bottle) to class.
6. Do not sleep or put your head down in class.
7. Personal grooming is not o be done in class.
8. Please do not do other work (for another class) in this class. If you attempt to work on
class work for another class, it will be taken away and can be picked up after school. Also, you
can assume I will communicate with your teacher.
9. All cell phones and electronic devices must be turned off and put away while class
BEFORE you enter the classroom. If I see a cell phone, I will politely ask you to put it away.
Please do so. If I hear a cell phone, I will confiscate it and 1) you can either pick it up after class
or 2) turn it in to the office. Perpetual cell phone violations will result in a parent conference
(when parent comes to pick up the phone). Please also note that I will do random cell phone
checks before students enter the class to make sure all phones and other devices are off. Note:
if you think you may have a hard time not checking your phone, simply give it to me before
class and I will securely store it until the end of class.
10. Entering/Exiting the Classroom: Students will enter the classroom in an orderly fashion.
If a student does not, he/she will be asked to leave and re-enter. Once inside, students will
begin immediately on the warm-up activity (Bell Work). Refusal to do so will result in a loss of
that day’s participation points and appropriate disciplinary action will be taken. Existing the
Classroom: Students are to remain seated until dismissed or instructed otherwise. If a student
tries to stand or hang out near the door, he/she will be asked to sit down and will be dismissed
after everyone else has exited the room.
Homework: A portion of the academic grade will be based upon homework assignments. Although
assignments will be made regularly, they may vary in quantity and complexity based on subject matter
and ability level. Students will be given two “late homework passes” that they can use for any
assignment if agreed upon by a meeting between the teacher and student. The purpose of this policy is
to recognize that occasional “emergencies” arise, but for the most part, work must be turned in on
time! Large project assignments, including essays, are due on the day they are due, even
if the student will not be in class. Students who are absent should email an electronic
copy to the teacher by the time the class session is to be held, and then bring a paper
copy when he/she returns from absence.
Tests: Students will receive at least two days notice prior to major tests, which will be given on
grammar, vocabulary and writing. The semester exams, which will include information from any part
of that semester, may also be both objective and essay. Quizzes may be given at any time and (on
occasion) without advance notice. Make-ups will be taken the day the student returns to class. If this
is not possible, it is the student’s responsibility to arrange alternate scheduling on that return day.
Essays: There are four formal essays, and many informal essays, throughout the term. The formal
essays must be turned in on the due date. If students want to revise these formal essays for a better
score, they may do so after conferencing with the teacher so that the student understands what
improvements need to be made.
Method of Evaluation: Grades will be weighted according to the following:

Formative Assessments (Assessments FOR Learning – quizzes, reading checks,
study guides, etc) – 30%
 Summative Assessments (Assessments OF Learning – tests, essay final drafts,
etc) – 70%. The semester grade will be based on a running total of the first and second
quarter points and the final exam points. The following scale will be used for letter grades:
Grading Scale
A+ = >100%
B+ = 88 - 89%
C+ = 78 – 79%
A = 93 – 99%
B = 83 – 87%
C = 73 – 77%
92%B- = 80 – 82%
C- = 70 – 72%
D- = 60%
D+ = 68 - 69%
F = <60%
D = 63 – 67% A- = 90 –
Cheating and Plagiarism: Please refer to the school wide Academic Dishonesty Policy. This
includes when you copy from any source as well as allowing anyone to copy from you. A referral to
the Vice-Principal is automatic.
Attendance and Tardies: Regular attendance is critical for success in this or any endeavor. Just as
with any absence, it is the responsibility of the student to ask about this and any missed materials and
work. If the student is absent for more than two days, a call to the school requesting homework
should be made to keep the student up to date.
Students who have 1-3 “lates” will be handled individually according to the teacher discretion. Any “late”
that exceeds the 1-3 allowance should be dealt with according to the following procedures that are
outlined in detail in the school planner that include: detention, parent contact, class suspension,
administrator conference, school suspension. After School Detention on Wednesdays 1:30 pm – 3:00 pm
and/or Saturday School May be assigned. In order to avoid being late, students must be in their
assigned seats when the bell rings.
Citizenship: The citizenship grade is measured by your ability and willingness to follow the policies
of this class. As an English Department, we value courtesy, cooperation, and respect. The policies
reflect this and the standards conducive to an orderly, productive classroom environment. Therefore,
the following will be used to determine your citizenship grade: attendance and class contribution,
following directions, obeying rules and protocols, and attitude toward me, fellow classmates, and
substitutes.
Make-Up Work: All tests and minor assignments are due upon returning from an absence. (Long
term assignments are due on their due date—see “ESSAY” section.) The only exceptions will be those
assignments GIVEN during the absence. These will be due two days after your return unless designed
to be completed over several days. It is the responsibility of the student to
inquire about any and all missed work and to make the necessary
arrangements for its completion. Also, if there is something going on at home (which
may give justification to you missing assignments) or just in life general, please communicate
with me. Keep me in the loop, because if I’m not, I will assume that everything is ok and you are making the
choice to not complete your assignments. Please put all late work in your specified (period) folder—see Judge
Judy.
Retakes and Revisions: Students may revise a minimum of two major essays per term provided
they complete all prewriting and formative activities for the essay. Feedback (both peer and teacher)
will be provided to students throughout the writing process prior to the final draft due date.
Conditions of revisions will be determined by the individual teacher but will be copacetic in
synonymous courses. Students will be allowed to retake summative tests (excluding midterms and
final exams).
Group Projects: When participating in a group project, students will be graded individually and we
will be evaluated based on their own work within the group. No group grade or average score will be
used to determine an individual student’s grade on a group project. In the event that a student wishes
to raise a grade on a project score, a retake assignment (essay) will be provided.
Extra Credit: No extra credit will be accepted. Students are expected to do the reading and writing
assignments as designed for the course.
Materials: The recommended materials list includes a blue or black pen, sharpened pencil with
eraser, red pen (not a crayon, marker, pencil, or highlighter) for correcting only, highlighter, and
binder with loose-leaf paper. Final drafts of writing assignments and reports must be wordprocessed. Please see teacher ASAP if you are unable to attain these materials.
Textbook/ Material Responsibilities: Students are financially responsible for any and all books
and materials provided to them. This includes damage as well as loss and will be billed accordingly.
Conferences: Students will receive help in class whenever possible. Students may also
meet with me during Advisory or after school. Please check with me ahead of time to ensure my
availability. Because students in high school should be accepting more responsibility, it is important
that they are the first to approach the teacher with any issue. If, after a meeting with the teacher, the
issue still remains, parent involvement/conferencing is appropriate. The best way to reach teachers is
through district email.
ACCOUNTABILITY STATEMENT
By signing your names below, you are indicating that you have read and understood the preceding
class guidelines and that you will assume the responsibilities and accountability of being a student, or
the parent/guardian of a student, in the English class.
Print Student’s Name _____________________________________________________
Student
Signature_______________________________________________Date____________
Please answer the following questions:
 Do you have computer access at home?
YES/NO
 Do you have Internet access at home?
YES/NO
 If you answered NO to either of the above questions, where would you go to
use a computer or the Internet?
_______________________________________________________
_______________________________________________________
 Will you need me to provide you with any of the supplies mentioned in the
course outline?
YES/NO
 If YES, which supplies will you need help with? List them here:
Parent/Guardian please sign below verifying the information above:
Print Parent’s/Guardian’s Name__________________________________________
Parent/Guardian Signature__________________________________________
Date ___________
Parent/Guardian Information:
Name
Daytime phone (
)
Evening phone (
)
Email Address
Additional Comments: