AP/UCONN English 12
SEMINAR IN WRITING THROUGH LITERATURE
Mrs. McKenna
Email: amckenna@groton.k12.ct.us
Website: www.groton.k12.ct.us/amckenna
Phone: 860-449-7200 x3211
Room 3211
Office Hours: Always available per appointment during advisory or before or after school.
COURSE OVERVIEW
AP/UCONN English 12 is an in-depth academic class that focuses on close reading of challenging texts, both
literary and informational, on learning the art of forming and analyzing strong arguments, and on practicing
academic writing, discussion, and reading. The course heavily emphasizes the development of writing skills
by planning, drafting, and revising both formal and informal pieces. Students will continue developing and
refining skills in all stages of the writing process, working to improve their writing styles and gain an
understanding of the components of academic writing to be better prepared for college. A good portion of the
class involves direct AP test prep and activities that support it. In terms of our UCONN objectives, our study
involves the potential earning of four UCONN credits. Our primary focus is instruction in academic
writing through literary reading. Assignments emphasize interpretation, argumentation, and reflection.
Revision of formal assignments and instruction on grammar, mechanics, and style. It emphasizes the
intellectual purposes and aesthetic power of literary texts. The course engages students in the work of
academic inquiry through the interpretation of difficult texts, participation in the issues and arguments that
animate the texts, and reflection on the significance for academic and general culture and for themselves of
the critical work of reading and writing. Assignments highlight the work that writing does in academic,
literary, and general culture, and they are arranged in sequences as a series of intellectual tasks.
Our course is a “dual-enrollment” course. This means that you will be fully engaged in the requirements of
the UCONN First Year Writing Program and spend substantial time on preparing for the AP Literature Exam
in May 2015. These two learning paths intersect in many ways, and you will find the approach to this course
to be balanced in terms of the overall goal- instruction in academic writing to inform our interpretation of
literary texts.
Please use the key below to access the remaining areas of our syllabus:
Grading
First Year Writing Program
Course Policies
Themes and Texts
Signature Page
Page 2
Pages 3-5
Page 6-7
Page 8
Page 9
Course Packet 1
GRADING
UCONN ECE Grading Policy- If you earn a grade of C or higher in your UConn course, you will have the credits
applied toward your transcript. If you earn a grade below a C your course grade will be automatically changed to an
audit. UConn ECE should be a beneficial way to begin your college career and is not meant to penalize your grade point
average. Students do not earn credit for courses that have been changed to audit. Audited courses do appear on a college
transcript, but do not affect your grade point average. You may notice that your high school grade and UConn grade
differ. It is possible that two different grades can be awarded for the same course. Your high school grade is determined
by your high school. Your UConn course grade is determined by the grading rubric set by the University department.
THE UCONN GRADE IS BASED ON THE WRITING AND YOUR HIGH SCHOOL TRANSCRIPT
GRADE WILL BE A BIT MORE INCLUSIVE IN TERMS OF CONSIDERATION OF OTHER
ASSIGNMENTS.
UCONN GRADE REPORTING
YOUR UCONN GRADE IS ESSENTIALLY
BASED ON ASSESSING YOUR WRITING
AND YOUR IMPROVEMENT DURING
THE WRITING PROCESS. THE
BREAKDOWN IS LIKE THIS:
GUIDELINE - PAPERS 80%
IN- CLASS RESPONSES- 10%
FINAL REFLECTION PAPER- 10%
FHS GRADE REPORTING
YOUR FHS GRADE IS MADE UP OF THE
FOLLOWING COMPONENTS:
Class Preparation - 30%
Quizzes and Small Assessments- 30%
Papers and Major Assignments- 40%
Remember, I use equal interval grading!
Description of FHS Grade Categories
 Class Preparation- This category refers to the following areas- class work, group work,
homework, reading journal, writing conference attendance and preparation, rhetorical terms
binder. While work is assigned regularly, it is not always collected or checked. On the days when it
is collected or checked, the grade will be noted in this category.
 Quizzes and Small Assessments- This category refers to the following areas- timed writings,
reading quizzes, quizzes on vocabulary and poetry terms, exit slips (usually a writing prompt),
informal presentations, peer writing workshops, graded class discussions (a.k.a. Socractic Seminar),
and first drafts of major assignments.
 Papers and Major Assignments- This category refers to the following areas- all paper drafts,
from second to final drafts, major assignments requiring group collaboration, and presentations.
Please Note: I do not offer “extra credit” in this course. Do the assigned work when it is
assigned to maximize opportunities for learning and success.
Materials: Composition Notebook for Journal, 4 Pack Highlighters and Red Pens,
1½ inch 3-Ring Binder to organize the assignments/handouts
**I do update our class website daily, but this is not a paperless course.
Course Packet 2
The UCONN First Year Writing Program
FYW
The UCONN First Year Writing Program (FYW) encourages intellectual curiosity and exploration in critical
thinking, reading, and writing. The courses are not meant to communicate a particular set of facts to
students, but instead help students learn to practice and engage in academic discourse.
COURSE GOALS AND OBJECTIVES, UCONN ENGLISH DEPARTMENT:
Critical Literacy
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understands that academic writing is grounded in inquiry
the ability to distinguish one’s own ideas from the ideas in readings
the ability to integrate one’s own ideas with ideas from readings
understands how academic argument works
works with writing assignments as a series of intellectual tasks
Rhetorical Knowledge
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understands the power dynamics in particular writing situations
understands reader expectations
negotiates the demands of reader expectation and writing purpose
responds appropriately to assignments
Logic and Use of Academic Writing Conventions (as reflected in finished papers)
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a central idea or controlling purpose (a thesis) that requires detailed argument and development
careful contextualization of the thesis in light of the readings that ground the assignment
paragraphs that develop the thesis in any number of ways, from offering examples with
explanations, to citing authorities, to critically examining a claim from the reading, to
comparing/contrasting, to offering a logical chain of reasoning, to defining and redefining terms,
and so on
paragraphs that relate to each other in an intellectually coherent and logically competent way
sentences that move fluently and fluidly in sequence
sources that are properly documented and quotations that are properly punctuated
typed prose edited for expression and proofread for correctness
Writing and Reading Processes that Work for the Student (or what students should
understand about writing and themselves as writers)
their characteristic strengths and weaknesses as writers
writing processes or strategies that work for them
● the possibilities and limitations of collaboration in reading and writing
● the connection between writing and academic inquiry
● the need to continue to work on their writing throughout their academic careers
THREE PAPERS
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Course Packet 3
The three papers you will write constitute the most essential work of the course—both in terms of your grade
and in terms of your developing writing skills. Each of these paper assignments will call upon you to examine
a primary text in the context of secondary texts. You will be asked to make a clear, compelling, and arguable
statement about the primary work under consideration, to defend that statement through examples and clear
reasoning, and to gesture toward the implications of your argument. In order to achieve this, you will have
the chance to talk about material in class, to get feedback on your first draft both from me and from your
peers, and to revise often.
These papers will be graded largely on the quality of your revision process. I am most interested in seeing you
work toward your goals. When I return any draft to you, you must keep it to turn in again with your
subsequent draft. Because the goal of this class is revision, I must see the changes you’ve made from draft to
draft. This will help you. If I see improvements in the paper, there will be improvement in your grade. Of
particular importance here is your dedication to the process itself, both to the inquiry you are exploring and
to the presentation of your ideas through academic writing. This is work that requires persistence,
commitment, and endurance.
Paper Topics- Students generate the paper topics from course readings and the discussions of the course
readings. Generally, you would begin this assignment with an approach paper (1.5-2 pages), which would
include your thesis question and serve as a proposal of your ideas, a sort of launching of your inquiry.
Subsequent writing on the topic (min. 10 pages of text) would take that foundation of the approach paper to
complete a thorough study of your question. For example, if you decided to investigate the impact of poverty
on literature, your approach paper may begin to ask questions about population, location, and perseverance.
Your exploration of the questions would lead you to a greater, more expansive study of specific community or
a small group of people bound by a common circumstances.
PARTICIPATION
The most important thing you can do to help yourself is to show up to class prepared. This includes
preparing the assigned reading for the day’s discussion by reading independently and actively,
marking/tagging the text, taking key annotations that help you make meaning and interrogate the text. The
dynamic of the class discussion is what you’ll need to move forward with assigned work. You must also do the
reading and writing.
READING
Academic writing is essentially arguing about texts. This means academics have to read—a lot. You will be
asked to do a significant amount of reading in this course, and we will talk about reading strategies.
Remember, reading for an academic purpose is different from reading for enjoyment, and when you change
your purpose for reading, you must also change your approach to reading. I expect you to be prepared to
discuss the reading when you come to class. I also expect you to take notes on the reading, both so you can
refer to these notes in class and so you can quickly find important passages when you write. Learning to read
well—to read with specific goals in mind, not simply to read the text on the page—is a critical part of
becoming an academic writer.
OTHER WRITING
You will often be asked to write in response to the readings. This writing is generative: it is designed to help
you build toward your larger assignments. This writing may not always be collected, but it is essential that
Course Packet 4
you bring it to writing conferences. These generative writing pieces often hold the fruits to big and
compelling ideas. Take them seriously and use them as opportunities to think through texts and ideas as well
as to write. We will discuss generative writing as each assignment approaches.
INDIVIDUAL CONFERENCES
Periodically during the semester, I will use class time to hold individual conferences with students. When
this happens, you may be working on something else in class. These typically would be small group tasks. It
is expected that you work through those assignments so that the integrity of writing conferences is not
compromised by interruptions. This conference is designed to help you in the revision process. I expect you
to show up prepared with questions and a plan for revision. I will have thoughts about your paper, but I
expect you to have thoughts about it, too. At times, these conferences will be scheduled outside of class
meetings. These are mandatory conferences set up with an appointment schedule. Treat your conference
appointment like any class meeting. Show up on time and prepared.
SMALL GROUP TUTORIALS
Also, during the semester, we will periodically hold class in small groups. This will give you a chance to
comment on your peers’ work and to receive comments from your peers. I believe that learning how to
critique a piece of writing is a critical part of learning to write. You will be expected to offer quality feedback:
to explain both what works and what does not work in each paper and why. I also expect you to be polite, fair
minded, and supportive. Small groups may encourage you to form a writing cohort with peers, but they will
also be flexible and change from time to time.
FINAL REFLECTIVE PROJECT
You will also be asked to write a final reflective project at the end of the semester. This short paper will allow
you to reflect both on the development of your own writing and the goals of the FYW Program in relation to
this development. This project is assigned instead of a final exam (which wouldn’t be particularly useful in a
writing class). I will expect you to both critique your own writing process and the goals and ideology of the
course you’ve just taken. It is critical that you keep all of your papers throughout the class, as you will need to
draw from them in order to write your final analysis.
Course Packet 5
Course Policies
MAKE UP POLICY
 See student agenda for school’s make up policy. School policy is my policy:
“All work due or missed during an excused absence may be made up. Any work missed (assigned)
during an excused absence will be the student’s responsibility to make up within 5 days.” If you are
absent on the day a major assignment/homework is due, I expect that assignment to be submitted on
the next class meeting day.
 It is the student’s responsibility to obtain make up work and to remember to submit it. I will not
chase after you for missed assignments. After 5 days, work that is not submitted will not be scored
for credit.
 Make up work is always available for you. Simply pick up a “While You Were Absent” sheet in our
classroom OR access our class web site. It is always in your best interests to obtain make up work
before class meets and try to get caught up on your absence.
PLAGIARISM
 Plagiarism is, broadly speaking, passing off the ideas of another writer or thinker as your own. With
an increased capacity to access information, students have a great responsibility to originate their
own ideas and generate their own work. This course provides instruction on how to research
responsibly. The expectation is, then, that your work is completed with integrity and that it is yours
and yours alone. In the “real world,” integrity counts. Consider our classroom a small replica of
the real world- integrity counts!
 Cheating, plagiarism, or copying any assignment, big or small, is unacceptable and will result in a
zero credit for that assignment. Students do not have the right to make up an assignment that they
cheated on the first time around.
 See the student handbook for disciplinary action regarding plagiarism. You will notice that this
policy includes a phone call home and a detention. It can also include an office referral.
Remember, this is a UCONN course, and UCONN policies for academic integrity also apply to us.
EXTRA HELP
Always available. Make an appointment. Also, our class website often has resources that will help you
succeed in class.
EMAILING WORK
Oftentimes, students may choose to email a paper as a Microsoft Word attachment or share it with me as a
Google document. For such submissions, a printed copy MUST follow up the submission within 24
hours of the assignment deadline. There are no exceptions to this rule. If you do not submit a
paper copy, the assignment will be recorded as a zero.
LATE SUBMISSIONS
Papers and other major assignments will receive a late penalty if not submitted on the due date. The penalty
is ten points per school day. After the third day, the paper CANNOT be submitted for credit. There are no
exceptions to this rule. You may request ONE EXTENSION per year. This is a “no questions asked” request
to submit a paper up to 72 hours late without penalty.
Course Packet 6
Classroom Rules and Policies
1. Tardiness: Class begins on the bell. Repeated problems with tardiness will result in teacher detentions.
School policy is my policy:
• 3 unexcused tardies per class equal 1 absence from that class.
• Unexcused tardies of more than 15 minutes to any class will be considered a “cut.”
2. Presence in class is more than just sitting in a desk. Text and tweet on personal time, not class time. IF I
SEE YOUR PHONE IN CLASS, I WILL TAKE IT AND GIVE IT TO AN ADMINISTRATOR.
NO EXCUSES!
3. Any student caught talking or otherwise communicating with another student during a test or quiz will
receive a zero on that assessment. No make up test will be given.
4. Be prepared for class. This means bring a pen, pencil, binder, journal and the appropriate book for that
day’s class. Students will not be permitted to go to their lockers for course materials once class begins.
There is ample passing time for you to obtain materials.
5. Food and drink are not allowed in class. If you have a medical issue that pertains to this rule, please feel
free to notify me privately.
6. Regarding pass use, students must use the sign out sheet before leaving the room. If your requests to
leave the room become excessive, you can expect a conference with me after class.
7. CLASS CONDUCT: Being cruel and disrespectful to others, swearing in class, being confrontational,
using electronic devices for non-instructional purposes. All of these are examples of things that do not
contribute to a positive, safe, and productive learning environment. A display of this type of behavior will
result in a detention and a call home. If you are very inappropriate or are a repeated offender, you will be
referred to administration for disciplinary action. Inappropriate behavior is not tolerated on any level.
Remember—You choose the behavior, and you deal with the consequences.
Course Packet 7
Course Themes and Texts
The overarching theme of this course focuses on why people act, react, and interact the way the do under
specific social constructs. How much does society determine human behavior? How much does human
behavior shape the construct of the society? These are just two of the questions that may come up as we
examine the following themes that overlap in our study of a variety of literary texts:
Disunion I: Man, Nature, and Creation
Disunion II: Colonization, Government, and Politics
Dystopia: The Cost of Building a “Better” Society
Disenfranchisement: The Roots of Rebellion
Dissymmentry: The “Madwoman” and her “Madmen”
Course Texts
Rewriting: How to Do Things with Texts, Joseph Harris
Vocabulary Series G, Sadlier Oxford
Poetry from American, British, and World Literature
Things Fall Apart, Chinua Achebe
Heart of Darkness, Joseph Conrad
Frankenstein, Mary Shelley
Hamlet, William Shakespeare
1984, George Orwell
The Canterbury Tales, Geoffrey Chaucer
Wuthering Heights, Emily Brontë
Many excerpted and outside reading texts will also be embedded into our course.
Course Packet 8
AP/UCONN English 12 Course Packet, Parent Signature Form
Student Name (Printed Legibly) __________________________________________________
The signatures below indicate that we have read and understand the contents of this course packet. This includes the ECE
information, the list of texts, the academic procedures, and the classroom rules and policies.
Please note: the workload in this course is substantial, but there are many ways in which a student can get the supports
required for success. Doing well requires attention to the readings, the writing process, and strong habits of mind. Students
and parents are both encouraged to conference with me at any time when concerns over student performance arise. We all
share the goal of student learning and success!
________________________________________
Signature of Parent or Guardian
__________________
Date
________________________________________
Signature of Student
__________________
Date
Attention Students: The above signatures are due by the class meeting on September _____. This is worth 1 homework
assignment.
Course Packet 9